In an attempt to address the disregard for holistic practices in much of Western culture and education, I present yoga as an alternative learning strategy to banking instruction often used in current educational practices. Specifically, I examine Hatha yoga in its content and methodology as a platform from which K-5 students can learn to engage in strategies of mindfulness practices to counter underlying causes of cognitive and behavioral problems seen in many public schools. Drawing from research based in the field of somatics and feminist/critical pedagogy, I articulate a yoga curriculum that supports bodily knowing and encourages the cultivation of self-/social awareness and empathy. I organize my findings into two separate curriculums: one for students in the grades K-2 and another for grades 3-5. Each curriculum is further divided into three units to include learning objectives, themed activities, lists of skills and concepts, and specific notes for instructors that take into consideration the motor and cognitive developmental patterns of students at each grade level. By establishing a curriculum consistent with current curricular standards in California, my hope is that policy-makers, administrators, educators, and parents alike will take into consideration the importance of embodied knowledge in the classroom and further advocate for its role in public schools.

Mental health struggles and suicide rates in athletic populations have been on the rise for the past two decades, with an even bigger increase since the pandemic. Disorders such as stress, depression, and anxiety have been the main causes for these struggles and fatalities. The growing rates of mental health disorders and suicide within this population indicate that athletes do not have the adequate resources to restore and improve their mental health. In some instances of presenting their troubles to coaches, staff, or teammates, their only advice is to seek help with on-campus resources or resources at home. Although this can be sound advice in some cases, this can also create the sense that there is no escape from what may be the cause of these mental obstacles. The purpose of this thesis is to create a mental health retreat for collegiate, professional, olympic, and retired athletes. Tucked away at the edge of Rock Creek Park in Washington, D.C., in between existing amenities such as the Carter Barron Amphitheatre and the William Fitzgerald Tennis Center, the retreat allows for the continual use of existing amenities along with other resources and practices provided on-site. This retreat aims to provide spaces and resources at a location that teams or individuals can visit to allow for healing and education about these mental health disorders. This serene space in the middle of a chaotic big city will provide space for resting, performing, healing, and overall restoring which begins to break the barriers between what can be overcome in the feelings that may seem indomitable. / Master of Architecture / Mental health struggles and rising suicide rates among athletes have become increasingly concerning over the past two decades, with a significant spike since the pandemic. Stress, depression, and anxiety are the primary issues affecting this population, and current resources appear inadequate to address their needs. Often, athletes are advised to seek help from on-campus or home resources, which may not always be effective and can sometimes exacerbate feelings of entrapment. This thesis proposes the creation of a mental health retreat for collegiate, professional, Olympic, and retired athletes. Located at the edge of Rock Creek Park in Washington, D.C., near amenities like the Carter Barron Amphitheatre and the William Fitzgerald Tennis Center, this retreat offers a peaceful environment for healing and education. By utilizing existing amenities and providing additional on-site resources and practices, the retreat aims to support athletes in their mental health journeys. This serene space in the heart of a bustling city will offer opportunities for rest, performance, healing, and overall restoration, helping athletes overcome mental health challenges.

This thesis explores the presence of the movement theories of Irmgard Bartenieff, Peggy Hackney, and Rudolf Von Laban in the following texts: Narrative of the Life of Frederick Douglass, An American Slave. Written by Himself (1845), The History of Mary Prince: A West Indian Slave (1831), Incidents in the Life of a Slave Girl, Written by Herself, Linda Brent (1861), Sherley Anne Williams’s Dessa Rose (1986) and Toni Morrison’s Beloved (1987). The terms and phrases of movement theory will be introduced to the contemporary critical discussion already surrounding the texts, both furthering and challenging existing arguments.

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