I also acknowledge the importance of music in children’s early years. This unit has informed me that music can be made with any sounds and noises. Everyone is able to become a composer and make their own music. Take this into consideration, I have designed a lesson plan which lets children use and make sounds in order to create music. Engaging in an outdoor setting, children will use natural materials to experiment and make different sounds. They can layer all the sounds, as well as their voice, to compose a song. This activity links to “Outcome 2: Children are connected with and contribute to their world” (ADGE, 2022, p. 38). I understand that interacting with sounds and music not only stimulates imagination and creativity, but also helps children connect to place and learn about the world around them.

Step 2: Collect natural materials, such as, sticks, stones, seed pods, pine cones, and pebbles.

Step 3: Start making sounds and experiment with the collected materials.

Step 4: Creating sounds at the same time to layer them in order to make a rhythm.

Step 5: Can add voice or singing on the layered sounds.

Personify activity inspired me to come up with the idea of the “Plant Monsters Garden”. After observing the plants and trees, I decided to personify the garden and give it different characteristics. Drama unfolded through the story of the alien garden. In the game, players become explorers in a space filled with plant monsters, guards, and hidden secrets. The hunt for the key gave them roles and a chance to express ideas creatively through imaginative play. By implementing drama in play, I believe that it greatly contributes to children's overall development. According to Wilson (2018, p. 2), “most of what children need to learn during their early childhood years cannot be taught. It’s discovered through play.” Weaving drama into play is also beneficial for children in developing vocabulary, storytelling skills, and imagination. For the First Nation people, I believe the children would play drama and imaginative play everywhere they go. Spending time outdoors and playing with friends would critically enhance social interaction skills, as well as explore discoveries about the world.

Additionally, the concept of Parallaxis proposes that everyday objects should not be viewed as fixed or ordinary, but rather as entities with limitless potential for reinterpretation and creative engagement (Kilby, 2017). Understanding the importance of drama, I have designed my lesson for this temporal art. My drama game shifted from the plant monster garden to an ancient forest filled with dinosaur eggs. Throughout the play, children will become the character that they choose and step into a different world. Then, we become the explorers and walk through the ancient forest. As a result, I can see that this activity is connected to “Outcome 5: Children are effective communicators” (Australian Government Department of Education, 2022, p. 57)

Step 2: Transform the space to a forest using natural materials, such as pine cones, sticks, twigs, and plants.

Step 3: Introduce the space to children using a story. For example, “welcome everyone to the ancient forest.”

After engaging with this unit, I recognised that drama is everywhere around me. It exists in every object. Using my imagination, I can easily tell a story, have an imaginary friend, or set up a make-believe play. Drama is also a great resource for children to develop their skills, as well as express their ideas and emotions.

For my next lesson plan, I came up with a similar idea of moving around to search for mysterious items. It can take place in a park, forest, or garden. When missions and challenges are given, it will encourage children to participate in the activities. I have collected natural resources and hidden them around the space. Children will then go on a hunt to search for all the mysterious objects. This type of play has existed and been implemented by the First Nation peoples as they always embrace nature and move on land and Country. Being active throughout the early years connects strongly to “Outcome 3: Children have a strong sense of wellbeing” (ADGE, 2022, p. 44).

Step 2: Start to hide and put the collected items around the space.

Step 3: Introduce the challenge to the children. Use an item as an example.

Step 4: Set a goal for children to reach. For example, the person have the most items will win.

Throughout my learning journey, I have always advocated for children’s movement, knowing that movement helps connect the brain and the body. Therefore, it gives children overall development. After this unit, I have gained more insight into movement in early years, including the On Country visit and excursions.