Format
1) The program starts by reviewing/ learning about the images and narrative of the butterfly life-cycle as we learn the gross movements of the yoga sequence.
2) Next, we focus on reviewing and learning the movement and positions used throughout the sequence in a consistent way, emphasizing their interpretation, physical significance and proper execution.
3) After an in-depth exploration of the parts of sequence we return to practicing the order and fuidity of the sequence in a continuous manner.
4) Then there will be multiple opportunities to pause, examine and field any questions or concerns about the sequence, as well as to administer informal testing/quizzing about any movements, poses, principles and concepts embedded in the sequence in order to ascertain their apprehension.
5) Finally, we will do a recorded overview and practice of the sequence in its entirety, which can be accessed by the class for a limited basis in subsequent practices.
Objectives
1) To learn about and appreciate the butterfly life-cycle as a model of inspiration and revelation of human experience and physicality.
2) To learn and practice new and healthful yoga movements, positions, and concepts as found within the general yoga industry, now interfaced within a narrative of the butterfly life-cycle.
3) To practice and experience use of breathing practices as healthful to and supportive of the human mind and body.
4) To appreciate how change in the self and personal experience is possible and can engender a richer life.
Standards Alignment
National Standards
National Core Arts Anchor Standards: Connecting
https://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#connecting
Relating artistic ideas and work with personal meaning and external context:
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
National Science Academy Standards
https://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf
CONTENT STANDARD C: Life Science
Grades K-4: All students should develop understanding of
Characteristics of organisms / Life cycles of organisms / Organisms and environments.
Grades 5-8: All students should develop understanding of
Structure and function in living systems/Reproduction and heredity/Regulation and behavior /Populations and ecosystems/Diversity and adaptations of organisms.
Grades 9-12: All students should develop understanding of:
The cell/Molecular basis of heredity/Biological evolution/Interdependence of organisms/Matter, energy, and organization in living systems/ Behavior of organisms
SHAPE America National Physical Education Standards https://www.shapeamerica.org/standards/pe/default.aspx
Standard 1: Develops a variety of motor skills.
Grades 3-5:
1.5.2 Demonstrates transferring weight from feet to hands and hands to feet in a non-dynamic environment.
1.5.3 Demonstrates rolling with the body in a non-dynamic environment.
1.5.5 Combines locomotor, non- locomotor, and manipulative movements based on a variety of dance forms.
1.5.8 Demonstrates balancing on different body parts in a non-dynamic environment.
Grades 6-8:
1.8.2 Demonstrates movement sequences within varied dance forms.
1.8.4 Demonstrates appropriate form in a variety of skill-related fitness activities.
Grades 9-12:
1.12.4 Demonstrates and creates movement sequences based on one or more forms of dance.
1.12.6 Demonstrates appropriate technique in muscular strength and endurance training.
1.12.7 Demonstrates appropriate technique in flexibility training.
1.12.8 Demonstrates appropriate technique in skill-related fitness training.
Standard 2: Applies knowledge related to movement and fitness concepts.
Grades 3-5:
2.5.6 Applies movement concepts to different types of dances, gymnastics, rhythms, and individual performance activities.
2.5.7 Defines and provides examples of movement activities for developing the health-related fitness components.
2.5.11 Identifies the need for warm-up & cool-down relative to various physical activities.
2.5.14 Recognizes and explains how physical activity influences physiological changes in their body.
2.5.15 Recognizes the critical elements that contribute to proper execution of a skill.
Grades 6-8:
2.8.8 Applies knowledge of movement concepts for the purpose of varying different types of dances and rhythmic activities.
2.8.9 Identifies and compares the components of health and skill-related fitness.
2.8.12 Applies knowledge of skill-related fitness to different types of physical activity.
2.8.16 Identifies ways to be physically active.
Grades 9-12:
2.12.7 Applies the principles of exercise in a variety of self-selected lifetime physical activities.
2.12.11 Discusses the benefits of a physically active lifestyle as it relates to young adulthood.
2.12.12 Applies knowledge of rest when planning regular physical activity.
2.12.13 Applies movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.
Standard 3: Develops social skills through movement.
Grades 3-5:
3.5.3 Demonstrates respectful behaviors that contribute to positive social interaction in group activities.
3.5.4 Demonstrates safe behaviors independently with limited reminders.
3.5.7 Describes physical activities that represent a variety of cultures around the world.
Grades 6-8:
3.8.5 Explains the value of a specific physical activity in culture.
3.8.7 Recognizes and implements safe and appropriate behaviors during physical activity and with exercise equipment.
3.8.9 Applies and respects the importance of etiquette in a physical activity setting.
Grades 9-12:
3.12.2 Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity.
