The
Art and Calculation of Gestation
General
Aim/Focus:
The
aim of this lesson is to connect the progress of gestation to fetal
development by creating art corresponding to calculations of gestation length.
Objectives:
(1)
To
understand that experiences are used in meaningful learning.
(2)
To
understand that Art can be used to provide experience for meaningful learning.
(3)
To
understand basic calculations of estimated due date.
(4)
To
understand fetal development.
(5)
To
identify fetal development to particular ages of gestation.
Background:
Couples
must be able to identify the beginning date of the last menstruation of the
mother.
Vocabulary:
Estimated
Delivery Date, Gestational Age
Materials/Equipment:
reference
books on fetal development (no illustrations), posterboard, crayons, compass,
ruler, pencils, scissors, formula calculation for estimating due date, metal
center fasteners, matte knife, current calendar
Room
Arrangement
Comfortable
chairs (as comfort is important for pregnant women to concentrate) and tables
with plenty of space for making Art must be available.
Process/Procedures/Activities:
(1)
Create
two large wheels out of posterboard. One
wheel should be slightly larger than the other.
(2)
Cut a
window in the smaller wheel that will be used to reveal a picture on the
larger wheel when placed on top of it.
(3)
Mark
larger wheel with weeks of gestational age.
(4)
Directly
below corresponding week of gestation on larger wheel make an artistic
representation of fetal development.
(5)
Mark
larger wheel with weekly dates beginning with estimated due date and working
backward in weekly intervals above gestational age markings.
(Estimated due date corresponds to 40 weeks gestation.)
(6)
Fasten
smaller wheel on top of larger wheel with metal fasteners in the center.
Smaller wheel should line up directly under calendar dates.
(7)
Share
and discuss wheels and artwork. Discuss
artistic choices for fetal development representations.
(8)
Setting
wheels at the current calendar date (aligning window on small wheel directly
under date revealing gestational age and fetal development representation)
compare gestational ages/fetal developments in class members.
(9)
Discuss
how making Art promotes learning.
Lesson
Evaluation:
Circle
the appropriate number.
|
How
was this lesson in increasing your understanding of fetal development
related to gestational age? |
Somewhat
Confusing |
Neutral Somewhat
|
Helpful |
Very
Helpful |
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1 |
2 |
3 |
4 |
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How
was the use of Art in enhancing your understanding? |
1 |
2 |
3 |
4 |
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How
was the discussion of class projects? |
1 |
2 |
3 |
4 |
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Self-Evaluation:
Journal
observations on classroom atmosphere, student reactions, and student
interactions.
Birth:
Cultural Perspectives
Subject:
Childbirth Education
Focus:
Increase awareness and appreciation of multicultural childbirth
customs/rituals.
Vocabulary:
ritual, multicultural, improvisation, guided imagery,
Supplies:
paint, newspaper, paper mache paste, canvas, music selections, music
player, paint brushes, ice
Room
Arrangement: open center
space, perimeter of pillows and beanbags
Procedure:
Museum
of Birth Spaces
Instruct
everyone to find a comfortable reclining position. Begin with relaxation exercises and gradually enter guided
imagery of birth spaces possible for a variety of cultures.
End with class discussion.
Attendant
Masks
Begin
with a continuance of discussion on birth spaces in different cultures and
move into ideas on attendants. Discuss
paper mache. Encourage students
to choose an ideal birth attendant and fashion a mask of him/her.
Pain Coping Improvisation
Discuss
improvisation. Provide scenario
for each couple. Provide ice for
pain stimuli. Lead class
discussion on improv experience. Teach
pain coping practices used throughout the world.
Labor
Dancing
Discuss
positions for labor and delivery used throughout the cultures of the world.
Listen to music from multi cultures and discuss the usefulness of music
to labor progression. Choose
selections to dance an improvisational positioning dance.
Class discussion on comfort and emotional implications of positioning.
Delivery
Scene
Provide
painting supplies. Discuss the
cultural differences in the birth experienced through previous lessons.
Allow students to choose an ideal for delivery and paint it.
Class discussion and explanation of paintings when complete.
Lesson
Assessment: Circle the number appropriate.
|
The
cultural perspectives introduced in this course were helpful to building
my understanding of birth. |
Detrimental |
Not
Helpful |
Neutral |
Helpful |
Very
Helpful |
|
1 |
2 |
3 |
4 |
5 |
|
|
The
use of art to create experience was helpful to my understanding of birth
rituals. |
1 |
2 |
3 |
4 |
5 |
|
I
have gained an awareness of birth greater than I possessed at the
beginning of this course. |
1 |
2 |
3 |
4 |
5 |
Bibliography:
http://www.calverley.dawson-creek.bc.ca/Part01-FirstNations/01-093.html
http://www.goodnet.com/~merlyn/rop1.htm
http://www.chinatown-online.co.uk/pages/culture/customs/babies.html
http://www.circumcision.net/conduct_childbirth.htm
http://www.jewfaq.org/birth.htm
http://www.birthintokyo.com/Lessons.htm
http://www.birthpsychology.com/messages/summary/summary.html
http://www10.geocities.com/Paris/5121/birth.htm
http://www.nocturne.org/world/archives/9805/0029.html
Haggard, Howard W. M.D. (1929). Devils, Drugs, and
Doctors. New York and London:
Harper Brothers.
