To set the stage for our Pixie Dust Playdate, we begin with a captivating narrative (above video) to set the stage for the blooming of imaginative ideas behind the experiences the children will interact with.

All children pictured below have been consented for participation and photos from parents and the child, please do not use for anything other than this class assignment. Thank you xx

Story Inspired: In this activity, children will immerse themselves in the sounds inspired from the narrative. Just as I experienced in the narrative of steeping barefoot onto cool, damp earth and hearing fairies rustling leaves and spreading pixie dust, the "Magical Melodies of the garden" activity will recreate these experiences.

Materials:

1. Outdoor area with a tree with many branches

2. wooden and metal spoons

3. rope

4. bells (optional)

Activity: I had children remove their shoes to connect skin with the earth, and formed a circle around a known tree in the school yard that natural play already happens with. I have hung ropes around the tree from branches at different Hights. They interacted with the ropes that are equipped with wooden spoons, mental spoons, and bells. They shook the rope, moving them back and forth, listening to the branches move, the sounds the spoons an bells make with the impact they make with the branches This sound had the goal to simulate the rustling leaves and tinkling fairy dust from the narrative. I had them do this twice, once with their eyes open letting the sound challenge their connections of the sound and following it with their eyes. Then I had them close their eyes to focus on the sounds and imagine the vivid imagery these sounds evoked.

I asked them as this happened:

1. How does the sound make you feel?

2. Can you tell me what you think might be happening in the fairy garden when you this sound?

3. What other sounds might you hear in a fairy garden? Can you make a sound that you think would fit in the garden?

This profound connection between the children, natural elements, and environmental appreciation mirrored the ideas presented in Cass Lynch's Watershed (2021), where she notes that "Water lives in the spirit of place, a force for creation and nourishment, but also devastation and catastrophe if not treated with respect." (2021). Engaging in the activity of listening to the sounds created by ropes, spoons, and bells, both with eyes open and closed, fostered a deep connection to nature and enhanced sensory awareness. The rustling leaves and delicate fairy-like sounds emphasized the relationship between natural elements and the environment, illustrating how sensory experiences in nature can foster a deeper appreciation and respect for the natural world. By incorporating Indigenous perspectives, which often emphasize respect for natural elements and their impact on the environment, we reinforce the importance of treating nature with care and respect. Just as this may be a fairy's home, many others have called this place home before them and have made similar sounds through their own interactions with the environment.

This experiential learning approach I created not only enriches the children understand that sounds can create more than what the eye sees but the understanding of their surrounding being more then tree but a home.

1. Many had never done something like this before and were excited to engage with the rope, as they are not allowed to rustle the leaves as it disturbs the natural growth of the tree, and we respect all plants and life outside.

2. The stories of the fairies this inspired was amazing and creative, some were pink and glittery while others were nature fairies that were green, some tiny and some like Tinkerbell others were Christmas bells as the bells made them think of Christmas. It was interesting to see how the fairy was created based of the child's personality.

3. The eyes closed process worked best, as this really made them think and talk about the experience more. This time with the eyes closed made them want to make the sound they think they might hear; some used the rope to hit the tree to create a sound of them jumping from branch to branch and said this reminded them of the wind chime they have at home.

What did not go as expected?

1. With their eyes open, they didn't really understand how this could sound like a fairy that it sounded like spoons in a tree.

2. I did not expect this to create so much after the activity, we continued with outside time after and they went on to creating houses that their fairy would live in and used tambuk and dried leaves to fall on things to make other sounds as they played fairy.

3. We took turns as not to put so much pressure on the tree branches and some were restless and over talked during others turn to say what they heard and it didn't let others time shine of what they heard.

What might you do different next time?

1. Next time I would want them to choose things to tie to the rope and have them lead the idea of the activity of they think the sounds will make and let them create the story of what lives in the tree with those sounds.

