Teachers well versed in Alexander’s procedures, who have a clear understanding of what Alexander’s work is about have recently sought me out and begun studying with me. Some of them have been teaching for many years. Many of them first encountered me through my writings, sensing I had something new to offer them, new insights, new skills that might enhance their work. These teachers are open to learning more, to learning new pedagogical skills, both tactual and linguistic, to learning new ways of better seeing and understanding the relationship between body and being, and between movement and meaning.
As an apprentice, and later assistant to Marjorie L. Barstow, with whom I trained for 16 years, and as a person with 50 years of experience as a movement educator and artist, I have learned how to teach Alexander’s work effectively in groups, how to teach others how to work effectively in groups, how to apply Alexander’s work to the physical demands of everyday life as well as to work with the emotionally trying situations all of us encounter along the way. Having also studied intensively with four other first generation teachers; Elisabeth Walker, Erika Whittaker, Catherine Wielopolska, and Richard M. Gummere, Jr., I have gained a deep respect for Alexander’s classical procedures as well.
Given we have only one day, I will touch lightly upon four themes:
1. The Physics and Physiology of Touch
To receive everything one must open one’s hands, and give.
– Taisen De`shimaru
Hands grasp, release, cling, clench, communicate. Hands welcome, embrace, inform, and in our case, educe. They lead out that which lies within. In this classwe will study the craft of the hand, increasing our tactual skills as Alexander teachers. We understand well the paramount importance of personal use while teaching and the direct impact use has on our quality of touch. It’s easy to become mystified when trying to understand what experienced Alexander teachers actually do with their hands that make them so effective. Often, teachers with ‘gifted’ hands don’t know what makes their hands so effective. After all, none of us ever get to experience what our hands are really like. From early on in my life as an Alexander teacher people perceived me as a person with ‘gifted hands.’ At some point I decided to take them at their word, and began inquiring as to what made my hands work. I found that, as important as good use is, there’s even more to soft, powerful, effective touch than simply good use. There are ways to demystify touch, to find words for the wordless, to be tactually literate. As there are primary colors, so there are primary touches: push, pull, slide, spin, and roll. In other words, physics. Out of these five primary touches an infinite variety of touches become possible.
2. Disarming the Arms
When it’s over, I want to say: all my life I was a bride married to amazement.
I was the bridegroom, taking the world into my arms.
– Mary Oliver
How do we open our arms? How do we help our students open their arms?
The upper appendicular skeletal structure is like a concentric circle encircling the ribs, which encircle the spine, which encircles the spinal cord, ever widening rings.
Arms that cling to or collapse down upon our ribs interfere with breath, with overall integration, with life. In this class we will learn how to disarm the arms, so the ribs can free themselves from their cage, so the spine can decompress itself under theskull. We’ll spend time learning how to use our arms naturally, the way boxers, martial artists, and athletes use their arms. Then we’ll apply these principles to how we use our arms when we’re teaching.
3. Bringing the Work to Life and Life into the Work
Become aware of your habits, because your habits will become your character.
Become aware of your character, because your character will become your destiny.
As Alexander teachers we can impart Alexander’s work via his procedures, or through procedures developed by other creative Alexander teachers. We can also help our students apply Alexander’s work into their lives, directly, by helping them as they are doing the things they do in their lives. Working in any or all of these ways is valid. Increasingly, there’s another way I work with my students, a way that has taken me 40 years to develop. It’s a way that brings life into the work and the work to life. It’s what I call Working Situationally.
Have you noticed that when you are doing well it’s relatively easy to make use of Alexander’s work, but when the going gets tough, all our Alexander training flies right out the window? How can we practice sticking to principle under emotionally stressful circumstances, when relating to family members, when encountering problems at work, while coping with physical injury and pain, when overwhelmed by stressful thoughts and emotions? We are meant to be more than bodyworkers, more than movement efficiency and effectiveness specialists, more than performance enhancement coaches. Our job is to help people make good use of themselves, not only of their bodies. We don’t work on a person’s body; we work through a person’s body. We can learn to touch a person, a whole person, indivisible. Our job is to work with the undivided self.
4. Walking into the World
It’s no use walking anywhere to preach unless
our walking is our preaching.
-Francis of Assisi
Walking, when understood, is the Alexandrian procedure that most integrates rotational and spiraling motion into and around an upright structure. It increases alertness, breath, and vitality. It helps dissipate postural holding. Our ability to help people engage deep postural support, when combined with an understanding of the mechanics that underlie walking, results in a terrific sense of freedom and power in motion. We’ll begin learning to walk with the wind at our backs, and learn how to help our students to do the same. Not to stand on our own two feet, but on the ground. Accessing core support welling up from the ground. Freeing our ankles. Allowing our knees to hang below our hip joints, our pelvis to pedal backwards, our legs to subtly scallop as they swing. Letting our feet find their own footing. Understanding natural gate patterns.
I hope you will consider joining me for a day devoted to improving our skill as Alexander teachers.
To register call +41 (0)78 888 16 64 or write to Alexander.Technik@gmx.ch
About Bruce Fertman
In Bruce’s class you feel as if you are sitting by a deep, soft lake. His pace and patience, his quiet confidence allows people to unfold and open layer by layer. The superfluous falls away leaving only life’s inner vitality effortlessly expressing itself through you.
He is the embodiment of his work. His touch is like a butterfly settling down on the very turning point of your soul. And then you know, “That’s who I am, that is who I could be.”
M. Tueshaus, Alexander Teacher / Tango Teacher/ Equestrian
With over 50 years experience as a movement artist and educator, Bruce Fertman brings a lifetime of training to his work as an Alexander teacher. For the past 30 years Bruce has traveled annually throughout Europe, Asia, and the United States helping people understand and experience the interconnectedness between physical and spiritual life.
In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school, the first Alexander teacher training program inspired by the work of Marjorie Barstow.
Bruce’s training encompasses disciplined study in Gymnastics, Modern Dance, Contact Improvisation, Alexander Technique, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo.
Bruce has worked with people from all walks of life, often with artists. He has worked with members of the Berlin Philharmonic, Radio France, The National Symphony in Washington DC, the Honolulu Symphony and for the Curtis Institute of Music. He taught for the Five College Dance Program in Amherst, Massachusetts for 13 years, and for the Tango community in Buenos Aires. For 6 years, Bruce taught movement for actors at Temple and Rutgers University.
Bruce enjoys working with people who take care of people. For ten years he taught annually for the College of Physiotherapy in Gottingen, Germany. Currently, in Japan, he works for the Furitsu Hospital in Osaka, and at the Ebina General Hospital in Ebina, Japan.
Bruce’s heart centered approach as an Alexander teacher rests upon his extensive training in psychology and theology. Having studied the work of Eric Berne, (Transactional Analysis), Carl Rogers, (Person Centered Therapy), Frederick Perls, (Gestalt Therapy), Albert Ellis, (Rational-Emotive Therapy), Carl Jung, (Analytical Psychology), and Byron Katie, (Inquiry), as well as having studied with Jewish, Christian, and Buddhist scholars, Bruce’s teaching not only transforms people physically; it creates a decided shift in people’s personal lives.
Author of Where This Path Begins, Renderings of the Tao Te Ching, Bruce is currently at work on his second book entitled, Touching The Intangible.