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二、故事和瑜珈的結合

瑜珈與故事的結合設計可分為兩個面向：

1. 從故事的內容來設計瑜珈活動

拿到一個故事時，如何將瑜珈設計在課程中？下面以Chris and the Magic Bird（出處：Jump for Joy 5）的故事來示範。

故事內容：

l         Once there was a 『boy』called Chris.

l         Chris was a 『sad』boy. He 【wished】he were something

other than what he was. One day Chris 【wished】he were a （『dog』）. So he 【crawled】 around all day on his hands and knees, and 【barked at】everyone. But Chris still 『wasn’t happy』. He wished he were something other than what he was.

l           One day Chris 【wished】 he were a cherry （tree）.So he 【hung some cherries on】his body and stood outside in the garden all day. He didn’t move or talk. But Chris still 『wasn’t happy』. He 【wished】he were something other than what he was.

l           One day Chris 【wished】 he were a （『bird』）. He【climbed】 to the top of a tall tree and【jumped】. Luckily there was a lot of snow on the ground and Chris didn’t get hurt. But Chris still『wasn’t happy』. He 【wished】he were something other than what he was.

l           One day Chris was 【wishing】he were something other than what he was. A magic （bird） heard his wish. The （bird） gave Chris his wish.

l           In an instant Chris became a fat, lazy（『cat』）. But Chris still 『wasn’t happy』. He 【wished】 he were something other than what he was.

l           In an instant Chris became a big, black, hairy （spider）. But Chris still wasn’t happy. He 【wished】he were something other than what he was.

l           Chris kept 【wishing】he were something other than what he was.

He 【wished】he were a（turtle）, but a（turtle）was too slow. He 【wished】 he were an （owl）, but an owl was too quiet. He 【wished】 he were a fox, but a fox was too sly. He 【wished】he were a （rabbit）, but a rabbit was too fast. So Chris still 『wasn’t happy』. He 【wished】he were something other than what he was.

l           One day Chris 【wished】he were something other than what he was. He 【wished】he were something that he had never been before….…a 『girl』. As he made his 『wish』, a magic（bird） 【flew】by and Chris became a small『girl』. But Chris still 『wasn’t happy』. He【wished】he were something other than what he was.

l           Finally, Chris became a 『boy』again. He was 『happy』to just be himself. He no longer 【wished】he were something other than what he was. He was Chris. He was a 『boy』. And best of all, he was 『happy』.

A. 暖身活動：

    找出故事中的訊息、主要角色、重複多次的線索、故事要傳達的意義等，運用這些故事的資料設計暖身活動。

a. 從故事中找動詞

故事中有【】符號的是動詞：crawl、bark at、wish、hang on、climb、jump、fly。老師帶著孩子一起作動作。How do you fly? How do you jump? Let’s climb from here to there.

          b. 從故事中找主要角色與重複多次的相關情緒

找出故事中有『』符號的部分：boy、dog、bird、cat、girl、sad、not happy。與孩子一起發揮想像討論創作，boy怎麼表現？sad該如何表達？怎樣是happy和not happy的樣子與表情？

c. 找出與故事相關的音樂歌曲作律動

故事書若附有歌曲或音樂就可以使用，若沒有就得另外找，本故事可以運用：If You Are Happy and You Know It（備註2）這首歌來搭配。

d. 從故事中找體位法

故事中有（）符號的有不同的體位：dog、tree、bird、cat、spider、turtle、owl、rabbit。老師在暖身中先帶孩子作各種體位的模擬，小狗如何走路？烏龜怎麼爬？或將故事中畫底線的句子，a （『dog』）. So he 【crawled】around all day on his hands and knees, and 【barked at】everyone. 結合體位動作和劇情的句子帶著孩子一起作一遍。