Future Practice:

1. This activity really enhanced my ideas behind incorporating sound outside of the idea of music. I now understand how sensory input of sound impacts children's understanding of creativity imagination and creates to me a more engaging learning experience and environment.

2. Observing how the children responded to the stimulation of the sound we made and verbalizing the ideas it inspired for them showed me how I can continue this to help developed how children developed language skills to these feelings and thoughts provoked by the sound.

Story Inspired: In this activity, children will immerse themselves in a dance inspired by the fairies who taught me to dance. Just as I experienced in the narrative of the fairies taking my hands, spinning me in the air as my legs dangled and swaying in a welcoming dance, the "Dancing with Fairies: A ribbon adventure" activity will have the children create their own to mirror this experience.

Materials:

1. Ribbon tied to a stick or just ribbon in hands

2. open outdoor space for movement

Activity:

I gave children each a ribbon attached to a stick. I first demonstrated how I held and moved with the ribbon to create flowing movement of the ribbon in the air and around my body. Then I had them do this spread out with only the idea that they are dancing with a fairy (the ribbon) and how do they think that would look if the ribbon was the fairy. They free danced, twirling, spinning and waving the ribbons interpreting their own fairy dance. I allowed time for this free dance, allowing them the whole space to use to explore their different ways to move the ribbon and their bodies.

I asked them after this dance:

1. How did the ribbons feel around them?

2. What were they thinking as they danced?

3. Did they feel like they danced with fairies or just a ribbon?

1. Many of my kids love freely moving and were excited to use this opportunity to do this and loved the idea immediately grabbing for the ribbons.

2. They danced, twirled and expressed their movements so big around them. Using the ribbons chasing them and floating in the breeze and dancing around the ribbon. Many of them really visualized as they dance that the ribbon was their fairy and verbalized to me that as they danced, they thought of how fairies zoom around places and never go in the same direction much like a butterfly.

3. They are a free and joyful group and they really demonstrated in express themselves through this movement.

What did not go as expected?

1. I was surprised at the collaboration that this activity encouraged as the children shared ideas of how their fairies were chasing them and how their fairies would dance around them.

2. Many didn't understand the idea of the ribbon moving on their bodies and didn't wrap or move it over themselves, but I think at the age this freedom of moving in the air and around them still gave them imagination I intended with the activity.

3. The movement and the ribbons being long did trip some students and became a little overstimulating for some children.

What might you do different next time?

1. This time we just danced to the music created in our heads or the sounds of nature next time I might add some whimsical music and see if it inspires a different outcome of dance movements.

2. Hafe way through I though what we tied a ribbon to each wrist and how that would change the idea of the ribbon (fairy) taking the movement with the body.

Future Practice:

1. Observing the children dance so freely and giggle and enjoy the experience, has allowed me to understand the importance that in my future practice that allowing time for free dance encourages children to explore their own creative movement and the ideas that come from that.

2. I will continue to integrate activities with this idea how movement combined with imaginative play fosters natural creativity and self-expression.

My favorite part of planning this activity was how it turned movement-based learning into an expressive outlet for the children after a long day in the classroom. It provided them with a way to express their emotions through movement and creativity, aligning with kinesthetic learning principles. By linking the activity to the narrative of a magical fairy garden, it not only stimulates physical and sensory development but also enriches children's imaginative play, making learning both engaging and meaningful.

Story Inspired: In this activity, children will transport themselves into a new world or idea of themselves through a magical garden arch. Just as I experienced in the narrative, I couldn't interact with the fairies until I passed through the garden arch. With the activity "Magical Archway Improv" children will use their imagination and creativity to bring their ideas to life, inviting them to step into a world of endless possibilities.

Materials:

1. Can be done inside or outside

2. pool noodle

3. PVC poles to place in pool noodles to bend to create arch

4. flowers and lights to decorate arch (Optional)

Activity:

I brough the children to the arch, explaining that this arch is a magical doorway that allows them to become anything they want. That when they walk through the archway, they will change into a character of their choice and must act like this character and when they return, they will become themselves again.