England, Pam, C.N.M., M.A. and Horowitz, Rob, Ph.D.
(1998). Birthing From Within. New
Mexico: Partera Press.
Davis-Floyd,
Robbie E. (1992). Birth as an American Rite of Passage. Berkeley and Los Angeles, California:
University of California Press.
Korte,
Diana and Scaer, Roberta M. (1992).
A Good Birth, A Safe Birth. Boston,
Massachusetts: The Harvard Common
Press.
Pollock,
Della. Telling Bodies Performing Birth (Popular Cultures, Everyday Lives)
Davis-Floyd, Robbie (Editor), Sargent, Carolyn Fishel, (Editor).
Childbirth and Authoritative Knowledge: Cross-Cultural Perspectives
Jackson,
Deborah. With Child: Wisdom and Traditions for Pregnancy, Birth and Mothering
Banks, Amanda Carson. Birth
Chairs, Midwives and Medicine.
Rykov, Mary. (2000). Music Therapy in Perinatal Care. International Doula, 8(2), 11-13.
General Aim/Focus: The purpose of this lesson is to
connect music with
labor progress and learn to utilize music to promote labor progress.
Objectives:
· Discuss the stages of labor and medical progress expectations for each stage,
· Present and discuss research concerning music and labor progress,
· Discuss the moods of music,
· Discuss beat, rhythm, pitch,
· Discover the difference between music and noise,
·
Discuss effects of music on the mental, emotional, and physical
aspects of the human body.
Background: Students will have an understanding of the stages of labor and an awareness of changes in pain intensity for each stage.
Vocabulary: mood, atmosphere.
Materials/Equipment: handouts of research articles on music effects on labor progress, boom box, wide variety of musical selections recommended for labor support, bongo drums and recorders/penny whistles for each couple.
Room
Arrangement: Open middle
space with comfortable seating on perimeter of room.
Alternative spaces couples can use to compose music away from group.
Process/Procedures/Activities:
· Listen to musical selections and determine the stage of labor possibly appropriate for each selection.
·
Give each couple a recorder and bongo drums for composing simple
music to support a stage of labor. Instruct the couple to visualize the effect they want to
achieve with their composition. Remind
each couple that their baby is also able to hear the music.
· Have couples share their compositions with the class and discuss what mood they are trying to create.
Lesson Evaluation: Circle the appropriate number.
|
This lesson helped increase my understanding of the stages of labor. |
Hurt |
None |
Some |
Very Much |
|
1 |
2 |
3 |
4 |
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|
This lesson helped increase my understanding of the value of music to the progress of labor. |
1 |
2 |
3 |
4 |
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This lesson helped me in my decision to use music as a labor support tool. |
1 |
2 |
3 |
4 |
Self-Evaluation: Was my presentation presented well? Was there enough time to do the activities? Were all the students involved? Did they enjoy the lesson? Is this lesson a "keeper?" What would I do differently the next time?
Lesson 1: Obstetric Model of Care
General Aim/Focus:
The aim of this lesson is to demystify the obstetric model of care for pregnancy and childbirth using dramatic improvisation as experiential learning.
Objectives:
· To understand that experiences are used in meaningful learning.
· To understand that dramatic improvisation can be used to provide experience for meaningful learning.
· To understand the basics of obstetrical care in pregnancy and childbirth.
· To understand research truths of obstetrical care in pregnancy and childbirth.
· To understand personal responsibility for care in pregnancy and childbirth.
Background:
Couples will have chosen their caregivers and most will have first hand experience with obstetricians.
Vocabulary:
Intervention, Cascading Effect, Induction, Augmentation, Doppler, Ultrasound, External Fetal Monitoring, Internal Fetal Monitoring, Vaginal Examination, Intravenous Fluids, Amniotomy, Analgesia, Anesthesia, Median Duration, Episiotomy, Spontaneous Delivery, Dystocia, Active Management, Forceps, Vacuum Extractor
Materials/Equipment:
hospital greens, latex gloves, spot lights, paper drapes, under pads, couch or table, forceps, vacuum extractor attachment, amniotomy hook, index cards
Room Arrangement:
Comfortable chairs (as comfort is important for pregnant women to concentrate) on perimeter of room in a horseshoe shape leaving front center area for improvisation exercise.
Process/Procedures/Activities:
1. Begin with dramatic warm-ups to lesson inhibition.
2. Open discussion on chosen caregivers and what care couples expect to receive from their chosen caregivers.
3. Open discussion to vocabulary terms and examine examples provided.
4. Open discussion to normal progression of labor.
5. Allow couples to volunteer for improvisation activity.
6. Place husband/partner in the role of laboring mother. Place pregnant mom in role of caregiver. Encourage support roles by other couple volunteers for nursing staff, anesthesiologist, doula etc.
