THE ART OF YOGA: A PRE-SERVICE TEACHER’S JOURNEY IN DEVELOPING A
BALANCED AND SUSTAINABLE TEACHING PRACTICE
Mary Tone Riordan
B.A., California State University, Sacramento, 2008
PROJECT
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
EDUCATION
(Curriculum and Instruction)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
SUMMER
2010
THE ART OF YOGA: A PRE-SERVICE TEACHER’S JOURNEY IN DEVELOPING A
BALANCED AND SUSTAINABLE TEACHING PRACTICE
A Project
by
Mary Tone Riordan
Approved by:
__________________________________, Committee Chair
Karen D. Benson, Ph. D.
____________________________
Date
ii
Student: Mary Tone Riordan
I certify that this student has met the requirements for format contained in the University format
manual, and that this project is suitable for shelving in the Library and credit is to be awarded for
the Project.
__________________________, Associate Chair
Rita Johnson, Ed.D.
Department of Teacher Education
iii
________________
Date
Abstract
of
THE ART OF YOGA: A PRE-SERVICE TEACHER’S JOURNEY IN DEVELOPING A
BALANCED AND SUSTAINABLE TEACHING PRACTICE
by
Mary Tone Riordan
This Project is an Alternative Culminating Experience for a Master of Arts in Education:
Curriculum and Instruction with an Elective Emphasis on Arts in Education. It follows Pathway
I: Artist as Educator.
Pre-service teachers are preparing to enter a field filled with uncertainty, frustration, and
negative stress. The expectations are high, the compensation is minimal, and the job has
immeasurable importance in terms of its contribution to the future of the world. For some
teachers, the natural progression of working under such conditions results in patterns of negative
thought processes, complaining, lack of enjoyment in both teaching and life, and eventual
burnout. By entering this profession, the pre-service teacher is knowingly placing herself into a
highly stressful environment. This stress cannot always be avoided or controlled. What can be
controlled is the way the teacher experiences this stress. The focus of this masters project was to
develop a teaching practice that is balanced and sustainable in the face of a highly stressful
teaching environment.
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The art of yoga was used as support in the development of this teaching practice.
Practicing yoga promotes physical, mental, and spiritual balance. While deepening a yoga
practice through daily yoga postures and meditation, a teaching practice was simultaneously
being developed through student teaching experiences. Scholarly literature about theories and
practices in arts education, teacher stress and burnout, and yoga were explored. A journal was
used for reflection upon the process of simultaneously developing a teaching and yoga practice.
After developing her teaching and yoga practices, and reflecting on the process, the preservice teacher was able to enter the field of teaching with the intention of maintaining balance
and the tools needed to do so. The presumed result is a lifetime of teaching that is sustainable,
enjoyable, and energizing.
_______________________, Committee Chair
Karen D. Benson, Ph. D.
_______________________
Date
v
ACKNOWLEDGMENTS
I want to offer my utmost respect and gratitude to my professors Crystal Olson, Lorie Hammond,
and my advisor Karen Benson. Karen, your support and enthusiasm for this project gave me the
energy I needed to continue moving forward.
To my mom and dad, thank you for raising me to believe that everything is always okay. Thank
you for believing in me so much that you are never surprised when I accomplish great things.
Scott, with you as my life partner I believe in myself as much as my parents always have. I am
deeply grateful for your gentle and unwavering support.
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TABLE OF CONTENTS
Page
Acknowledgments.................................................................................................................... vi
Chapter
1. INTRODUCTION……………………………………………………………………….. 1
2. REVIEW OF RELEVANT LITERATURE...................................................................... 6
3. THE PROJECT.................................................................................................................. 48
4. REFLECTIONS AND RECOMMENDATIONS............................................................. 74
Appendix Survey - Student Teachers and the Experience of Stress..................................... 81
References................................................................................................................................ 82
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