B. 瑜珈活動

          本故事可教孩子作dog、tree、bird、cat、spider、turtle、owl、rabbit的體位，其方式如下：

a. 先教每一個體位，教完後，老師開始說故事。

體位名稱	體位教學	體位方式	體位動作
狗式 Dog	T: Everyone, we will now act like a dog. Put your hands on the ground. Now walk like a dog. Activity: Let’s walk forwards. Now let’s walk backwards.	身體跪坐。 →雙手向前，手掌向下撐在地板上。 →雙手慢慢向前移動，身體慢慢拱起。 →手臂伸直，屁股翹起，頭部自然放下，身體像一個山洞一樣。 →數5秒後回復。
樹式 Tree	T: Now we will act like a tree. Activity: Make a tall tree like this. Make a short tree. Now let’s make a fat tree. Can you make a skinny tree?	雙腳站穩，身體不晃動，雙手插腰。 →右腳抬起腳掌放於左腿膝蓋間。 →雙手向上舉直合掌。 →數5~10下（也可數數看自己可以站立多久）。 →回復身體站立姿勢。 →換腳。
鳥式 Bird	T: Let’s act like a bird and fly everywhere.	雙腳站穩。 →雙手置身體後方像鳥的翅膀一樣。 →兩腳踮起。 →雙眼注視前方。 →做鳥的自由飛行狀。
貓式 Cat	T: Bend down and put your hands and legs on the floor. Arch your back and look upward. Let’s make a sound like a cat, Meow!	身體跪坐。 →雙手往前手掌向下撐在地板上，屁股離開小腿，像小貓一樣。 →吸氣，頭向上抬起，鼓起肚子（學貓叫/Meow）。 →吐氣，頭向內看著自己縮小腹，身體拱起。 →反覆進行3~5次。
蜘蛛式 Spider	T: Stand with your feet about shoulder-width apart. Bend your knees and come into a squatting position. Bring your palms together and use your elbows to push your knees wider apart. Stay in this pose for several breaths.	身體站直與肩同寬。 →兩腳半蹲。 →雙手合掌，兩手肘靠緊，兩腳盡量往外。 →自然呼吸，保持姿勢5秒後回復站姿。
烏龜式 Turtle	T: Sit down and put your feet together like this. Now put your hands under your legs. You can put your hands up or down.	坐於墊上，雙腳屈膝張開，約與肩同寬。 →身體上半身向前傾，雙手由兩腿內側向外方伸出，像一隻烏龜一樣。 →將雙手放於墊上，手掌朝上或朝下都可以。 →保持姿勢10秒。
貓頭鷹式 Owl	Concentrate on something in front of you, stand on your toes, bend over, while putting your arms straight behind you. Face forward.	身體站直，雙腳與肩同寬。 →踮起雙腳，上半身向前彎腰。 →兩手向後伸直與身體平行。 →臉朝前，注視前方。 →保持姿勢5秒。
兔子式 Rabbit	T: Let’s jump like a rabbit. Squat and put your arms like this. Now let’s jump.	身體站直。 →雙腳呈半蹲狀態。 →雙手微握拳擺於胸前，像小兔子的前腳一樣。 →站於原地跳10下。也可前後左右來回跳動。

b. 第一遍，老師邊說故事，當故事中有體位法出現時，教孩子該種體位姿勢。第二遍將故事與體位一起結合，邊說邊作。

c. 說故事中，除了一起表演體位法，連同劇情一起加入，如

◎ Chris was a 『sad』boy.

◎He『wished』 he were something other than what   he was.

◎One day Chris wished he were a （『dog』） .         

C. 按摩

a.作完瑜珈或練完體位法時，放上輕鬆的音樂，讓孩子坐在於墊子上。

將雙手搓熱，放在眼睛上，讓雙眼從手掌的溫度得到舒解。

b.接著孩子用自己的雙手從頭開始輕輕地按壓或拍打臉部、肩膀、手臂、手指、背部、腰部、大腿、小腿、腳趾等處。

按摩臉部時，可用雙手拉拉嘴角作出開心的臉或作作傷心的臉等各種表情。

藉由按摩讓身體與情緒獲得舒緩，也讓孩子藉由觸摸自己的身體，學會愛惜自己。

c.老師可在按摩時和孩子說話、聊天，說些身體保健的話題等。孩子在此時也會和老師有很好的互動。

D. 靜心時間

a.在瑜珈練習及按摩後，進行靜心活動。大休息就是其中的一種方式。

b.讓孩子身體放鬆地躺在墊子上（如果排成圓圈，孩子的頭部朝內，腳朝外。因為身體排放氣體時由腳向外擴散，不會互相影響。），四肢輕鬆地伸展，閉起眼睛，關燈並放上清柔的音樂，此時孩子在一個舒適的空間，讓自己的身體充分地休息，心靈也享受片刻的寧靜。

c.在休息當中，如果孩子已經消耗很多能量，可以讓他們安靜地休息；如果這堂課比較輕鬆，可以在休息中跟孩子說說話，傳達要給孩子的訊息，或口述複習今天學過的瑜珈等等。

d.大休息後的起身，要孩子先右手舉高，順勢右轉側身，再用雙手支撐地面坐起，不要貿然坐起，養成安全起身的好習慣。

E. 分享

品德、愛與人生是兒童瑜珈並重的議題，常會在瑜珈活動結尾時將相關訊息帶給孩子。例如：

a. 說好話 / Say good words.

b.知足 / Be content.

c. 身體保持整潔 / Keep yourself clean.

d.不傷害他人 / Don’t harm others.

e.幫助他人 / Help others.

f.   簡樸生活 / Live a simple life.

g.不斷學習 / Study yourself.

h. 用心看世界 / See with your heart.

本故事中可以和孩子討論Chris為何不快樂？為何會失望？想不想當狗、貓或鳥等動物？為何Chris最後又開始快樂不再難過？這些都是很好的討論話題。

2. 由體位法找尋相關的故事

各式各樣的體位法由模擬大自然而來，所以找得到的故事很多，如

A. 暖身與瑜珈活動時間

a. 兔子與烏龜式：The Hare and the Tortoise

b. 獅子式: The Lion King. Alice in Wonderland

c. 鳥式：The Bat, the Birds, and the Beasts

d. 貓式：Belling the Cat. Puss-in-Boots

B. 靜心與分享時間

這兩段時間的故事以品德、愛和人生教育為主。

a. 山式、樹式、花式: 保育大自然的故事。

b. 鹿式、鳥式：愛護動物的故事。

C. 由體位法自創或改編故事

a. 自創故事

由體位法中找主角由老師自編或和孩子一起創作。

◎ 單一體位法的小故事

蝴蝶式：Go to School.（A Beautiful Day）