Experience 1) Have the children sit on the mat on the floor in a circle.  Have them close their eyes and listen to a recording of the sounds from the bush which was recorded for assessment task 2.  This will be played through three times, the second time around the children will be shown different pictures of things from the bush and they can pick out what they think they can hear.  The the third time they will be given different Aboriginal instruments either the clap sticks, rainmaker shaker or drums that they can use to make music while listening to the sounds from the bush. NOTE: Noise canceling headphones maybe used for children who are sensitive to loud noises, and use of Buddy Button or Spec Switch and cymbal drum for non verbal children to join in. Show non verbal children A4 pictures of nature provided for them to choose what they think they hear from the recording.

Experience 2)
Firstly I will be reading a story called "Where the forest meets the sea (Baker, 1988).  I would than explain to the children that we are going to learn a new action song about a small tree and how he grew big like the trees in our story.  I will sing the song with the actions while they listen to me first.  Line by line I will sing them the line with the action, there are only four lines to this song.

SONG & ACTIONS

Once there was a small tree small tree small tree (swaying side by side)

Once there was a small tree small small small (slowly crouching down until small)

In the sun it grew grew grew (slowly climbing up, arms stretched out)

In the sun it grew tall tall tall (arms stretched out, onto tipee toes). NOTE: May use video provided in link to show actions, buddy button for non verbal children, noise cancelling headphones for children that sensitive to noise. Kindergarten assistant to help with children that are non verbal.

Experience 3) '
This game will be played outside underneath the large eucalyptus tree in the yard of the service.  I will explain the game to the children that it is like playing "What's the time Mr Wolf" except it called "Wake up Bear".  I will start by being the bear who is fast asleep.  The children will be at the fence calling out Wake Up Bear, and I will reply "In 5 minutes" they children will take 5 steps towards the sleeping bear (me). This will go on until the bear says "The Bear Is Awake" and chases the children to tag one, who will than become the bear.  NOTE: For children that are non verbal they can be assisted by the kindergarten assistant. 

HOW IT MIGHT PLAY OUT
Experience 1)
The children may get distracted or get fidgety , therefore it will be a quick listen to the recording but most of the engagement to nature sounds will come when they get to connect with the different instruments.

Experience 2)
The video will keep the children amused and hopefully engaged with a simple tune, words and actions to the song.

Experience 3)
This experience being outside in one of the children's favorite part of the yard and playing a similar game that they like "What's the time Mr Wolf" I am hoping this will keep the children interested and engaged. Easily enough that after a few goes as a group they can confidently play on their own like they would playing "What's the Time Mr Wolf".

Connecting with place through music, the experience chosen of listening to sounds of nature with the children making their own music with instruments is to give the children of all capabilities the freedom to express how they are feeling as noted by Dr Ibrahim Beltagi (How Music Affects Your Baby’s Brain: Mini Parenting Master Class, n.d.). He also suggests that music at early ages can encourage children to make up their own songs as they laugh and repeat words, movements to music.

Connecting children in early childhood with place by playing through movement inspired this experience of the children in our service learning a simple action song that is about a tree that lives in nature and grows with its surroundings. By the children learning this new action song outside underneath the giant eucalyptus tree, they have the opportunity to let their body flow and release its innate connection to the natural world. Ariana Candell (Movement in the Wild: Nature as Dance Partner - the Earthbody Institute, 2017) refers to these sensory and impulses as a way for us connect to our other than human life forms that surrounds us. This experience will hopefully allow the children to make those connections, hone in on their sensors with nature while moving and dancing outside.

The third and final experience planned for children in early childhood service was to try and connect children to place through drama. Marisa Lark Wallin proposed that the children that engage in pretend play in natural settings can strengthen their problem solving and social skills like cooperation, negotiating and sharing (Lark Wallin, 2019). With the children learning to play "Wake Up Bear" they're surrounded by the outdoors in the large garden area and trees. With plenty of loose parts for them to engage as part of their dramatic play.

How music affects your baby’s brain: Mini Parenting Master Class. (n.d.). Www.unicef.org. https://www.unicef.org/parenting/child-development/how-music-affects-your-babys-brain-class#:~:text=Music%20at%20early%20ages%20helps

Lark Wallin, M. (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#:~:text=When%20children%20are%20given%20the%20time%20and%20space%20to%20play

Movement in the Wild: Nature as Dance Partner - The Earthbody Institute. (2017, March 26). https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Muir, F., Lawson, S., & Leanne Mulgo Watson. (2021). Sharing. Magabala Books.

TEDx Talks. (2013). How singing together changes the brain: Tania de Jong AM at TEDxMelbourne [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=I_HOBr8H9EM

B) What did not work was the extra assistant was away on the day of the last experience which was playing "Wake Up Bear" in the garden out in the yard. I was trying to demonstrate the game to the children as well as assist a child with additional needs that I usually work one on one with, as the classroom teacher was helping other students.

C) What I might do differently next time is break up into smaller groups when it comes to playing a game outside so all children of all abilities can participate more fully.

D) These experiences has showed me that all children of all capabilities are able to express themselves through nature play by better planning of the spaces outside. Ensuring that activities are inclusive for all children. It may mean moving or providing extra materials so that spaces are accessible for all students including those in wheelchairs.

E) My perspective on music, movement and drama has changed dramatically through running these experiences in two different services. The experiences allowed the children to use all their senses in several different ways to express their emotions and feelings from children of all capabilities. The experiences highlighted the benefits of he children using their senses to strengthen their connections towards others, nature and most importantly with themselves.