In this activity, the children will create sounds that mimic rain and will learn about rhythm and music. To make the sound of rain the children will use a rainstick (cardboard tube with rice inside), shakers and drums.

Description:

• Start by gathering the children and talking to them about rain and the different sounds that it makes when it hits different surfaces.

• Provide children with different musical instruments such as shakers, drums and rainstick. The children can help to make rainstick by filling rice and pebbles into cardboard tubes.

  
  

• Explain how to use different musical instruments such as rainstick for raindrops, shakers for heavy rain, drums for thunder.

Rationale:

During my On country visit, I was mesmerised by the tranquil sound of rain falling on different surfaces, creating a beautiful symphony of nature. The rhythmic pitter-patter and soothing melody inspired me to create my own composition, Rain Sound Symphony. I wanted to capture the feeling of peace and serenity that I experienced in that moment, so I incorporated elements of gentle and subtle percussion instruments to mimic the sounds of rainfall.

Theoretical Perspectives:

Incorporating musical instruments like the rainstick into activities for children not only provides them with a means of self-expression, but also allows them to connect with others through the universal language of music. Just as Foley art (Zupanc, 2019) enhances the auditory experience in video, these instruments can enhance the sensory experience for children, engaging them in a way that goes beyond words. By encouraging children to explore and create music, we are fostering their emotional intelligence, creativity, and ability to communicate effectively with others. This aligns perfectly with Wooten's (2006) idea that music is a powerful tool for connection and communication.

This hands-on experience will not only teach the children about music composition and rhythm, but also encourage them to express themselves creatively through movement. By combining these two elements, they will have the opportunity to fully immerse themselves in the music they have created, fostering a deeper understanding and appreciation for both music and dance. This activity will not only be educational, but also fun and engaging for the children involved, giving them the chance to express their own creativity in a nurturing setting.

Description:

• Show the children how they can use everyday objects as instruments to create their own rain-inspired music.

• Demonstrate to the children various ways they can utilise common objects to produce music that is inspired by the rain.

• Teach them different ways to move their bodies in response to the music, allowing them to express a range of emotions such as joy, sadness, or any other feelings that the rain may evoke in them.

• Guide the children in exploring different methods to generate rain sounds using their bodies. For instance, they can clap to mimic light rain, stomp to imitate heavy rain, and snap their fingers to replicate raindrops falling on leaves.

• Initiate the activity by clapping, stomping, or snapping, and encourage everyone to participate. As they experiment with creating various rain sounds, motivate them to dance in accordance with the rhythm, suggesting quicker movements for light rain and slower movements for a gentle shower.

  
  

  Rationale

  My recent on country visit, when I recorded the calming sounds of the rain and nature, served as the inspiration for this movement exercise. Idea of incorporating these natural sounds into a movement activity is both unique and refreshing. Imagine listening to the gentle pitter-patter of raindrops falling on leaves, paired with the rustling of trees in the wind. It really brings a sense of peacefulness and connection to the outdoors. This type of activity not only encourages physical movement but also encourages creativity and expression among children.

Theoretical Perspectives

The concept of incorporating body percussion was influenced by Katherine G. (2013). The Atelier School without Walls highlights the importance of offering children hands-on, experiential learning experiences that foster a connection with their surroundings. In the realm of creative dance-play for early childhood, it is noted that dance not only promotes enjoyable movement but also aids in enhancing children's concentration.

The children participated in a drama based on rain on water, and it was an experience that enhanced their creativity and imagination. Through the use of props and costumes, the children were able to immerse themselves in the story and bring it to life. The drama allowed the children to express themselves in a unique and artistic way.

Description:

• Introduce the children to the captivating story of "Rainy Day" by watching a video on YouTube.

• Next, provide them with props like a water hose to simulate rain and umbrellas to shield themselves from the imaginary downpour.

• Encourage the children to act out the story by pretending to be caught in the rain, dressing up in raincoats and gumboots to stay dry and have a blast in the make-believe rainstorm.

• Present the children with a vibrant rainbow and inquire about the colors they can identify within it.

  
  

Rationale:

During my on country visit, I was captivated by the mesmerizing sight of raindrops dancing on the water's surface, creating a dramatic effect on the otherwise still pool. Rain has a unique ability to transform ordinary objects into something enchanting and magical. As I observed the rain gracefully dancing on the water, I found myself completely entranced by the beauty and intensity of the moment.

