an
embodied examination of Alexander’s concepts
and principles, based on what he
actually said about them
an embodied examination of the nature and means of teaching using curated readings from Alexander, including the perspective of 21st century science
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best way to learn to teach is to teach, and to observe other teachers. In this course, we provide observation,
feedback and guidance to do that.
Courses & Workshops for teachers and teachers in training who know that curiosity is the key to confidence
I have studied this work for nearly 50 years and taught it
for almost that long, and of everything I have done, I can honestly say that
this work has had the most profound influence on my life.
It has affected me in two main ways: one was the dramatic effect it had on my own
well-being, both in the ability to coordinate myself easily, and being able as
a performer to let the clarity of my intentions come through clearly to my
audience. More important was the change
in the clarity of my thinking: learning who I am, how I react to stimuli and
how to make clear, conscious choices about how I want to be in the world.
And it’s a lot of fun!
I no longer operate only from habit, physical or
mental. As David Mills says: “Habit is
being ready for the one thing you expect next.
Coordination is being ready for anything.” I want to be ready for anything.
I
was a graduate student in Biophysics when I first met Marjorie Barstow in 1974.
When I dropped Catherine off in Lincoln, Nebraska for Marj's summer workshop in
something called The Alexander Technique, I wasn't planning to attend that
workshop myself the following summer, much less all of 20 summers after
that. I recall that I found in Marj's approach to what she liked to call
"the discoveries of FM Alexander" a new kind of biophysics – a study
of the workings of the whole human person, as a whole – and by that person.
What in the world, I thought, could be a more fascinating field of study than
ME? And what knowledge would be more useful? So I never did get that degree in Biophysics, though I did eventually get my PhD in Human Learning, and
of course Alexander's work played a central part.
Over the years of working with people engaged in all sorts of performance I have enjoyed sharing their moments of
fascination with their own "unity in action." John Dewey claimed that
this work "bears the same relation to education that education bears to
all other human activities." A strong statement. I continue to see
my work with the Alexander Technique as a means of exploring what that
statement might mean, and what it might be like to become educated in that way.
In the meantime, I find that the secret compensation for practicing the Technique is that we get to spend moments enjoying
the presence of truly fascinating people – ourselves.
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