Begin with an acknowledgement of country.

Start by telling participants that "we are going to be making music today, and each of you get to choose your own instrument".

Inform them that we are going to be using the natural elements here in this area as our 'instruments' and that they can make sounds in whatever way they would like. It is important to mention that their instrument can be themselves (such as stomping or using body parts, or even voice if they choose) or using something else (such as shaking leaves or using sticks).

Before they begin looking for and experimenting with possible instruments discuss that if they want to use sticks/leaves/etc. that it needs to be on the ground and have already fallen off the tree. It is important they know that we are not here to cause damage to the environment, therefore if we choose to hit sticks against a tree trunk, we must do so in a way that isn't damaging for what is still alive.

I think this is a great place to remind children of the importance of respecting our environment and natural world (Wilson, 2007/2018), as well as looking after Country with the same respect that Aboriginal peoples do.

I gave my participants about 3mins to choose their instrument, and then we began to play. I simply asked if everyone was ready to do, and then the music begins. There is NO right or wrong in this activity, and the idea is not to create a 'perfect piece' of music, so as the educator it's important to allow children to go about this activity as they feel fit.

Begin with an acknowledgment of country.

Ask participants what they can hear. Then explain that we are going to try to listen to what Place is telling us (Ungunmerr, 1988). Explain that First Nations people have a deep respect and understanding of their lands, and that we are going to try to listen the lands feelings and mood.

Ask everyone to close their eyes and allow time for them to use all their senses to listen and understand the environment (I gave my participants 90 secs but it can be adjusted for the age or experience of the group).

Then explain that we are going to try to express/demonstrate what we heard, but without our voices. Give an example and demonstrate: I said that I really heard the wind, I could feel it lifting my hair and pushing against me, so I was going to try to move in the same way I felt the wind was if it was in my body.

It may seem quite chaotic, but the more messy and different each persons movements are, the better their deep listening would have been. Give adequate time (we did this for about 60sec at first) for this before you prompt with questions such as:

• What else did you feel?

• Do you think 'it' would move differently if it was trying to communicate with something else?

• I thought that the 'grass' would push up through the ground like this, how do you think it would?

Begin with an acknowledgment of country, then situate the group in an area that allows our shadows to be easily seen (this activity is ideally done on a sunny day in an open area).

Start by pointing out a shadow of a tree (or participant), something obvious, try to gauge an understanding of the knowledge around what shadows are through basic questioning and if any/all/none of the participants have purposefully created a shadow before. We can determine the level of guided learning we as the adult will need to do in comparison to child-led play and discussion. Both should be a part of the experience, but it is important to understand how much we can let the participants lead without an educators direct guidance (Department of Education and Training, 2016).

Now is the time to begin creating the shadows, allow participants to go to where they prefer, and allow them to struggle and work through creating the shadows. As the educator, participation by us gives inspiration and a starting point, so get involved!

Point out other parts of nature, such as the birds or a bug and encouraging participants to try to make them, providing direction and structure while still allowing the participants to be the creative directors is the aim here.

It would be great to bring groups back to the same Place at different times of the day, to see how shadows form differently depending on external factors.