Case Study: Observation B  Provocation In a preschool room for children aged 3–5 years, the educator initially asked children to paint pre-cut butterfly shapes to teach symmetry. Instructions were fixed: paint one half and fold it to make a

Case Study: Observation B 

Provocation

In a preschool room for children aged 3–5 years, the educator initially asked children to paint pre-cut butterfly shapes to teach symmetry. Instructions were fixed: paint one half and fold it to make a mirror image.

• Several children lost interest one said, “I don’t want to,” and another seemed unsure how to fold.
• The task was too closed-ended and focused on the product rather than the process.
• Children had little opportunity to make choices, explore, or express understanding.

According to Boyd, Cutcher, and Deans (2019), young children make meaning through open-ended, process-based exploration, not by reproducing an adult’s model.

Group’s reimagined approach:

• Support authentic learning of symmetry through music, movement, and collaborative art.
• Create a multisensory, playful, and creative process rather than a folded outcome.

Resources

• Music for introduction activity: Ball Park Music: Oomba Baroomba (ABC iView)
• Music and video for main activity: Singing Baby Animals To Sleep | Tjitji Lullaby | ABC Kids
• Musical instruments: Rhythm sticks, small drums, different coloured scarves
• Art materials: A3 paper, paints, pencils

Planning Experience

Inquiry Name: Mirror and Movement Game

Introduction Activity

1. Educator starts with interactive mirror game:
   • Question: “Can you move like me?”
   • Background rhythmic music is played while educator demonstrates small dance moves.
2. Responses to children:
   • If reluctant: “Sometimes it’s nice to just listen. Thank you for listening.”
   • Encourage matching movements: “Wow, you are dancing like me! We are the same.”
   • Encourage unique movements: “That looks great. Can we copy you?”
3. Invite a child to create a simple clapping or tapping beat and ask others:
   • “Can you move like your friend?”
   • Questions to stimulate creativity:
     • “What happens when the music gets faster?”
     • “Can your hands make the same sound together?”

Main Activity

• Introduce rhythm sticks, small drums, scarves from a box.
• Children explore instruments while music plays.
• Educator models instrument use and encourages copying and individual creativity.

Art and Symmetry Exploration

• Use photographs of symmetrical objects (butterflies, shells, flowers) cut in half.
• Encourage children to reconstruct whole images.
• Discuss symmetry in both sound and shape.

Cultural Learning: First Nations Music

• Watch Tjitji Lullaby video (native baby animals, First Nations art).
• Encourage movement and sensory engagement: sway side to side.
• Questions for cultural responsiveness:
  • “Can you say Tjitji?”
  • “Did you know Tjitji means child?”
  • Discuss origin and connection to Anangu Pitjantjatjara Yankunytjatjara lands.
  • Reflect on emotions and animals in the video.

Differentiation

• Children with mobility, learning, or sensory needs: provide tailored support and adapted resources.
• Younger or less confident children: slower music, simple clapping, one-on-one guidance.
• Older or more confident children: lead rhythm or create musical patterns.
• Goal: Flexibility and inclusion so all children participate meaningfully.

Curriculum Outcomes

Outcome 4 – Confident and Involved Learners

• Children collaborate, explore, and find solutions through musical and visual arts experiences.

Outcome 5 – Effective Communicators

• Express feelings and ideas through creative languages such as rhythm, imagery, and movement.

Rationale

• Focuses on curiosity and creativity in rhythms and patterns.
• Demonstrates that arts and creativity are universal concepts across cultures.
• Aligns with Dinham & Chalk (2022): authentic arts education is participatory, expressive, and child-centred.
• Children experience symmetry through sound and motion, not replication.
• Supports artistic and emotional wellbeing, connecting sensory and emotional understanding.
• Encourages reflection and meaningful discussion to develop creative and critical thinking.
• Promotes cultural responsiveness and inclusivity, highlighting Aboriginal and Torres Strait Islander music, storytelling, and dance.