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Web Schedule Summer 2018


Revision Date: 12-Jun-18

DAN-1030-VU01Z - Body Awareness


Synonym: 172086
Location: Winooski
Room: CCV Winooski 108
Credits: 3 (45 hours)
Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course.
Semester Dates: 06-25-2018 to 06-29-2018
Last day to drop without a grade: 06-25-2018 - Refund Policy
Last day to withdraw (W grade): 06-27-2018 - Refund Policy
Faculty: Marjorie McMahon | View Faculty Credentials
This course has started, please contact the offering academic center about registration
This section meets the following General Education Requirement(s):
Human Expression
    Note
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please see consult with additional resources like your program evaluation, your academic program page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Comments: 1 week of mandatory pre-course assignments. Mandatory attendance daily for a week.

Browse the Moodle Site for this class.

Course Description:

Develops the posture and movement of the body through examination and practice of a variety of body awareness techniques. Emphasis is on the importance of proper alignment, energy flow, flexibility and strength, body/breath coordination and tension-relief exercises.

Essential Objectives:

1. Survey a variety of body awareness theories and techniques.
2. Demonstrate awareness of proper alignment, energy flow, flexibility, strength, and chronic tension.
3. Practice various body-care techniques including yoga and creative visualization.
4. Describe basic skeletal structure, joint and muscle function, and body mechanics through experiential studies.
5. Practice the developmental movement patterns from pre-crawling to walking.

Textbooks:

Summer 2018 textbook data will be available on April 9. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

DAN-1030-VU01Z Textbooks.

The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Contact Faculty:

Email: Marjorie McMahon
Hiring Coordinator for this course: Jennifer Garrett-Ostermiller

Syllabus:

''Body Awareness - Summer Intensive''

 BODY AWARENESS – Summer 2018

Location: Winooski

Dates: June 25 - June 29, 2018            Time: 8:00am – 5:00pm M-F

Instructor: M Sara McMahon, MA                    Contact information: msm08270@ccv.vsc.edu

 

CCV Syllabus – Please note this syllabus is subject to change.

Turn off cell phones, and do not text while in class.

 

*Attendance Policy: Attendance and punctuality is highly emphasized, as this is a participatory and experientially inclined course.  Any absence will reduce your final grade.  Please call the CCV front desk to leave a message if you cannot make class that day, or email me to let me know you will not be attending class.  You can email me if you know of your absence ahead of time.  You are responsible for keeping all assignments and material covered in class updated regardless of your attendance.  More than ONE absence will result in failure to receive credit.  Being late 3 times (15 minutes) will be equivalent to an absence.  If you miss one day of class you will be required to do a make-up assignment.  This will be decided between the student and the instructor.

 

*Be prepared to move! Since this class is largely based on the cultivation of awareness through paying attention to the experience of movement, please wear lose and comfortable clothing.  Layers are essential as the room temperature tends to be on the cool side.  Each class will begin with a guided meditation to prepare the student for participation in the class activity and end with a meditation to reflect on class through drawing, writing, and/or sitting.  Each class will introduce and/or review a basic anatomical structure, a developmental movement pattern, and/or movement fundamental, as a practice to increase body awareness of personal movement patterns, and areas of tension that interrupt flow and wellness in the body. No movement experience is necessary to take this course. 

 

*Journals Everyone is required to maintain a journal writing about your personal responses to in class discussions, exercises, and homework assignments.  These are for your own use, not shared with me or in class.  However, the thoughts/feelings/ideas generated in your journal will assist in writing your response papers and your Final Explorative paper. 

 

*Body Maps – Each student will complete a life size body-map that serves as a visual form (drawing and writing) based on insight and knowledge gained from class experientials. The body map is worked on in each class and will be incorporated into your final grade.  Students will bring their maps to each class, or you can choose to store it in the closet in the studio. Art materials will be provided and/or students can and are encouraged to bring their own.

 

*Response papers are written reflections on information gathered through readings and in class experientials and discussions.  Response papers are crucial to any readings that are not being quizzed on. This facilitates integration and digestion of your learning.  If you reference a reading source, list site at end of your paper according to guidelines outlined in student handbook.  Response papers are to be typed, drawings can be included to support written reflections. Length – 2 pages min. First paper due day 2.