3.12.5 Analyzes the value of a specific physical activity in a variety of cultures.
3.12.6 Applies best practices for participating safely in physical activity (e.g., injury prevention, spacing, hydration, use of equipment, implementation of rules, sun protection).
Standard 4: Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.
Grades 3-5:
4.5.3 Describes how movement positively affects personal health.
4.5.4 Explains the rationale for one’s choices related to physical activity based on personal interests.
4.5.7 Identifies movement strengths and opportunities for practice for individual improvement.
4.5.9 Recognizes personally effective techniques that assist with managing one’s emotions and behaviors in a physical activity setting.
4.5.10 Reflects on movement experiences during physical education to develop understanding of how movement is personally meaningful.
Grades 6-8:
4.8.1 Describes how self- expression impacts individual engagement in physical activity.
4.8.3 Participates in a variety of physical activities that can positively affect personal health
4.8.5 Examines individual and group challenges through movement.
4.8.8 Utilizes a variety of techniques to manage one’s emotions and behaviors in a physical activity setting.
4.8.9 Reflects on movement experiences during physical education to develop understanding of how movement is personally meaningful.
Grades 9-12:
4.12.1 Selects and participates in physical activities (e.g., dance, yoga, aerobics) that meet the need for self-expression.
4.12.3 Identifies and participates in physical activity that positively affects health.
4.12.4 Chooses and participates in physical activity based on personal interests.
4.12.8 Analyzes and applies self-selected techniques to manage one’s emotions in a physical activity setting.
4.12.9 Reflects on movement experiences during physical education to develop understanding of how movement is personally meaningful.
SHAPE America National Health Education Standards https://www.shapeamerica.org/standards/health/default.aspx
Standard 1: Use functional health information to support health and well-being of self and others.
Grades 3-5:
1.5.2 Describe health-promoting behaviors for the dimensions of wellness.
1.5.3 Explain ways to prevent or reduce risks for illnesses and injuries.
1.5.5 Examine how health literacy supports health and well-being.
1.5.6 Examine how the environment affects personal and community health.
1.5.7 Explain when and why it is important to seek health care.
Grades 6-8:
1.8.1 Analyze ways to build upon strengths and assets to support individual and collective health and well-being.
1.8.2 Analyze how practices and behaviors support a variety of dimensions of wellness.
1.8.3 Analyze behaviors that reduce or prevent illnesses and injuries.
1.8.4 Analyze practices and behaviors that support health and well-being, including how to manage health conditions.
1.8.6 Analyze how individual, interpersonal, community, and environmental factors impact health and well-being.
Grades 9-12:
1.12.1 Apply ways to build upon strengths and assets to support individual and collective health and well-being.
1.12.6 Analyze how individual, interpersonal, community, societal, and environmental factors are interrelated and impact health outcomes.
1.12.7 Analyze the benefits of and barriers to practicing a variety of health behaviors.
1.12.8 Examine how self-efficacy, perceived susceptibility, and perceived severity affect health behaviors.
Standard 2: Analyze influences that affect health and well-being of self and others.
Grade 3-5:
2.5.2 Determine the ways various influences affect the health and well-being of self and others.
2.5.3 Explain how influences affect the health and well-being of people and communities in different ways.
2.5.4 Use strategies and resources to manage influences that impact health and well-being.
Grade 6-8:
2.8.1 Analyze the interrelationships between various influences on health and well-being.
2.8.2 Analyze individual, interpersonal, community, societal, and environmental factors that influence health behaviors, health outcomes, and health equity.
2.8.3 Analyze how various influences affect the health and well-being of people and communities in different ways.
2.8.4 Apply strategies and resources to manage influences that impact health and well-being.
Grade 9-12:
2.12.1 Evaluate the interrelationships and impacts of various influences and health behaviors on health and well-being.
2.12.3 Evaluate how individual, interpersonal, community, societal, and environmental influences and factors affect health equity.
2.12.4 Formulate strategies to manage influences that impact health and well-being.
Standard 7: Demonstrate practices and behaviors to support health and well-being of self and others.
Grades 3-5:
7.5.1 Examine practices and behaviors that support health and well-being of self and others.
7.5.2 Demonstrate practices and behaviors that support health and well-being of self and others.
Grades 6-8:
7.8.1 Examine supports and barriers to health-related practices and behaviors.
7.8.2 Analyze practices and behaviors that support personal and community health and well-being.
7.8.3 Demonstrate practices and behaviors that support personal and community health and well-being.
Grades 9-12:
7.12.2 Evaluate practices, behaviors, and other factors supporting individual and collective health and well-being.
7.12.3 Adapt practices and behaviors to support individual and collective health and well-being.
7.12.4 Demonstrate a variety of practices and behaviors supporting individual and collective health and well-being.