Date:

Focus child: Zara, Tansu Naysa

LEARNING FOCUS For the children to engage in the literacy activity of

singing an Aboriginal song using clapping sticks.
RATIONALE From my communication with Zara’s father, I got to
know that she likes singing popular culture and
Spanish rhymes. Hence, this activity was planned to
extend on her musical intelligence (Gardner, 1881,
cited in Wright, 2012) as well as to teach her a song
from the Aboriginal culture.
During group time, Naysa showed an interested in
singing the song ‘Taba Naba’ using actions. Thus, I
decided to use clap sticks to give them a glimpse of
the musical elements of Aboriginal culture. This
experience is also part of my action research
project to extend knowledge of Aboriginal culture.
During group time, Tansu showed an interested in
singing the song ‘Taba Naba’ using actions. Thus, I
decided to use clap sticks to give them a glimpse of
the musical elements of Aboriginal culture. This
experience is also part of my action research
project to extend knowledge of Aboriginal culture.
EXPERIENCE During the experience, I spoke about the elements
of Aboriginal culture, and the significance of the
use of clapping sticks i.e. these sticks were used as
part of music and ceremonies as well as for digging
and decorating. The children enjoyed singing the
song using the clapping sticks. “Children begin to
understand how symbols and pattern systems
work”(DEEWR, 2014). They used the sticks with
specific rhythm and beats. This was done in
synchronization with group. Then, Zara expressed
that we could sing another song ‘Inanay’ with the
clap sticks. Then, the children sand another song.
The EYLF correctly states that, “Children are
effective communicators’’ (DEEWR, 2014).
ANALYSIS (linked to EYLF) The experience was successful in enabling the
children to understand the use and significance of
the use of clapping sticks in Aboriginal culture. They
demonstrated team work in singing the songs and
using the clapping sticks in sync. As we know that
children resource their own learning through
connecting with people, place, and natural and
processed materials”(DEEWR, 2014). They also
showed their keen interest in singing and using
musical instruments to demonstrate their creative
expressions.
IMPLICATIONS This experience was an eye-opener for me to learn
about children’s confidence and competency in

NEXT STEP/PROGRESSING THE LEARNING
understanding the elements of music i.e. rhythms,
beats and synchronization. They were engaged in
singing together. Thus, “children are connected
with and contribute to their world”(DEEWR, 2014).
Following this experience, I will assess children’s
other areas of interest that coincide with Gardner’s
Multiple Intelligences theory. Since, the children
have shown an interest in musical instruments, I
will plan an experience that involves making
musical instruments with open-ended materials.