The elements of sound, movement and drama derived from my soundscape inspired me to create three activities to bring the "outdoors in" (Wilson, 2018, p. 5). To deliver authentic nature play and to foster "non-linguistic, expressive ways" (Wright, 2003, as cited in Roy et al., 2015, p. 13) of communicating through the temporal arts and nature play. Additionally the first activity "Nature's Rock Band" empathises to approach music like a language, and to maintain freedom for children to explore music with the natural and recycled resources simply because “it feels right” (TEDx Talks, 2013,08:57).

Moreover, throughout these activities I aim to imbed Indigenous perspectives by incorporating an interactive voice and body percussion Acknowledgment of Country and by featuring the creator of Wurundjeri Land, Bunjil the Wedge-tail Eagle in "The Day in the Life of a Bird" activity.

"Wominjeka, wominjeka. Wurundjeri Land, Wurundjeri Land.

We thank the Traditional People, we thank the Traditional People. For caring for the Land, for caring for the land."

Step 2. Commence activity with Acknowledgement of Country

Step 3. Invite the children around the bucket. Explain that in this activity we'll be using recycled and natural loose parts collected from nature to make musical instruments.

Step 4. Allow the children freedom to explore and experiment making different sounds with materials.

Step 5. Prompt discussion by asking open-ended questions:

"What musical instrument have you made?"

"What sounds does it make?"

"What animals does this sound remind you of?"

"Can you make the sounds of (birds/wind/rain/storms/cars) you hear outside with your instruments?"

Step 1. (Preparation before activity) Read and familiarise the Gum Leaf story:

"Close your eyes and imagine you're a small leaf on a tall gumtree. The cool breeze sways you in the wind. Do you feel the cold air on your leafy spine? Can you smell your eucalyptus perfume? Can you see any animals?

Now open your eyes and gently sway to the wind. The breeze of wind gets stronger and stronger, making you twist and turn until you fall off your tree! The wind picks you up and carries you into the sky. You navigate your way through rain clouds, as raindrops trickle on your leafy skin. You slowly drop to the ground. It's been a long day for a leaf, it's time to get some rest."

Step 2. Commence activity with Acknowledgement of Country

Step 3. Dramatise the story by using expressive body language and movement to lead the children to listen to the words, to mimic your movements or to create their own movements in response to the story.

Step 4. Instruct the children to wake up from their leaf resting position. Prompt further exploration of movement by asking open-ended questions:

"With your body can you show me what shape you are when you are a leaf?"

"How would you move as a leaf if an ant crawled on you?"

"Can you dance like a leaf?"

Step 1. Watch "Bunjil's wings" (Museums Victoria, 2019)

https://youtu.be/Xk8l4rbzsEY before the activity. This resource is intended to enrich educators knowledge of Bunjil the wedge tail eagle and Creator of Wurundjeri Land.

Step 2. Begin the activity by getting the children to stand up. Introduce the activity by asking questions:

"What would you do in the day of a life of a bird?"

"What would you eat for breakfast?"

"Would you be a big cockatoo squawking and eating pinecones?"

Step 3. Use dramatic body language and voice to act out being a bird.

Step 4. Incorporate Indigenous perspectives - Spread your wings to fly around and describe your movements of Bunjil (wedge tail eagle) the Creator of Wurundjeri Land flying over Country. Reminder - Be mindful of your words and actions to imbed respectful and meaningful Indigenous perspectives.

Step 5. Invite the children to share what bird they would be and to act out being that bird

Step 6. Prompt movement by asking children more questions about their bird e.g.:

"What do baby birds do in their nest?"

"Can you fly?"

During this activity, I observed my participant freely rummaging through the bucket of natural and recycled loose parts. He enthusiastically experimented with making different sounds and instruments with the various materials, and during this experience when playing with the sticks, he was reminded of his childhood memories of playing the drums.

From this experience and the unit content, I have realised that the activity I created can be enjoyed by people of all ages and that playing with music is beneficial throughout all stages of life.

Additionally, I have discovered that sound and music can take shape in many forms and in line with Victor Wooten, I too believe we are "born musical" (TEDx Talks, 2013, 05:06).

Thus, in my future practice, I want to implement this activity with young children to allow them to freely express themselves through their musical abilities. However, I'd like to make changes to this experience to end the activity by sitting in a circle, for the children to share their musical instruments with their peers to celebrate all their musical talents.

The commencement of this activity is designed to engage your auditory senses "to slow and listen" (Gano & Krull, 2020, para. 6) and as expected my adult participant listened carefully to the action words of my story and moved his body according.

However, upon looking back on this experience, I have realised that moving in a closed space posed a potential risk of injury from hitting the furniture or each other when moving around the space.

Thus, I wonder if I did this with children in an indoor space, would they be able to apply their proprioception senses to be aware of their bodies capabilities (Gano & Krull, 2020) and to safely coordinate around their peers as they move to the words of the story? Or would would they bump into each other and accidentally hurt themselves or their peers?

Therefore, in my future pedagogy, I would like to implement this activity to infuse creative dance play to aid children to practice their bodily awareness, balancing and gross motor skills (Stevens, 2024). However, before doing movement/dance activities indoors, I'd need to ensure the space we use is free from obstacles and allows free range of movement. This may involve rearranging the furniture or moving the activity to an open outdoor space. I'd also have to direct and remind the children to spread out and keep a safe distance between themselves and their peers before and during the activity.

This experience has made me realise that as an educator, I have the power to help children feel confident and included through role modelling confidence, compassion and inclusivity in my everyday practice. Additionally, this unit has highlighted that children with disabilities "have the same needs and desires" (Capital News Service, 2015, 00:11) as any other child that wants to dance to be expressive, move and to enjoy dancing (Capital News Service, 2015). Therefore, this has made me consider how I can alter activities to be inclusive of the diverse needs of all children.

Moreover, from engaging in the unit content, I have learnt that I can respectfully imbed Indigenous perspectives through using the arts to enrich children's connection to Country and appreciation for Indigenous culture.

Last of all, if I could do this activity again, I'd want to trial it out with young children in a open and natural outdoor space (Wallin, 2019). To promote physical and social development and to foster collaboration and engagement in imaginative and pretend play opportunities (Wallin, 2019).