Experiences from Natures Composition by Lavanya Natarajan

Lavender Dreams -An imaginative adventure

lavanyabeachwood — 2024-09-15 12:55:11 UTC

On my country visit, I captured a variety of sounds where the natural and the mechanical world collided- wind, bird sounds, rain, and the roar of engines. My whole body swayed along with the trees, and my hands opened to the flapping of birds. My imaginative story evolved from the drama that happened between nature and manmade.

The book “Lavender Dreams” – was built upon this experience and I shared it with my children at my service, together we explored the language of music, drama, and movement.

Sounds of Wind

lavanyabeachwood — 2024-09-15 13:07:14 UTC

Learning Intention:

For the children to explore the different notes of sounds based on the intensity and the materials

Learning Resources:

1. Empty Jars

2. Jars filled with a variety of natural materials, lentils, and coloured rice

Theoretical Perspective

lavanyabeachwood — 2024-09-15 13:10:35 UTC

Through deep listening, I was able to immerse myself in nature’s orchestra. I unpacked the different tones from the mere pressure of the wind. Even a moment of stillness in the air added to the rhythm of nature's composition. According to Miriam-Rose Ungunmerr (1998), unhurried connection, stillness, and deep listening allow us to tap deep at a profound level with nature.

Reflection

lavanyabeachwood — 2024-09-15 13:11:20 UTC

This activity was integrated into an already existing interest of my children and added as an extension to the home corner experience. The children have been seen thoroughly engaged in exploring the vast variety of sounds based on their weight, material, and shape.

Every child was exploring it differently - rolling it on the floor, observing the jars when tilted upside down, using it in the cooking experience, tapping the empty jars, and looking inside with curiosity. They were seen to be drawn towards each other when they heard different sounds everyone created.

Next time I would invite the children outdoors/indoors to listen to the sounds happening around them and together will create the resource.

Embedding in Practice

lavanyabeachwood — 2024-09-15 13:12:47 UTC

Music has been an integral part of us since birth, just as Victor Wooten (2013) suggests we need to nurture the connection and continue having the freedom to keep it. We are constantly surrounded by music in our daily routines. In my emerging practices, I would foster a holistic approach to Music, rather than treating it as a tokenistic time-scheduled activity. Listening deeply to our children’s voices and actions will continue to expand their interests to express themselves without any rules.

Move with the wind

lavanyabeachwood — 2024-09-15 13:17:24 UTC

Learning Intention:

For the children to explore movement through their body

Learning Resources:

1. Create Whizz, Whoosh, and Swish - using a cardboard cylinder 2. Combining sounds and moving the body according to the intensity of the sound.

Theoretical Perspective

lavanyabeachwood — 2024-09-15 13:18:24 UTC

According to Gano & Krull (2020), a little movement the amount of grip we put in to hold a friend's hand, or the pressure we put in to perform an activity evolves as we become aware of our body -is proprioception. Engaging in nature we can draw parallels between encouraging our children to discover their bodies. The trees swayed in the direction of the wind and their intensity increased and decreased based on the wind pressure and came to a halt when the wind stopped.

Reflection

lavanyabeachwood — 2024-09-15 13:19:35 UTC

Through this activity along with the children, we moved our bodies according to the different levels of the wind sounds we created.

The children were observed to respond to the sound through their bodies bending, side to side, and stretching.

One child joined the group experience with a fabric material.

We used it to spread it and do the bird flapping.

Later the child was seen walking with the fabric draped around him and can see the cautious walking style.

I would expand this learning in the bush kinder and the beach kinder and physically manifest to the rhythm of nature.

Embedding in Practice

lavanyabeachwood — 2024-09-15 13:22:41 UTC

It's through movement we make connections to the world around us, movement is not necessarily just limited to moving, everything including facial expressions, subtle or strong force in our actions, breathing everything is movement. (Gano & Krull, 2020), Music and movement combined bring joy and make things exciting. Through this understanding of movement as more than physical, I would integrate this into my emerging practices by seeking opportunities in diverse ways. For example, in a hand-washing activity together we can create a song, dance, and move.

Lavender Dreams -Storytelling

lavanyabeachwood — 2024-09-15 13:28:02 UTC

Learning Intention:

For the children to express, imagine, and wonder

Learning Resource:

1. Create provocation -recreating the nature walk including the elements – lavender, leaves, flowers, plastic duck in a water

2. Storytelling -Lavender Dreams Book

Theoretical Perspective

lavanyabeachwood — 2024-09-15 13:30:30 UTC

Pauline Oliveros (2015) articulates how sound is perceived we hear through our ears, and we listen through our brains and our body responses by sensing the vibration caused by the sound. My story was developed on the disturbances caused by the machines while I was deeply indulged in nature. And storytelling is just not about reading a story it is about setting a stage and where we can hear, listen, and respond with our bodies.

Reflection

lavanyabeachwood — 2024-09-15 13:31:03 UTC

Through this activity, children were deeply engaged with the elements added to the trough.

Children displayed their connection to the imaginative story while exploring the trough imitating the ducks. Some children took the leaves and pinecones and used them in the mud kitchen. And few worked in groups building a track for the little toy cars from the trough.

As the children explored it differently it reminded me how elements from one story developed into multiple stories through my children’s imagination.

While observing children, I realised I could have included resources like fabrics, and costumes and open-ended resources to provide opportunities for movement and music.

I would extend this activity using the whole outdoors as the stage, as such we are surrounded by so many natural elements.

Embedding in Practice

lavanyabeachwood — 2024-09-15 13:31:48 UTC

Nature is a stage where dramas can unfold into many layers. Nature has an abundance of complex treasures that will evoke creativity, imagination, and self-regulation, and the interaction will become richer. (Wallin, 2019)

I would foster a creative environment integrating nature where children could interact freely on a bigger canvas to unleash their imagination and bring their pretense to life.

Overall Unit Reflection

lavanyabeachwood — 2024-09-15 13:57:23 UTC

Through this unit, I have gained a profound knowledge of how sound, movement, drama, and nature interact based on my country visit and based on observing children intricately experiencing the experiences that evolved from my experience. My knowledge of these just revolved around as distinct activities to keep children engaged and each of these would contribute individual benefits. Through this unit and experiences, my view has profusely shifted, and understanding that each element amplifies one another, I would create learning opportunities by creating a fluid of continuous learning environment where music, movement, and drama are interwoven.

I gained insight into the concept of playing with language for multi-access needs, what this temporal art means, and how individuals with various abilities experience them. This questioned my current practices and how I could avoid creating any distinctions and normalise learning with inclusivity.

In summary, deeply resonating with the principles of “Daddiri” -deep listening, stillness, patience, and engaging deeply with nature, I would aim to foster a space where children can connect with themselves and make meaningful life-lasting learning.

References

lavanyabeachwood — 2024-09-15 14:01:12 UTC

Gano, D., & Krull, S. (2020, July). Natural sensory learning. Community Playthings. https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Oliveros, P. (2015, May 13). Pauline Oliveros: The difference between hearing and listening [Video]. YouTube. https://www.youtube.com/watch?v=_QHfOuRrJB8

Ungunmerr, M.-R. (1998). Dadirri. Victoria University VU Colloborate. https://vucollaborate.vu.edu.au/content/enforced/1783102-ECE2008-1-2023-H1B3-150037/Dadirri_Handout%20(1).pdf?ou=2040493

Wallin, M. L. (2019, June). The importance of pretend play in natural settings. Community Playthings. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings

Wooten, V. (2013, December 18). Victor Wooten: Music as a language | TEDxGabriolaIsland [Video]. YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0