I was born in Redcliffe, Brisbane. I enjoy camping, walks on the beach, playing AFL, watching old movies, and listening to music. I also love chocolate, travelling, photography, and dogs. I've been an educator for Seven years. I am an educator because I want to help change the world; education is where I can have the most significant impact. As an educator, I nurture and encourage children's lifelong learning. Each child is an individual, and as an educator, I will value, support and develop each child's strengths, interests, skills, abilities and knowledge to extend their learning. I want children to feel that no question is too silly to ask. The social and emotional development of students is paramount. Children need to feel confident, resilient and safe in a school environment. I work to ensure that students feel safe and can share feelings, allowing them to be themselves. Security and trust are critical components of my relationships with each child.

So What: The presence of hazardous elements in the environment is called pollution. On this planet, there is a lot of pollution. The flowers are there because butterflies pick up pollen and spread it to other plants. Fruits, vegetables, and flowers can generate more seeds because of this. This assignment exemplifies genuine artistic involvement because it incorporates both media and visual arts. ICT as a whole, critical and creative thinking. 

Now What: After finishing this task, I can now see the potential of integrating the arts into other subject areas to address critical issues, such as sustainability, that allow students to express an opinion or belief through creative expression and hands-on activities so students can make a difference and improve the world (Gibson & Erwing, 2011). 

So What: Following the workshop's exploration and interaction with various visual arts images and videos, we drew out our feelings while listening to music. Starting with essential design components like line, colour, and shape. In reaction to the musical piece Carnival of the Animals - Tortoise, abstract art was created. This is the result of my attempt at my piece. I concentrated on the pitch, rhythm, and dynamics as I listened to the song and chose to portray it with two colours. For the cello, I utilised wavy blue and green lines. I sketched upward-moving lines to represent the dynamics of the increase in emotion as the violins became heavier. 

Now What: After reflecting on my decision-making, I considered why these shapes best convey my ideas. This job was intriguing in terms of how the two topic areas combined to work together, and I enjoyed finishing it so much that I gave it a few more tries and was still able to obtain a result that was quite comparable. I'll have plenty of experience bringing this into the classroom for my pupils to learn in the future. 

So What: I examined the artwork's terrain, lines, colour, and atmosphere. Even when I followed the instructions, I found this programme to be rather challenging to use. So, I decided to continue working on the theme of country-style artwork. I decided to combine the three noises to simulate a tractor that has broken down or a piece of equipment that is still in use but has been trapped in a storm. 

Now What: As a teacher, I'm dedicated to ensuring that kids consider the bigger picture when they create art. If I were to implement this in my classroom, I would need to be knowledgeable about any programmes I use and give pupils the required skills to finish the work. Additionally, I would incorporate music and visual art. This assignment is a genuine arts practice that allows students to consider their thoughts, feelings, and ideas and respond artistically. 

So What: Half of the students will close their eyes and play the part of the audience, while the other half of the class will be the players. The players will position themselves to portray experiences such as being trapped in a storm, mistreating employees, becoming ill from exposure to the heat, and going without water. The audience will be instructed to close their eyes during this performance. The audience will be told to open their eyes as the actors remain still. They have to collaborate and figure out what the performers are trying to say. The actors and the audience will switch places after a few rotations. Every child has the opportunity to participate and a chance to play both roles. The teacher can use questions to collect ideas, opinions, and expressions to comprehend how the pupils have processed the First Fleet's Journey events.

Now What: All children can perform this task with ease. Students may also utilise ICT to self-reflect and record themselves. Students will gain new insight into First Fleet with this activity. 

Formative evaluation: After finishing the work and as an exit ticket from the lecture, students can show the teacher the recordings they made of themselves. 

Summative evaluation: Students answer questions on a questionnaire about daily life in the 18th century. Students must include the convicts in at least two plays as part of their assignments.