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"I began to see that my findings up till now implied the possibility of the opening up of an entirely new field of enquiry, and I was obsessed with the desire to explore it." |
At The Performance School, the practice of the
Alexander Technique is grounded in a thorough understanding of the
principles of the Technique. We believe that it is essential for students
to have an active understanding of those principles, and an ability to
apply those principles in their daily lives, to articulate them clearly
and to convey them to others. What characterizes our teaching is the
conscious intention to always keep the principles of the Technique primary
in our work, so that our practice of the Technique is always an expression
of our best understanding of those principles. We challenge students to
develop their personal understanding of the Technique by constantly
exploring how the way they work embodies their conception of the
principles involved. Our goal for our students is that they see their
understanding of the principles of the Technique as something that will
continue to evolve and deepen, and at the same time as something in which
they can have genuine trust as the basis for their teaching practice. At the Performance School,
teacher education is designed to allow students who are
independent and self-directed learners to develop a program that fits
their individual needs. Students who have had experience with the
Alexander Technique and who wish to become teachers are invited to contact
us to undertake a program that will qualify them to become teachers. Alexander Technique classes and supervised teaching play primary roles in teacher education. Students are also typically asked to include work in anatomy, physiology, communication and teaching skills, and business practices. Students are also encouraged to work with a variety of Alexander Technique teachers to insure knowledge of the diversity of viewpoints and teaching approaches within the Alexander Technique community, and a comprehensive acquisition of skills. |
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