7. Provide situation for labor and elements to incorporate on index cards and give to corresponding role player.
8. Allow seemingly appropriate time for improvisation.
9. Open discussion to participants to express feelings and reactions to improvisation.
10. Open discussion to class for reactions to improvisation.
11. Open discussion to improvisation as a tool for learning.
Lesson Evaluation:
|
How was this lesson in increasing your understanding of the obstetric model of care? |
Confusing |
Not Very Helpful |
Helpful |
Very Helpful |
|
1 |
2 |
3 |
4 |
|
|
How was the use of dramatic improvisation in enhancing your understanding? |
1 |
2 |
3 |
4 |
|
How was the discussion? |
1 |
2 |
3 |
4 |
Self-Evaluation:
Journal observations on classroom atmosphere, student reactions, and student interactions.
Lesson 2: Midwifery Model of Care
General Aim/Focus:
The aim of this lesson is to explore to midwifery model of care for pregnancy and childbirth using dramatic improvisation as experiential learning.
Objectives:
· To understand that experiences are used in meaningful learning.
· To understand that dramatic improvisation can be used to provide experience for meaningful learning.
· To understand the basics of midwifery care in pregnancy and childbirth.
· To understand research truths of midwifery care in pregnancy and childbirth.
· To understand personal responsibility for care in pregnancy and childbirth.
Background:
Couples will have handouts/text written by midwives and be introduced to basic philosophy of midwifery.
Vocabulary:
Natural birth, Pain Coping Practice, Fetoscope, Alternative Medicine, Maternal Positioning, Abdominal Palpitation, Continuous Care
Materials/Equipment:
fetoscope, Timeless Way Video, furniture for set, index cards
Room Arrangement:
Comfortable chairs (as comfort is important for pregnant women to concentrate) on perimeter of room in a horseshoe shape leaving front center area for improvisation exercise.
Process/Procedures/Activities:
1. Begin with dramatic warm-ups to lesson inhibitions.
2. View video The Timeless Way.
3. Open discussion of video content.
4. Open discussion of midwifery and current research on benefits and concerns of midwifery care.
5. Open discussion of vocabulary terms and examine examples.
6. Allow couples to volunteer for improvisation activity.
7. Place husband/partner in the role of laboring woman. Place pregnant mother in role of caregiver. Select support roles for midwife assistant and relatives.
8. Provide situation for labor and elements to incorporate on index cards to distribute to participants.
9. Allow appropriate time for improvisation exercise.
10. Open discussion to participants to express feelings and reactions to improvisation.
11. Open discussion to class for reactions to improvisation.
Lesson Evaluation:
|
How was this lesson in increasing your understanding of the midwifery model of care? |
Confusing |
Not Very Helpful |
Helpful |
Very Helpful |
|
1 |
2 |
3 |
4 |
|
|
How was the use of dramatic improvisation in enhancing your understanding? |
1 |
2 |
3 |
4 |
|
How was the discussion? |
1 |
2 |
3 |
4 |
Self-Evaluation:
Journal observations on classroom atmosphere, student reactions, and student interactions.
Lesson 3: On Your Own
General Aim/Focus:
The focus of this lesson is to explore the nature of birth as a natural biological and emotional process intimate to mother and father as a couple.
Objectives:
· To understand that experiences are used in meaningful learning.
· To understand that dramatic role-play can be used to provide experience for meaningful learning.
· To understand the nature of birth as a natural biological process.
· To understand historical truths of birthing.
· To understand personal responsibility for care in pregnancy and childbirth.
Background:
Couples will have explored the basics of childbirth including previous lessons on available care.
Vocabulary:
Unassisted Birth, Home Birth
Materials/Equipment:
Unassisted birth stories, furniture for set, index cards
Room Arrangement:
Comfortable chairs (as comfort is important for pregnant women to concentrate) on perimeter of room in a horseshoe shape leaving front center area for dramatic role-play exercise.
Process/Procedures/Activities:
1. Begin with dramatic warm-ups to lesson inhibition.
2. Read unassisted birth story to class.
3. Open discussion on unassisted birth and birth in history.
4. Instruct couples to create a successful unassisted birth story of their own for dramatic presentation to the class.
5. Allow time for couples to create.
6. Allow time for couples to present their dramatic representation of successful unassisted birth.
7. Open discussion to express feelings and reactions to the presentations.
8. Open discussion to role-play as a tool for learning.
Lesson Evaluation:
|
How was this lesson in increasing your understanding of personal responsibility for birthing? |
Confusing |
Not Very Helpful |
Helpful |
Very Helpful |
|
1 |
2 |
3 |
4 |
|
|
How was the use of dramatic role-play in enhancing your understanding? |
1 |
2 |
3 |
4 |
|
How was the discussion? |
1 |
2 |
3 |
4 |
Self-Evaluation:
Journal observations on classroom atmosphere, student reactions, and student interactions
![[LLLS]](images/babyholdsmallbordersmall.jpg)