July 13, 2019
|
by Meena Srinivasan

Lesson plan

Freeze and Flow

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Grade Subject
  • Students will be able to utilize the tools of movement and body awareness.
  • Students will be able to articulate ways that slow and fast movement and music can support ease or energy.
(15 minutes)
  • Invite students to come together in a circle, either seated in chairs or on the floor.
  • Ask students to come into mindful, still bodies, and to take a few deep breaths into their bellies.
  • Tell them to notice the feeling in their feet, and ask if they feel their heartbeat there. Ask students to notice if they feel any tingling or vibrating in their feet. (Let them know it's okay if they do not.)
  • Guide the class to move their awareness into the parts of their body that are touching their chair. Tell them that if their minds drift, they should gently bring their attention back to the parts of their body touching their chairs.
  • Ask them to relax their shoulders. Pause. Then, tell them to relax the muscles in their face. Pause again.
  • Ask the students to now notice their whole body sitting. Pause for 1–2 minutes, and guide the class to hold their attention on their bodies as much as they can.
  • Ask the class to open their eyes when they are ready.
  • Ask them what they notice and how they feel.
(5 minutes)
  • Explain to students that when we feel our bodies and bring kind attention to our bodies, we are able to live in the present. This is because our bodies are always in the present moment. We can call this practice "flow."
  • Ask students if they can share a time they have been in flow, meaning a time that they were completely living in the present moment (e.g. playing sports, dancing to a favorite song, playing a musical instrument).
  • Explain to the class that feeling our bodies through movement and dance can be a helpful way to bring flow into our lives. Share that today, they will explore how to bring kindness and curiosity to the present moment.
  • Play the slow song for the class. Ask them to close their eyes or soften their gaze, and to listen to the song with mindfulness in order to notice how they feel in their bodies.
  • Ask the class to stand up in the circle and face towards the outside of the circle (and edges of the room).
  • Ask them to move their body to the music. They may sway, move their fingers, or make larger movements with their bodies.
  • Guide them to feel inside their bodies as they move. Play music for 1–2 minutes.
  • Pause and ask all students to freeze at various times.
  • Next, play the faster song for the class. Ask them to close their eyes or soften their gaze, and to listen to the song with mindfulness in order to notice how they feel in their bodies.
  • Ask the students to move their bodies to the music. Once again, they may sway, move their fingers, or make larger and quicker movements with their bodies.
  • Guide the class to feel into their bodies as they move. Play music for 1–2 minutes.
  • Pause and ask all students to freeze at various times.
  • Stop the music, and ask the class to take a few deep breaths. Ask them to notice how they now feel in their bodies.
(5 minutes)
  • Ask the students to face their feet towards the inside of the circle, and to lie on their backs.
  • Play the Body Scan Meditation audio for the class to follow along while lying on the floor.
  • After they listen to the body scan, ask them to slowly sit up and face the inside of the circle.
  • Ask the class the following questions, one at a time: "What do you notice? How do you feel? Did the different paced songs feel different in your bodies?"
  • Explain to the students that they will be writing a reflection on their experience at their seats.
  • Tell them that they must remain in silence as they go back to their seats, so that they can continue to hold their attention on their bodies. Explain that it is easier to stay focused on the body when it is quiet.
  • Dismiss students back to their seats, and distribute the Reflections on Flow worksheet.
(25 minutes)
  • Ask students to independently complete the Reflections on Flow worksheet.

Enrichment: Ask students to listen to a song and draw a picture that reflects how their body feels when they hear the song.

Support: Work in a small group with students to complete the Reflections on Flow worksheet.

(5 minutes)
  • Observe students during the independent working time.
  • Collect Reflections on Flow worksheets to assess students' comprehension of flow exercises.
(5 minutes)
  • After all students have completed their Reflections on Flow worksheets, bring them back to a circle.
  • Pair up students, and ask them to share their reflections with their partners.
  • Regroup the class in the circle, and ask if anyone would like to share their reflection with the whole group.
  • Ask the following questions, one at a time: "How can mindfulness of body and movement help us in relationships? How can it help us in communication? What does 'flow' mean to you?"

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