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| I was a graduate student in Biophysics when
I first met Marjorie Barstow in 1973. 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 every one of 21 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 in the end I never did get a degree
in Biophysics, though I did eventually get
my PhD in Human Learning, and of course Alexander's
work was a central part of my dissertation.
Over the years of working with people engaged in all sorts of performance (including Performance in many forms) 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." This is 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 mean time, though, I find that the secret compensation for the discipline of practicing the Technique is that we are allowed to spend moments enjoying the presence of truly fascinating people--ourselves. I believe that what best characterizes my teaching of The Alexander Technique--in my private lessons and my classes and workshops--is the conviction I share with the other TPS faculty that it really is a "technique" that a person can learn to use from the beginning, rather than something that requires them to be improved by a teacher until they are good enough to practice it on their own. In addition to my straightfoward Alexander Technique lessons and workshops, I offer the following list of "Short Courses." These are Interactive Presentations on a variety of ways of thinking about and working with The Alexander Technique and the wider "field of enquiry" of which it is a part. Each title can also provide a "working theme" for varying lengths of practical work. If you have a training course, school or a group of friends, and find any of these intriguing, please contact me. I love to travel and can adapt them to your needs. David's "Short Courses" "Kine-Aesthetics" The art, science and enjoyment of moving well. "Thinking in the Space of the Body: Learning Beyond the Head/Heart Dichotomy" Experiencing the unity of the self in action--beyond the separation of thought, feeling and moving. "Arpeggios for Actors (and Other Performers)" A practical process for exploring human coordination as the foundation for creative expression. Human Ergonomics Lessons in the art of taking care of ourselves on the job. Basic principles and how to use them to bring greater ease and comfort to any work situation. (On site consultation available.) The Art of Observing The Alexander Technique, like any science, begins with observation. Observing as the art of asking questions--both verbally and with our hands--and these questions give shape and direction to our observations, and thus to our learning and teaching. "A Procedure in Actual Practice..." A hands-on exploration of why John Dewey found Alexander’s work so important and what he saw it as a means for. "A Palpable Philosophy" More on the Alexander Technique as a means of experiencing the psycho-physical roots of Dewey’s philosophical ideas, and meeting them in everyday life. "The Posture of Anticipation" An exploration of constructive readiness and the dynamics of the embodiment of meaning in personal action. Built on the work of FM Alexander and George Kelly. "A Personal Science Lab" (in 3 parts) Constructing a science of ourselves, using the Alexander Technique as a primary research tool.
Learning to be our own Newton by experimenting with how our movements embody the laws of motion. "The Teacher’s Art" Distinguishing in practice between principles and the present needs of the learner. "Knowledge in the Hands" Experimenting with the phenomenology of learning and teaching the Alexander Technique. "Mastery is the surface above the depth of understanding." "Ease and Comfort: digging among the roots of meaning" A hands-on exploration of our use of words in teaching and learning. |