AJohnson & LBurnham Week 8 Project EDAC 634
Names: Lanny Burnham and Angela Johnson
Angela’s Roles: Layout, rationale, module content & activities, and references.
Lanny’s Roles: Topic selection, project goal and objectives, module content & activities.
Project Title: Embodied Learning Through Daily Practice of Mind Management
Goal: To create healthy habits that can be practiced daily to promote an awareness of the mind, body, and spirit to achieve full potential of oneself.
Objectives:
Developing bodily and spatial awareness
Unifying the mind and body in the learning process
Developing awareness of the body’s role in socialization
Rationale: To achieve these objectives, we will use the four-part model of somatic knowing.
Kinesthetic learning: Is achieved through movement of the body and typically yields lessons about discipline, diligence, dealing with stress, or solving problems.
Sensory learning: Allows the learner to access information through their senses; they then relate this to their experience and extrapolate meanings significant to their lives.
Affective learning: Is the strong emotional or feeling dimension. Our emotions increase the strength of our memories, which learning is derived from.
Spiritual learning: Allows the learner to make meaning through music, art, imagery, symbols, and rituals.
Design:
Module 1 (Kinesthetic):
Content: Given the nature of the tasks to follow, it’s best to start off Module 1 with an exercise to clear the mind of any stressors and outside distractions. This will heighten their sense of self and prepare them to obtain a deeper understanding of the information to be taught.
Activity: In a dimly lit room, have the students sit, or even lie on the floor in a neutral and comfortable position. To practice mindfulness, they will engage in the guided mindfulness video. Then they will transition to the breathing technique video to encourage relaxation and prepare their mind.
Resource 1: https://www.youtube.com/watch?v=mZxcw2rPWxU
Resource 2: https://www.youtube.com/watch?v=inpok4MKVLM
Activity: Module 2 (Sensory):
Content: Given a relaxed state of mind and body, the next module will gravitate towards the sounds that one hears. When the learner is relaxed and very aware of themself, they are more likely to be prepared to assess what is presented to them.
Activity: The students will remain seated in their relaxed positions and listen to the first 3 minutes of the sounds from a coffee shop with jazz being played. After the 3 minutes there will be a 1-minute pause for them to internally reflect on what they heard and assess how they feel. Next, they will listen to the first 3 minutes of a video that contains the sounds from an office. There will be a 1-minute pause for them to internally reflect again before they move on to Module 3.
Resource 1 https://www.youtube.com/watch?v=NJuSStkIZBg (Coffee shop jazz)
Resource 2 https://www.youtube.com/watch?v=fuwGT88P-RU (Office sounds)
Module 3 (Affective):
Content: With the students relaxed and focused, facilitate a sense of what these sounds felt like and how they made them feel inside. The feeling should have been a renewed feeling of clarity and purpose felt all throughout the body.
Activity: Explore the student’s emotions – what do they feel and why. Were they emotions of joy, relaxation, clarity, strength, or a feeling of sensation? Were the feelings felt throughout the body? Was it a spiritual experience in any way? Ask the students to explain these the best they can in their own words and then relate those feelings the participants felt through mental imagery. Explain that these feelings can be controlled and called upon as desired.
Module 4 (Spiritual):
Content: After previous modules, students will be asked to take notes on the things they felt and think about how those feelings could be used to learn new things, accomplish training, or other various goals. Students will now have a clear mindset and will have created an environment that is conducive to train, learn, and accomplish goals. This is an environment that is easily repeatable, and students are encouraged to practice.
Activity: Students will be asked to practice mental imagery daily to improve learning and livelihood. The use of meditation and mental imagery can be used for quite literally anything that one wants to improve on. There are no limits. Much practice is recommended, and students can complete this task anytime and anywhere a quiet, peaceful space can be found.
Resource 1 - https://www.youtube.com/watch?v=0RYyQRQFgFk (Science Based Mental Training)
Resource 2 - VISUALIZATION Step-by-Step Instructions (Mental Imagery)
References
Coffee Shop Vibes. (2022, May 23). Rainy jazz cafe - slow jazz music in coffee shop ambience for work, study and relaxation. YouTube. https://www.youtube.com/watch?v=NJuSStkIZBg
Dr. Webber Coaching. (2020, March 11). Visualization step-by-step instructions. YouTube. https://www.youtube.com/watch?v=vDWYblqLpFU
Goodful. (2019, September 4). 5-minute meditation you can do anywhere. YouTube. https://www.youtube.com/watch?v=inpok4MKVLM
Huberman Lab. (2023, April 24). Science-Based Mental Training & visualization for Improved learning. YouTube. https://www.youtube.com/watch?v=0RYyQRQFgFk
Merriam, S. B. & Baumgartner, L. (2020). Learning in adulthood: A comprehensive guide (4th Edition). San Francisco: Jossey-Bass Publishers.
MindfulPeace. (2023, July 6). Guided mindfulness meditation for a powerful mind - strength and Healing Energy. YouTube. https://www.youtube.com/watch?v=mZxcw2rPWxU
Sound Cassette. (2019, January 27). Office sounds ambience - people chatter, typing, air conditioning, computer fans. YouTube. https://www.youtube.com/watch?v=fuwGT88P-RU