 

*Explorative Writing – This paper is longer than a response paper and should include your responses to questions such as: Where am I now? What kind of a journey has your body been on over different periods of your life? What has served you about any specific body training you have been promoting and what can now be let go of? What postural, structural and moving challenges do you feel you have? Also, reflect on what we have explored so far. Can you already see possible changes in your perception of your body? This should be at least three pages typed to be handed in day 4 no late papers will be accepted.

 

 

*Reminder: Homework must be handed in promptly. Please do not email me your homework.. 

Pre- Class Readings and Assignments

 

Readings:  The reading material may seem somewhat foreign to you.  Do not worry, the material is the basis for the in class movement and verbal discussions. People learn through a variety of methods, visual, auditory, kinesthetic, etc.  Whatever your style/method of learning is I will work my best to accommodate so that you come away with a grasp of what it is to be more aware of your body. Most all of the required readings will be posted on Moodle prior to class beginning. 

 

Prior to first class read the following: located on Moodle

*Body Terms

*Psoas and Biomechanics of Psoas Area, by Jo Ann Staugaard-Jones.

*Orgins of Expression - by Bonnie Bainbridge Cohen

*Integrating Our Bodies, Healing, Development, and Transformation, from Natural Intelligence, by Susan Aponshyan.  Be prepared to share a bit about how this relates to your own experiences.  If you want extra credit – write an in-depth response paper on this reading.

 

 

Pre-Class Assignments:  Bring to first class!

  1. Write up your current personal Daily Self-Care routine.  Think about how you manage self-care in the following domains of personal care: Emotional (ability to identify and self-regulate emotions and emotional responses), Physical - (keeping the body active and in healthy condition), Mental - (stimulating the thinking brain), and Spiritual -(connection to a religious, spiritual practice).  Some of these domains overlap for example I may include in my daily practice yoga, this could encompass all the domains – physical, mental, emotional and spiritual.  Nutrition is included in physical and at the same time helps with mental and emotional balance.  Be as specific as you can. We will work in class on expanding your practice. The revised daily care practice will be due and presented to the class on Day 4, present written documentation.  
  2. Write two letters: One from your Body to your Mind and another from your Mind to your Body. Bring to class first day.  Each letter should be at least a page long.

Examples: 

Dear Mind,

I realize that you are studying hard and staying up late to get everything done.  But as your body I am tired.  I am tired of you neglecting me.  You keep me up way to late watching TV programs and/or texting till early morning hours.  This leaves me exhausted and worn out during the day.  I am also tired of all the negative thoughts you have about me and our life.  Please, please start thinking positively and giving me more rest. Etc…

 

Dear Body,

I have been neglecting you lately and realize that you are in need of exercise, hydration, and most importantly rest.  I am aware that I push you by rushing around, neglecting to feed you at times, then complain when you are not feeling good.  As your mind I will work harder at balancing my negative thoughts and treat you with more respect.  Etc…

  1.   Looking ahead. Each student will attend a class in the community such as, yoga, physical fitness, dance, etc. and write a response paper of observations of how the class and instructor facilitated/or did not facilitate, body awareness. Be prepared to share writing of your experience in class on day 4/5. If you cannot find a class participate in one on-line.

 

    Thank you for joining the Body Awareness class.  

 

 

 

 

 

 

 

 

Syllabus: This syllabus is subject to change.

 

Day 1 - Breath, Skin, Bones, Joints and Muscles. 

*Meditation

*Go over fire drills and emergency drill with students.

*Introductions and review of course description and syllabus

*Review: Tools for Class, What is Body Awareness?

*Review handout on Body Terms and the importance of returning to these for information.  This material is  

  covered on quiz and final exam.

*Tennis ball game for name recognition

*Reminder-Looking ahead. Each student will attend a class in the community such as, yoga, physical fitness, dance, etc. and write a response paper of observations of how the class and instructor facilitated/or did not facilitate, body awareness. Be prepared to share writing of your experience in class on day 4/5.

In class: 

*Explanation and preparation of Body Maps 

*Skin: the largest sensing organ and envelop of the body. Guided Imagery

*Record skin on body map.  

*Breath: the beginning of core support, a state of “Being”. 

*View and discuss video on Breath.  

 *Guided Imagery: 3-Dimensional grid of breath, and squared breathing to manage anxiety. Record   

   on Body Map

*Movement practice: (growing/shrinking) exploring the expansion and condensing of breath.  Time for  

  discussion and writing in journals.

