In this lesson I want to combine sounds made with natural materials such as sticks, rocks and leaves no matter what size or shape to create a musical piece. After gathering materials we will form a circle and each child will show off their chosen material and create a sound from it. Each sound that they make will end up being performed together to create a musical piece.

In my on country visit, when I focused on my hearing I noticed a lot of bird sounds surrounded by planes overhead. This made me reflect on the diversity of sounds that we hear, with each bird chirping its the same object but they're all emitting a different noise each time, similarly, to using natural resources to make sound. E.g. sticks are the same object but the sound will be different, for example, loud, soft, fast or slow.

We can teach children that sound and music can come from anything, like voice and body percussion (clap, click and stomp) we can use natural resources like sticks to tap and leaves to rustle.

For this activity I want children to look at images or video clips that I play on a screen of a natural environment. Then they are to mimic the movements of what they see with an emotion that I say. They can move in the perspective of what they think represents the object. For example, the leaves, they can sway their arms widely and gently from side to side to mimic the happy emotion or they can use their bodies together and create a huge bird flapping its wings really fast to show the emotion of anger. This provides both "concentration and attentiveness" (Dance Teaching Ideas, 2024) both mentally and physically.

After these activities I want to wind down with a relaxation activity that can "support attentiveness to how they are feeling and help develop self awareness" (Dance Teaching Ideas, 2024).

I noticed on my on country visit the tree leaves and bushes gently swaying from the wind. There was movement ranging from big to small, from birds and the swings that children had been playing on. This inspired me to make an activity that reflects my observations and demonstrates how nature can show emotion.

In this dramatic story play the children are to help Olivia the octopus clean up the environment/ habitat. I will set up a ecosystem with recycled materials and provide children with little bags to collect "rubbish" that I have put around the made up environment. Not only is this activity good for children to "explore potential roles in their social world" (Meyers., et al., 2014) but reinforces the idea of picking up rubbish and keeping our land clean.

By allowing children to create their own scenarios, they can problem solve and use their imagination to adapt their story telling which provides a "great medium for assisting children's knowledge" (Vic Gov, 2023) and fosters positive connections with our environment.

On my on country visit not only did I see flora and fauna but I noticed a long river reminding me that the environment doesn't only include land but also the aquatic ecosystem. I noticed how clean the environment was, no plastic bottles no overflowing bins just a clean picturesque landscape, which inspired me to create this activity.

Adena B.Meyers and Laura E.Berk. (2014). Make believe play and self-regulation. https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/the-sage-handbook-of-play-and-learning-in-early-childhood%20(1)%20(1).pdf?ou=2004136

Dance Teaching Ideas. (2024). Creative Dance-Play for Early childhood. https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Marisa Lark Wallin. (2019). Community Play Things. Let's Play Outside: The Importance of Pretend Play in Natural Settings. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings#:~:text=When%20children%20are%20given%20the%20time%20and%20space%20to%20play,to%20cognitive%20and%20linguistic%20growth.

UNICEF. (2019). How music affects your baby’s brain: Mini Parenting Master Class.

https://www.unicef.org/parenting/child-development/how-music-affects-your-babys-brain-class#:~:text=Music%20at%20early%20ages%20helps,these%20words%20and%20memorize%20them.

Victor Wooten. (2013). Music as a language: Victor Wooten at EDxGabriolaIsland [Video]. YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0&t=1s 

Vic Gov. (2023). Journey to Healesville: learning through drama - teaching demonstration. https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood/videos/journey-to-healesville

Wilson, R, 2007, Children, creative play, and the natural environment, in R. Wilson (edn) Nature and Young Children : Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch 1, pp 1-18. https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Nature_and_Young_Children_Encouraging_Creative_Pla..._----_(Chpater_1_Children_creative_play_and_the_natural_environment)2.pdf?ou=2004136

Overall, by children being able to collect things in nature it stops the de-naturing of childhood that can affect their social, physical and mental development (Wilson, R, 2007). Both sound and music "ignites all areas of child development and skills for school readiness" (UNICEF, 2019).

What went as expected?

• Having fun when collecting materials in an outdoor environment

• Enjoyment of using different techniques and materials to make sound

What did not go as expected?

• Sometimes the sound choices using the materials were limited to banging, shaking and rustling

What might you do different next time?

• Split them off into smaller circles before attempting a big one, so that they can get an idea of how to do it and feel more comfortable

How might you use this growth in your future practice of early childhood education?

• Incorporate more hands on sound/music activities, as it is beneficial for both mental and physical stimulation

What went as expected?

• Being able to mimic and move to an emotion that I tell them in the context of nature (demonstrate a bird with angry emotion)

• Using both mental and physical engagement

What did not go as expected?

• Harder for shyer individuals to feel comfortable with participating in the dance/movement

• At times it was a little bit confusing to figure out how to show an emotion such as, sleepy in the context of flying airplane

What might you do different next time?

• Allow them to choose an emotion for each other to get them to work collaboratively

• I can get them to work in smaller groups to reduce pressure in front of others

How might you use this growth in your future practice of early childhood education?

• Provide more activities that develop both mental and physical wellbeing

What went as expected?

• They were eager to go pick up rubbish and help Olivia the octopus make her habitat litter free

What did not go as expected?

• Maintaining enthusiasm to create a make-believe story

What might you do different next time?

• Give words of encouragement and positive reinforcement

• A reward system to celebrate the clean up and effort

How might you use this growth in your future practice of early childhood education

• Using more activities that involve teamwork, responsibility and bettering our environment