"We must always remember that under the concrete and asphalt, this land is, was, and always will be traditional Aboriginal land" (Leroy-Dyer, 2018).

2. Movement - Creating the movement of natural subjects based on observation and imagination.

3. Drama - The mystery lake & valuable treasure! - Sensory Storytelling through many characters via human senses about the life that belongs to aquatic animals and plants around.

2. Steps:

a/ Prepare the space: it can be implemented indoors/outdoors

b/ Gather material: the educator can prepare the material before or provide small baskets or containers for children to collect natural items together.

c/ Introduce the activity

d/ Model listening move, tap, shake

e/ Invite exploration: Encourage children to explore different materials

f/ Reflection: Ask open-ended questions (such as “what does it sound remind you of”? How does the “?” sound when it moves?)

g/ Children lead play: create music and dances with it, play as instruments and so on

3. Materials: Water, rocks, sand, leaves (Gum leaves, …), and recycled water bottles and baskets.

-       Children participate in activities

-       Causing attention during the introduction of the materials

-       Children interact with all the given materials, such as shaking the water bottle to create sound, shaking the branches to create sounds, and there are moments stop to hear the sound more clearly.

-       Some questions like: “What is this ?” “What are we doing?” or ‘It sounds like a broken dish’, ‘like the sound of rain’.

2.     What did not go as expected?

- Children have not used many materials at the same time to create a short music with a simple pattern.

3. Re-implement:

- Provide more materials to create more instruments.

- Try to connect and combine music and moves to increase the interest of children.

4. How might I use this growth in my future practice of ECE ?

- Combining music and movement to increase the attractiveness and challenges for children, a typical example and inspired by ‘Body Percussion’ (Music Moves - Body Percussion, 2019), which could train the ability to remember, be physically active, create their own musical compositions, and provide historical and cultural contexts to develop music in ECE.

Children will be based on suggestions given by other friends sitting below to describe actions or an object. On the right is the subject, the left is the reflection of the subject through the mirror. But the key point here is that neither will see the other. Therefore, the game is to promote children to use conjecture, imagination and memorisation from the surrounding observation to be able to move.

2.  Steps: Follow these steps and look at the photos attached below to easy image and understand the activity

a/ Set up space

b/ Introduce the activity

c/ Choose roles

d/ Add audience

e/ Children perform

f/ Swap turns

g/ Reflect and add changes if needed to make it easier for children to access the play experiences.

3.     Material: Foil paper, sticky tape

- Children participate in the game

- Listen to content and guidance

- Actively participate (Give a hand to have a turn, give the name of the object or the activity)

2. What did not go as expected ?

- There are still many children who do not understand the content of the game, so the play flow lately form and is not coherent, smooth.

- Children are still passive and not confident enough to show in front of a crowd.

3. Re-implement:

 Change the concept of the game to make it easier for children to understand and flexible enough to catch up with the children's needs. For example, consider removing the pretend mirror that helps children make more gestures, like how to play the game, from their friends or even educators. Give a visual card of the items/ activity for children to look at before moving.

4. How might I use this growth in my future practice of ECE ?

- I see how wonderful the movement in silence made all senses are awakened, then the natural elements are perceived by the senses that will form a new movement. There, the freedom in moving, imagining and unstructured play would support the development of confidence and expressing emotions, interests and personality of children to be respected and developed.

2.     Steps: Follow these steps and look at the photos attached below to easy image and understand the activity:

a/ Set up space

b/ Introduce the activity: The context of the story

c/ Choose roles: prefer to let children choose the characters they want to be

d/ Add audience to come, listen and watch the story

e/ Take a narrative so that children can imagine the circumstances and incarnate into the characters

d/ Let children lead the story and observe instead of interrupting the story, and avoid the teacher leading the play from this stage.

f/ Observe and support if children need help

g/ Reflect and rethink about the lesson

3.     Materials: Look at the photos attached below

1. What went as expected ?

-Attract the attention of the children when preparing/ setting up the space

- Children participate in the game and excitedly choose the character they like

-Move and incarnate into the character through the teacher's narrative

2. What did not go as exopected ?

-Children self-lead the story in their direction after the teacher stops narrative and just stands next to the children to support when they need.

- Children’s voices: “Grahh Grahhh”, “Quack Quack”, “Ekkk Ekkk”, “Stop”,  “You better run, duckie”, “I will eat you”, “ But where is the treasure?”….

-There are many friends from outside to participate in the story and bring many other materials.

3. Re-implement:

-Setting up a stage and dressing up clothes for children to enhance this drama play.

-Besides, more characters to boost communication between children and social skills.

4. How might I use this growth in my future practice of ECE ?

-Storytelling in a combination of voices by different frequencies to suit the character's personality is an effective way to maintain children's attention and curiosity. Storytelling is not only hearing or seeing through books, but now children can hear, touch, smell, and see in combination with movement by using a variety of materials and instruments through the Sensory Storytelling style.

Allara. (2018, November 14). Wala Is Life. Www.youtube.com. https://www.youtube.com/watch?v=1XACgej9L80

Australian Government Department of Education. (2022a). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 50–56). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Government Department of Education. (2022b). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 38–43). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Government Department of Education. (2022c). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 57–64). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Music Moves - Body Percussion. (2019). ClickView. https://www.clickview.net/au/primary/videos/7767

National Film Board of Canada. (2009). Listen. Www.nfb.ca. https://www.nfb.ca/film/listen/

Silent Storytelling: The Art of the Mime. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=LDN0fxGByko

Theatre, S. (2016, April 19). SENSORY STORYTELLING Guide: A Webinar for Teachers and Parents. Vimeo. https://vimeo.com/163371099

Ungunmerr, M.-R. (1988). Dadirri. Https://Www.miriamrosefoundation.org.au/; Miriam Rose Foundation. https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Dadirri_Handout%20(1)%20(1).pdf?ou=2253526

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