*Guided Imagery, movement studies, (heel rock), and sounding from the bones. 

*Lecture/Discussion:

  Bones and Joints: (function, location, attention and intention through the bones/ligaments/joints.  Refer    

  to handout on joints.

  Movement practice – Joints - Arthrometric Model, see handout given in class.

  Muscles: Primary movers of the body and the tensile three-dimensional grid for balance and support.  

  Incorporate use of elastic to reinforce muscle learning. Talk about concentric contraction – aids in flexion    

  and extension.

*The Torso, Pelvis and Leg Connection-  

*Review reading material: “Psoas Anatomy & Biomechanics”, Jo Ann Staugaard-Jones; abdominal     

 *Muscles (handout), abductors/adductors, hamstring muscles.

*Movement practice:  Core- Distal, BIG X, teach rotation abduction/adduction using pinky/big toe from    

  big X supine, take it over to diagonal on side.    

  Knee drop exercise & Spine lateral curve, etc. 

*Body Map - record responses on maps, drawing lines that connect core to distal.

*Time for discussion and writing in journals.

*Ending meditation

 

Homework:

  1. Bring to next class something that represents the skin, Breath, Bones, Muscles and Joints, be creative.    
  1. Re-Read: “Origins of Expression”, Bonnie Bainbridge Cohen.
  2. Write a 1-2 page response paper based on today’s explorations.
  3. Journal on your class handouts, discussions, movement sequences.
  4. Looking ahead. Each student will attend a class in the community such as, yoga, physical fitness,  dance, etc. and write a response paper of observations of how the class and instructor facilitated/or did not facilitate, body awareness. Be prepared to share writings in class day 3.

  

Day 2: Organs, Nervous System, Boundaries, Emotion Regulation/States of Mind, and Holding Patterns

*Beginning meditation 

*Collect response papers.

*Sharing from journals (optional) of insights gained from last class. Sharing of objects brought in 

 representing day 1 explorations.

*In Class: Organs, Nervous System, and Physical and Emotional Boundaries

*Meditation exercise

*Discussion ­Overview of organ system (underlies feelings/expression and sense of volume).

*Movement and Sound practice ­initiating from specific areas (organs) to increase flow of energy and give support to the skeletal muscular structure. Moving from a sense of volume, expression, and resonance. Incorporate physio balls.

*Body Map -Draw organs. 

*Movement explorations from the ANS Nervous System (parasympathetic and sympathetic) and Fluids (arterial, venal, Lymph, CFS, etc.).

*write /draw on Body Map observations.

*Movement practice:  Nervous system exercise (group and partner walking towards exercise).

*Boundaries – what are they? Drawing of personal boundaries.  How do we set limits non-verbally? 

*States of MInd/Emotion Regulation

*Anatomy of Daily Self-Care Practice–In small groups discuss ways of attending to the four domains (emotional, physical, mental, and spiritual that contribute to an overall integrated self; and what strategies would one develop to strengthen each domain? This is a preliminary exercise for your Daily Self-Care Practice, outline due tomorrow, final due day 4.

*Share outline of Daily Self-Care Practice - (pre class assignment) and based on the exercise above how would u revise this?

 

Homework: 

  1. Bring something in from the environment that resembles the organ system and the organ &nervous system. Be creative!
  2. Study for Quiz – review terms assigned from Body Terms handout.
  3. Read: Chapters 2 & 4, Eric Franklin.  Handout in groups for them to share in class tomorrow.
  4. Start revising daily Self-Care practice, final draft due day 4. 
  5. Begin your Explorative Writing: Where am I now? Here are some questions to help: What kind of a journey has your body been on over different periods of your life. What has served you about any specific body training you have been promoting and what can now be let go of? What postural, structural and moving challenges do you feel you have? Also, reflect on what we have explored so far. Can you already see possible changes in your perception of your body? This should be at least three pages typed to be handed in Day 4, no late papers will be accepted.

       

Day 3: Quiz, Postural Alignment/Evolving to Vertical, Holding Patterns, Body Image, and Developmental Patterns

*Beginning meditation

*Discussion on readings - Franklin chapters - groups present from their assigned chapters. 

*Share outline of Daily Self-Care Practice

*Quiz

*In Class

*Head and Neck differentiation exercise

*Discussion: The Spine­ Evolving to vertical. Finding dynamic alignment.

