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Rooted Elements a Kinesthetic Approach Connecting Our Children to Their Nnei R and Outer World Alisha Meyer the University of Montana

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Rooted Elements a Kinesthetic Approach Connecting Our Children to Their Nnei R and Outer World Alisha Meyer the University of Montana University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Graduate School Professional Papers 2012 Rooted Elements A Kinesthetic Approach Connecting Our Children to Their nneI r and Outer World Alisha Meyer The University of Montana Let us know how access to this document benefits ouy . Follow this and additional works at: https://scholarworks.umt.edu/etd Recommended Citation Meyer, Alisha, "Rooted Elements A Kinesthetic Approach Connecting Our Children to Their nneI r and Outer World" (2012). Graduate Student Theses, Dissertations, & Professional Papers. 1385. https://scholarworks.umt.edu/etd/1385 This Professional Paper is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ROOTED ELEMENTS A KINESTHETIC APPROACH CONNECTING OUR CHILDREN TO THEIR INNER AND OUTER WORLD By ALISHA BRIANNE MEYER BA Elementary Education, University of Montana, Missoula, Montana, 2003 Professional Paper presented in partial fulfillment of the requirements for the degree of Master of Arts Fine Arts, Integrated Arts and Education The University of Montana Missoula, MT May 2012 Approved by: Sandy Ross, Associate Dean of The Graduate School Graduate School Karen Kaufmann, Chair Fine Arts Jillian Campana, Committee Member Fine Arts Rick Hughes, Committee Member Fine Arts © COPYRIGHT by Alisha Brianne Meyer 2012 All Rights Reserved ii Meyer, Alisha, M.A., May 2012 Integrating Arts into Education Rooted Elements Chairperson: Karen Kaufmann Rooted Elements is a thematic naturalistic guide for classroom teachers to design engaging lessons focused in the earth elements. It serves as a tool to pick out emotional or physical struggles for individuals or whole groups as they relate to the element characteristics. The practice is then designed around earth, water, fire or air qualities while teaching about a specific theme and what can be learned from that topic. The lessons are all geared towards an open space without desks and can be used with all students including students struggling with behavioral and/or academic challenges who need interventions. Rooted Elements is practical and easy to use. It provides a base for teachers to spark inspiration and creativity with hundreds of engaging games and activities flowing from places of stillness to high energy. This curriculum teaches children ways to reduce anxiety and stress while building self-confidence and a sense of well-being. It is geared towards creating positive relationships with ourselves and our environment. The focus embodies being part of a whole intricate process and not separating ourselves from the web of life. The lessons are directed with an intention of listening and learning from the plants, animals and natural phenomena that surround us because our world will teach us everything we need to know if we allow it. The principles of Rooted Elements are centered in an eclectic yoga philosophy including the earth elements, animal totems and Reiki. A basic lesson format wheel and lesson outline is provided with several ideas to fill in the blanks, which allows the teacher to create a meaningful practice driven by intention and categorized by element features. Sample lessons are provided to exemplify the basic concept of the program. Rooted Elements fosters respect, coordination, and self-confidence while nourishing the mind, body and spirit. iii Table of Contents ABSTRACT………………………………………………………………………………………iii TABLE OF CONTENTS…………………………………………………………………...iv INTENT ....................................................................................................................................................... 1 RESEARCH ................................................................................................................................................. 2 ACHIEVEMENT ........................................................................................................................................ 6 DOCUMENTATION ................................................................................................................................. 6 RESULTS ..................................................................................................................................................... 7 ASSESSMENT ............................................................................................................................................ 9 CONCLUSION ..........................................................................................................................................11 APPENDICES Appendix A Rooted Elements Curriculum (Attached) ............................................... 12 Appendix B Training Certificates ............................................................................... 17 Appendix C Flyers and Brochures of Classes ............................................................. 16 Appendix D Student Responses ................................................................................. 22 Appendix E Rooted Kids Yoga Official Business ......................................................... 26 Appendix F Beginning of the Year Sample Lessons ................................................... 27 iv “The important thing is to strive towards a goal which is not immediately visible. That goal is not the concern of the mind, but of the spirit.” ~Antoine de Saint Intent Throughout this year, I created and developed Rooted Elements, which is a curriculum guide for teachers to design lessons that are meant to be felt through the mind and body in a kinesthetic experience so that the learning is active and “fun”. When learning goes beyond the expression of the mind and embodies the whole body, the child is more likely to retain and utilize the information for personal growth. The main intention for creating Rooted Elements (Appendix A) was to design lessons that would help students feel more connected to their natural surrounding and thus feeling more comfortable and grounded in their lives. The lessons started out lengthy with a strong emphasis in animals and their totem meanings. They were difficult to use with children. Working with the students was the best resource in planning the curriculum and helped solidify the current vision of the program. Some other intentions that guided the outcome of Rooted Elements were personal growth, bringing yoga to the community and inspiring myself as a teacher. I have become certified in Hatha Yoga, Kids Yoga and Reiki (Appendix B) over the last two years along with countless opportunities to practice what I was learning. Embarking on this journey has changed my life. It has been a process. When I first started my yoga teacher training, I remember thinking, “What the heck am I doing here?” I was frightened and intimidated by the amazing yogi women that surrounded me with their 1 toned bodies and pristine yoga gear. I look back and smile at how far I have come in my thinking and understanding of the true practice of yoga. I have also been teaching kids yoga consistently two days a week for 9 months. I teach two 45 minute groups for Parks and Rec. on Tuesday and a 45 minute practice at the Wave (local athletic club) on Wednesdays. I have also led special series throughout the year at the Shanti Studio and Saw Buck Do Jang Studio for children of various ages (Appendix C). Research The past few years have been full of research and self-discovery. I have become trained in Hatha yoga, kids yoga and Reiki. These trainings included numerous readings, writings, practice and assessments to achieve their requirements for the class. All my resources can be found in the Rooted Elements resources. My greatest research has been my hands-on application of all that I was and still am learning. Teaching kid yoga and designing this curriculum has greatly inspired my current teaching position as an elementary special education teacher. I feel like shifting things up and am motivated to teach in the manner that I believe in for children of all abilities. I am trying to change the whole model of special education in Whitefish right now. The possibility of me piloting part of my plan is highly likely next year. I feel that I have a clear vision brought about by my journey through the Creative Pulse and a need to follow through with what I strongly feel needs to change. 2 I am trying to become an “all abilities” teacher and merge the separation between special education and general education students. As it stands right now, I work with kindergarten through fourth grade students with intense emotional needs who need at least fifty percent or more of their day with behavioral support. My span of ages and needs is beginning to feel inappropriate because of all my “behavior” kids segregated from the rest of the school being placed in a highly restrictive setting of students spanning in ages from five to ten. If I were a parent of a fourth grader or kindergarten student in my class, I would probably be frustrated because of their disassociation from the rest of the school. I also feel that I am enabling some colleagues to not work with these types of students and they quickly get labeled as “Alisha’s students”. I want to work as a team and as a whole school to tackle some of these challenging students.
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