I heard the joyful sounds of children swinging higher and higher, and I saw birds flying back to their homes, singing to each other as the sun began to set. A couple walked quietly together, enjoying the peaceful evening. Near the river, a duck dived into the water, creating ripples that spread across the surface. I watched the bridge and the trees dancing in the water’s reflection.

There were many species living around the Werribee River. At sunset, birds returned to their homes, and I could hear the cracking calls of cockatoos and the melodious voices of parrots. On my walk, I saw a mother parrot feeding her baby, which reminded me of my own mother, who would always have warm food ready for me when I came home from school.

The whispers and laughter of children brought back memories of my own childhood, playing with friends outside in the streets. This experience clearly relates to Dadirri, in session one. I felt peaceful, joyful, and alive. This walk reminded me of the beauty that surrounds us if we simply take the time to notice and listen.

An evening walk by the Werribee River to create  my soundscape gave me the opportunity to experience the sheer amount of expressive languages that are in our environment that we often don’t realise on a daily basis. The languages of sound, movement, and drama I experienced were,

• Sound: The natural sounds of birds returning home, laughter of children playing, the splash of the duck, the rush of the wheels of the bike and the parrots chattering in the trees all came together to form their own type of music. 

• Movement: There was so much sound embedded within the movements like the rolling of the skateboard, the swing spinning, the water rippling, and the wings of birds  fluttering. 

• Drama: The park scene unfolded like a narrative, the calm beginning with wind and footsteps, the joyful play of children, and the lively sounds of different birds create an dramatic view.

During my evening walk at Werribee River Park, I noticed many sounds, movements, and sights that made me feel connected to the place. Children laughing and rolling their skateboards created a lively, joyful atmosphere, while the calm movements of birds, ducks, and trees added peace and balance.Seeing a mother parrot feed her baby reminded me of my own mother caring for me, which brought back childhood memories. The mix of sounds, the laughter, the wind, bird songs, and river ripples helped me practice Dadirri, or deep listening. It made me more aware of the small details around me and brought feelings of peace, joy, and being alive.

This experience showed me how engaging with nature and people can stimulate emotions, memories, and mindfulness.This experience showed me how engaging with nature and people can stimulate emotions, memories, and mindfulness.

This experience forced me to reflect on Pauline Oliveros, The Difference Between Hearing and Listening ted Talk Video, as she reminds us that place is an active agent in the music making process

and considered deep listening makes us able to listen and understand everything in the environment.

Wilson highlighted that natural environment is an ideal place for

children engage in creative play and they could find three languages sound/music, movement, and drama through play in the natural world. They are more fascinated to put their hands in water

and sand, reach out to pick flowers, and to dig for natural treasures in dirt, climbing trees and breaking down the branches and leaves. In my perspective, as educators we should encourage natural play in

our practices that tend to be playing imaginatively, and it can be organised through playing in the outdoor yard, excursion to the local community or park or provide some natural materials to explore within the service.

My current knowledge and thoughts have been broadened up through this experience as I feel more connected and associated with the natural world around me and become more capable to listen and

understand it. So, we need to extend and reflect on our current practice by adding inclusive natural environment and musical play in young children learning. A play based, child-cantered music curriculum in early childhood settings should be built within the natural environment based on educators’ observations and interactions with children and families. According to the Reggio Emilia approach, every child has at least one hundred languages for expressing their thoughts to others, and one of those languages is Music. So, there is a great concern for children to explore music around them that is their first language as children learn music and

language at the same time, according to Victor Wooten, Music As A Language. And to extend this experience, we need to arrange some resources and learning environment in which children can develop

their movements with place and initiate some imaginary play.

* I will encourage children to create soundscapes of their own environments, helping them notice details, patterns, and rhythms.

* I will use movement and dramatic play alongside sound to give children opportunities to represent their experiences holistically

*I will design learning experiences outdoors where children can listen, record, and interpret sounds  fostering both creativity and environmental awareness.