Small group experience outside focusing on the movement in the trees and clouds as we lie on the ground.

For the children to engage in discussion and be inspired by the movement within the environment. Connecting them to place through movement

Provide a comfortable space under the large Willow tree in the shade. Set up various rugs with cushions which will encourage children to lie down and look into the sky at the clouds and the branches overhead swaying. I will also have some silk scarves, rainbow ribbons to provide extra movement in to the activity. 
 To invoke a sense of calm and relaxation I will play some relaxing music as a further provocation. Encourage children to discuss what they see, hear, smell, feel etc. 

Encourage them to connect to place, after being still and watching, invite the children to move with the music and as the trees move. Using words such as tall, stretch, sway, slow, quick to encourage various types of movement. 

This activity links to my creative response as they are focusing on movement, the sway of the trees, the moving clouds, connection to place and quiet, deep listening. I am gaining inspiration from Miriam-Rose’s reflective article and video ‘Dadirri’, where she encourages Inner Deep Listening and Quiet still awareness. (Ungunmerr, 1988) Connection to land and the inspiration from Aboriginal people informs this practice. 

The children welcomed the opportunity to participate in this activity. Encouraged to lie down, the conversation led first to what we could see. Can you see clouds? Are they moving? What are the trees doing? I wonder how they move? 

 Initially, there was a lot of movement/wriggles and chatter, however, I encouraged them all to take some big, deep breaths in and out, in and out this seemed to calm the children (and myself). The music helped initially however I then turned it off as we focused on what we could hear (there were some sparrows settling in the tree above). The clouds were moving quickly in the sky; however, the children were focused on the tree above. Someone wondered, ‘how do the birds stay up there when the trees move so much?’ this led to a discussion about birds’ feet, nests and houses for birds. 
 I then invited the children to use their bodys to move like the trees, some of them enjoyed the movement of the scarves and ribbons as an extension of their arms.

 This activity relates to Wilson’s discussion regarding children engaging with the Natural world, coining the term ‘Biophilia’ to describe ‘the urge to affiliate with other forms of life’. (Wilson, 2007). This activity certainly did this!   

The conversation regarding the birds, their habitat, and connection to place led to me recalling ‘Mutton Bird’ by Bangarra Dance Theatre.  (Bangarra, 2015). I was inspired to show the children this piece and use this as a provocation for my drama activity.

For the children to engage with movement and drama through participating in a role-play activity

Invite children to be active participants in role play. We will watch Mutton Bird, Bangarra Dance Theatre and also watch short videos of wild ducks, insects, swallows, and sparrows for inspiration and context.
 I will suggest to children that they may like to move like a particular bird, having fabric, sticks, and branches as props and provocations. Playing music such as ‘flight of the Bumble bee’ and a piece of music I found on YouTube called ‘The most beautiful and relaxing piano pieces’ https://www.youtube.com/watch?v=WJ3-F02-F_Y These pieces of music have a variety of tempos which will support the children’s movement and sense of drama.

I am linking to my creative response regarding bird movement, drama and connecting with place. Exploring the perspective of the animals in AT2 in relation to movement and in the first activity as children had discussed the birds in the trees. This links also to Soundscape 

The children engaged with the music and with this activity. Initially, they were drawn to the fabric and scarves I provided using the scarves as wings, flying and running as they quacked. The music provided some guidance for fast and slow tempos, I was also surprised to see the children using small steps on tiptoes in ‘Flight of the bumblebee’, the interpretation of key, tempo, and rhythm was surprising. Once the music finished, we turned it off and they began to use sticks and branches to create a home for the bird

Further practice in the Early Childhood setting
Continue to explore movement using music and movement. to inform children's dramatic responses. 

Invite children to explore various natural objects, creating sounds, rhythms and meaning-making

Prior to the activity, I will collect a variety of natural  objects from the area in AT2. These were leaves, sticks of various sizes, branches, and various leaves. I took these to SPG where we then added some blocks, different types of wooden objects, and bells (children helped to choose) 

I will provide the children and parents to sing ‘Inanay’ by Tidda (and other songs that interest them) using objects as instruments inviting them to explore the melody, beat, and rhythm. My intention is to be led by the children, as discussed by Wilson in ‘Children. Creative play, and the Natural environment’ I intend suggest participation but not take over (Wilson, 2007). 

This activity links to my creative response by using the items that connect to country. The focus on sound and rhythm encourages exploration of sound, body awareness and special relations. 

The children were enthusiastic participants in collecting items for a ‘music activity’. We brought them to a mat under a tree to participate in a small group time. Given the children’s ages, they were engaged and enthusiastic. They were all drawn to the sticks to click together, it seemed that the music I provided was a provocation for this rhythm. I didn’t use any objects, instead chose to clap and use my body meaning making – much like in session 8 using the drama of sound effects.

To continue to provide opportunities for the children to make music using all types of materials and objects. To introduce them to songs from cultures including Aboriginal culture as part of everyday practice. 

Bangarra, D. T. (2015, May 20). Mutton Bird. (Bangarra Dance Theatre, Performer) Sydney, NSW. Retrieved from YouTube: https://www.youtube.com/watch?v=o-PV98Oshkc

Candell, A. (2017, March). Movement in the Wild; Nature as a Dance partner. Retrieved from The earthbody Institute: https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Edwards, C. G. (2013). The hundred languages of children: The Reggio Emilia experience in transformation. ABC-CLIO, LLC.

Korsakov-Rimsky, N. (2008, 8 31). Flight of the Bumblebee. (https://www.youtube.com/@Rousseau, Performer)

Meyers, A. B., & Berk, L. E. (2014). The SAGE Handbook of Play and Learning in Early Childhood. London: SAGE Publications Ltd.

Murphy, A. J. (2016). Welcome to Country. Melbourne: Walker Books.

Ungunmerr, M.-R. (1988). www.miriamrosefoundation.org.au. Retrieved from Miriam Rose Foundation: https://www.miriamrosefoundation.org.au/

Wilson, R. &. (2007). Nature and young children: Creative play and learning in natural environments. Routledge.

Wooten, V. (2013). Music as Language. Victor Wooten at TEDxGabriolaIsland. Retrieved from Youtube: //youtu.be/2zvjW9arAZ0