Theoretical Practices:

In his article "Let's Play Outside," Wallin (2019) highlights the significance of engaging in pretend play in natural environments. In the "Rainy Day" story, children took part in a dramatic outdoor performance where they used a hose to create rain and a rainbow from water.

Katherine, G. (2013). Body Percussion. ClickView. https://online.clickview.com.au/share?sharecode=efe00cd6

Learn how to create Foley art. (2020). Www.youtube.com; Children’s Theatre Company.

https://www.youtube.com/watch?v=slBnlicFEA4

Rainy Day. (2023). Youtu.be; Learn English Through Story. https://youtu.be/p18VLDjFtHU

The Atelier - The school without walls. (n.d.). Www.youtube.com. https://youtu.be/vNAKhgATlAo

Wallin, L. (2019, June). The Importance of Pretend Play in Natural Settings. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings

Wooten, V. (2013, May 29). Music as a Language: Victor Wooten at TEDxGabriolaIsland. YouTube. https://youtu.be/2zvjW9arAZ0

What went as expected?

I was successful to recreate the sounds of rain through different instruments and the children were happy to engage in the activity. She even used her own creativity to create the sound of wind rustling the leaves with her foot on the mat.

What didn't go as expected?

The time allocation wasn't enough, she was having so much fun and then have to abruptly cut it short. I wished we had more time to spend together, to fully immerse ourselves in the moment without the constraints of a schedule.

What might I do different next time?

I might add more percussion instruments to make rain music, such as pots, pans and various spoons to create sounds of rain especially of thunder. I might give more time so she can have a free play without any restrictions of time.

How might I use this growth as future practices in Early Childhood Service?

I believe that incorporating natural elements into my future practices will not only enhance the learning experience for children but also foster a deeper connection with the environment. By providing opportunities for children to explore and interact with nature, they can develop a sense of wonder and appreciation for the world around them.

Additionally, I would encourage children to be creative and use their imagination in various ways. This could involve incorporating art activities, foley art and creating music using natural instruments into my curriculum. By allowing children to express themselves creatively, they can develop important skills such as problem-solving, critical thinking, and self-expression.

What went as expected?

The children enjoyed the chance to compose music and move to their own rhythm. As they played with various instruments and used their bodies to create music, fusing them in flawless harmony, it was incredible to watch their faces light up. They were really interested in and enthusiastic about using dance and music to express themselves. It was more than just a fun activity – it was a chance for them to explore their artistic side and build confidence in their abilities.

What didn't go as expected?

Initially, the children faced some challenges in understanding the concept of body and music percussion. The limited time available also posed an obstacle, as the children required additional guidance to fully grasp the movements involved.

What might I do different next time?

In the future, I plan to provide a more thorough explanation and hands-on practice with children regarding the concept of body percussion. This will help them better understand the rhythm and ultimately enhance their enjoyment of the activity, especially since they have a natural inclination towards dancing.

How might I use this growth as future practices in Early Childhood Service?

I have thoroughly enjoyed learning about body and instrument percussion in this unit, as they are new concepts for me. I plan to incorporate them more into my future practices, as they are effective ways to capture children's attention and keep them engaged and entertained for longer periods of time.

What went as expected?

Children have always had a natural inclination towards using their imaginations to create new worlds and scenarios, and one popular way they do this is through imaginative play. Acting in imaginative rain, water, and props allowed children to explore their creativity and experiment with different roles and scenarios. They used props such as umbrella and water to create rain in a natural setting outdoors.

What didn't go as expected?

Due to time constraints, the children were unable to fully immerse themselves in the Rainy Day drama. They were also confused as to why they were limited to using the water solely for creating rain, rather than engaging in free play with it.

What might I do different next time?

I aim to provide children with ample time to fully immerse themselves in the dramatic aspects of the activity. Encouraging them to expand on their rainy day play by incorporating additional elements like animals or birds can enhance their overall experience.

How might I use this growth as future practices in Early Childhood Service?

As children have a natural affinity for playing with water and enjoying the rain, I will actively encourage them to embrace the summer season by playing in the rain. This will allow them to fully appreciate the beauty of nature and the changing seasons. Engaging in conversations with children about the weather is a great way to educate them about the various weather conditions, such as sunny days, cloudy days, and rainy days. By exposing them to different weather patterns, we can help them develop a deeper understanding and appreciation for the world around them.