I first demonstrated how when I walked through the arch, I would not be Miss Taylor anymore, When I reached the other side, I became a duck and quacked around and then when I walked back through the arch, I was me again!

As each child steps through, they transform into their chosen character. They should act and speak like this character (e.g., using a tiny voice if they’re a small creature, or chirping if they’re a bird).

Questions I asked to inspire the activity when they reach the other side of the arch:

1. How does you move or talk differently from you?

2. What kind of adventure do you think your character is on? How can you act that out

3. How does your character feel?

1. They were so eager to be a part of the activity and most were animals right away and I expected this as it came to mind really fast for me too.

2. The children worked really well together, and it surprised me how some helped each other get into character and enjoyed the transition. Many were cats as they love playing cats and dogs during free time. Some talked before they entered about what they would be, so they were ready to make a smooth transition.

3. Some were used their voices well to be loud or quiet to show their characters emotions and used great body language when they chose a character that did not talk.

What did not go as expected?

1. Some were nervous and didn’t want a turn or struggled to think on the spot or wanted to tell about character instead of act as character which we did as it still used their creativity and as we did more turns more became the character they kept adding to each time through the arch.

2. Some children found it challenging to think creativity on the spot and asked questions like can I do this? or is this, okay? showing how structured their drama class is

3. I was so surprised how intrigued the children were and how fast they wanted to go through what they all called a "portal" They grasped the idea so well for those who were confident to participate.

What might you do different next time?

1. I might take this and add where they pull a card with an idea on it for them to transform to start their creative process and as we go let them then take free turns of doing so on their own when its more comfortable.

2. I have done something like roll a story and use this to role a character, problem and where to help the flow of how this happens in creativity.

Future Practice:

1. Observing the children speak of the structure they receive in drama special class; I see the importance of implementing free form drama that allows children to explore their creativity without strict rules or limitations to open their minds more.

2. Using an activity like this shows me to continue in my future practice the ideas that different roles and characters help children understand and express their emotions in a safe and supportive environment.

3. It was special to see how they built on their social skills and collaborations, that in my future practice I will involve working with others that encourages cooperation of sharing ideas that build on each other's ideas and creativity.

After reading Make-Believe Play and Self-Regulation in class, I really grasped how much drama children practice when they are free to explore their own potential in a world made by themselves. I designed this activity to align with the idea of Eriksons framework that "proposing that fantasy enables young children to explore potential roles in their social world. As children enact roles in sociodramatic play, they participate in a miniature social organization in which they must cooperate, regulating their behavior to realize joint play goals." (2014).

I wanted to create a bridge for developing cooperation and self-regulation skills, and the experiential component of the activity, where children transform and act out roles, offers a rich, interactive environment for exploring these social dynamics. To me, the archway serves as a gateway that creates a safe space for children to practice these social and emotional skills in a creative and imaginative way. It allows them to immerse themselves in role-playing, fostering their ability to navigate social interactions and regulate their behavior while engaging in meaningful and fun experiences.

I've come to recognize the profound impact sensory experiences have on learning. Integrating these elements into my teaching practice enriches children's educational journeys by offering them diverse ways to explore and express themselves. Imagination, I've learned, isn't confined to drawing on paper or writing stories; it's about experiencing ideas in new and dynamic forms.

As educators, we have a responsibility to embrace these tools not merely as "special" classes, but as integral teaching tools that can ignite curiosity, inspire collaboration, and empower children to explore the world around them through multiple senses and perspectives.

Lynch, C. (2021, April 21). Watershed. Arts House. https://www.artshouse.com.au/watershed-audio-experience/

Make-Believe Play and Self-Regulation. (2014). Sagepub.com. https://sk.sagepub.com/reference/the-sage-handbook-of-play-and-learning-in-early-childhood/n5.xml