* Spinal Push/Reach from Head and Tail.   

*Body Image; if time start DMP’s.

*Discussion: What is Body Image and how is it shaped and developed? Refer to letters to/from Body/Mind completed (pre-course assignment).

*Guided imagery exercise: My Body, My Home, expressive art exercise. Incorporate Boundary work  

 with this exercise.

*Share letters to Mind and Body, share and what changes would make to have a better informed mind/body relationship, (see pre-course assignment).

Postural Alignment and Holding Patterns:

*9-Lines of Movement – finding your centered alignment. Record on body maps.

*Holding Patterns- tension that effects alignment and movement. Refer to chapter 2 and 4 by Eric Franklin.

*Movement exercise - Ideokinesis - 3 stage process.

*Fundamental Movement Patterns -summary –Why go Back? Read this handout in class and discuss.

*Movement practice­ Developmental Patterns I: Tonic Lab, Physiological flexion and extension. Practice working core ­ distal, center to periphery and vice versa through flexion/extension, gathering/scattering, folding/unfolding. Neurological action: reach and pull.

*On physio balls: Positive supporting, reflexive protection extension, equilibrium responses  

Overview of course material thus far. Questions?

 

Homework: 

  1. Read: (students will be divided into groups and receive a handout on a specific connectivity pattern and share information from reading in class (Handouts: Core-Distal, Upper-Lower Connectivity, Body-Half Connectivity) from Exploring Connections, by Peggy Hackney.
  2. Exploratory writing is due tomorrow. No late papers accepted!
  3. Daily Self-Care Practice due tomorrow, bring in paper.
  4. If you need extra credit now is the time to do it! See me. No Extra credit will be accepted after day 5.

 

Day 4: Development Movement Patterns – Six Patterns of Connectivity

*Meditation exercise followed by movement practice incorporating yoga postures.

*Daily Self-Care Practice due.

*Explorative Writing paper due.

*In Class: DMP’s – yield, push, reach, pull; Six Patterns of Connectivity.

*What is Connectivity?  Why is it important?

*Discussion: The Spine­ Evolving to vertical. Finding dynamic alignment.

*Movement practice: 

Review Core-Distal/Head-Tail Connectivity. Work on strengthening Upper-Lower Connectivity awareness to embody integrative movement.Write/draw on body map.

*Bartenieff Fundamentals – Homologous Patterns- frog, rabbit, chipmunk, squirrel. 

*Show Baby video from u-tube.

*The Torso, Pelvis and Leg Connection-  

*Review: abdominal muscles, Iliopsoas muscle, abductors/adductors, hamstring muscles.

*Movement practice:  *BIG X, teach rotation abduction/adduction using pinky/big toe from big X supine.    

     Knee drop exercise & teach beginning of my class warm-up) body half, upper-lower, cross lateral exercises.  Spine lateral curve, etc. 

*Body Map - record responses on maps, drawing lines that connect core to distal.

*Group quiz: In small groups discuss the importance of Core-Distal/Head-Tail, Upper-Lower, Body-Half, and Cross-Lateral connectivity and present to the class a description and a movement pattern of each.  Name an animal or insect that embodies a specific pattern.  Include how these patterns of connectivity are relevant to body awareness.

 

Homework:

  1. Study for final, see Body Terms Handout.
  2. Complete extra credit work and hand in tomorrow, no exceptions.  

Day 5 Final Exam,  Review Six Patterns of Connectivity, Discussion on Alternative Modalities to strengthen Body Awareness and effective movement patterns; Effort Elements

*Beginning meditation and yoga stretches, alignment practice – standing and walking.

*Discussion on assigned readings.

*Final Exam & Extra Credit work due, no exceptions.

*Share from Explorative Writings and Daily Self-Care

*In Class: Effort qualities of Space, Weight, Time and Flow. 

*Discussion on Effort qualities, Space, Weight, Time and Flow and the connection to Developmental    

    Movement Patterns 0-3 years.  How they reflect our current physical and psychological choices.

*Effort game with cards- in groups give specific directions around efforts.

*Movement Review: Yield, Push, Reach, Pull, go through all six connectivity patterns.

*Discussion on Body Based Psychotherapies, Integrative Movement Modalities and Integrative Manual Therapies. 


Thank you for a wonderful class!

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.


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