I strongly believe in Wilson (2007) as he said that nature gives open-ended play to children and lots of opportunities to create stories. I could see how children can come to this creek and create their own stories and memories and how they can explore freely and enjoy the nature and develop their creativity by making sounds and creating their own play.

Standing by the creek, I heard music in different ways like the calls of birds, the crunching of leaves under shoes, the refreshing sound of water gently compressing against my ear, the soft whisper of the wind and the distant sounds of trains added as an extra layer of background music. I strongly believe Hanna (2014) which shows how music and visual arts connect through listening and through creative exploration and it opens children's imagination and creativity. Music is everywhere; we can feel through sounds.

If I want to create a game with the children, I would suggest them to make music by listening carefully to the surroundings, copy rhythms and even they can make their own songs from the environment. Children do not need a classroom or structured musical instrument, they can discover outside from their surroundings by their own.

Movement:

I felt movements around me by the dancing of trees and flowers in the wind, the birds flew and landed, diving into the water. So, children can create a game of movements by copying birds by running, jumping, skipping, pretending to fly like birds, staying still and swaying like trees and the movements of hands and fingers to show sunrise or make a circle or standing one by one showing the sunrise, finding food with their fingers and hooping like birds and walking on their feet and hands showing like a bird. With all these activities, they can build their body coordination, gross motor skills and even children's own play does not need any structured play while they are playing in the natural environment. Wilson (2012) explains that children's play natural environment does not need any instructions because nature itself gives countless opportunities to children to explore, move and create.

Drama:

As I was standing next to the creek, I noticed that birds acted in different roles, some diving, some looking for food and some flying into the clouds above. The sunlight made the different ''scenes'' stand out, the wind made the leaves and branches more into a swaying motion, making it look like they were dancing with each other. Ungunmerr-Baumann (2002) reminds us about Dadirri, about how nature can support children in slowing down, feeling nature and copying its movements into creative ways and creating dramas. Similarly, children can use open space as a stage and pretend like birds, wind, water, trees, leaves, flowers and the rising sun, and they can create their own imagination and story, by developing their story, dividing their roles like be a rising sun, blooming flowers with the hands, trees with swinging and creating different voices, from what they heard from their surroundings. This way they can create their drama.

ISSN: 10823301

Ungunmerr-Baumann, M.-R. (2002). Dadirri: Inner deep listening and quiet still awareness (pp. 1–4). Emmaus Productions. http://www.dadirri.org.au/wp-content/uploads/2015/03/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl1.pdf

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.

Wilson, R. A. (2018). Nature and young children: Encouraging creative play and learning in natural environments (3rd ed.). Routledge. https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2Fmono%2F10.4324%2F9781315148533%2Fnature-young-children-ruth-wilson