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Posts tagged ‘F.M. Alexander’

Recognition Of The Obvious

 

The Alexander Alliance Europe

 

David Mills, a fellow apprentice of Marjorie Barstow once said to me, “Humility is the recognition of the obvious.” I didn’t get it. And then later, I got it.

Learning languages does not come easily to me. Honestly, that is an understatement. I’m hopeless. When a person learns I live in Japan for five months a year he or she inevitably declares, “So you speak Japanese?”, to which I reply, “No, I don’t, not at all.” They find this hard to believe. But it is true. I humbly accept my profoundly limited linguistic capacities when it comes to learning foreign languages. Often I add, “However, I am still working on my English and am happy to report I am making progress.”

I can also humbly say, because it has become obvious to me and everyone else who knows me and knows what I do, that I have a knack for promoting Alexander’s work. As a little kid I was able to teach other kids, through words and touch, how to ride a bike, or hit a ball, or climb a tree, or do a back handspring. It just came naturally to me. So I can humbly say, I am good at talking and writing about Alexander’s work, and also at photographing it.

Of course not everyone likes my writing or what I have to say about Alexander’s work, and not everyone likes my photography, but a lot of people do, and for one reason or another it has worked. For over forty years I have drawn people to Alexander’s work, inspiring them to study.

And so, humbly and happily, I share with anyone who may be interested my new website for The Alexander Alliance Europe. I enjoyed working on the project. Countless times I heard myself say out loud, ‘thank you’ to whomever programmed Wix.

If you are an Alexander teacher, meandering through this website may help you better to verbalize what you do. It may give you ideas about how you want, imagistically, to portray Alexander’s work.

There are some beautiful photographs of my mentors. It saddens me sometimes that most Alexander teachers have only seen photos of Marjorie Barstow after her osteoporosis set in. I loved how Marj looked and moved when she was young, that is, in her seventies! Here are a few photos of Marj when she was spry and powerful.

I wish more Alexander teachers had had the privilege to learn from Buzz Gummere, but at least here you can see the sparkle in his eyes. I cherish the photos I have of my learning from Elisabeth Walker. All of these first generation teachers aged so beautifully, with such grace, and lived for so long! I hope you, like me, find these photos inspiring.

The video page on this website makes it easy to find and watch videos that I’ve made, or have been made about me or the Alexander Alliance. I invite you to take twenty minutes and watch Quintessence, a documentary on Alexander’s work and on the Alexander Alliance. This documentary was made by Renea Roberts, award winning videographer and director of the film Gifting It: A Burning Embrace of Gift Economy, and of Rooted Lands – Tierras Arraigadas.

And of course, there is a lot of information about our school in Germany, as well as information about what we do in and around Europe, Asia, and America.

Feel free to give me feedback, positive or negative; either way it is all positive for me. And if you like, visit us in Germany, or join me sometime, somewhere.

Humbly yours,

Bruce

The Alexander Alliance Europe

A Blink of the Eye/ A Tremor of the Soul

 

Buzz Gummere

Buzz died 12 years ago, at the age of 95. About a month before he died my daughter, Eva, and I drove up to Barrytown, New York to visit he and his wife, Peg, (who just died this year at the age of 100).

At breakfast Buzz says to me, “Well, I made it down the steps once again.” Buzz told me he’d rather fall and break his neck than not sleep next to Peg in their own bed. Besides, he liked going up and down the steps.

Before him on the breakfast table lay a row of multicolored pills and capsules. “My doctor says if I don’t take all of these pills in the morning that I’ll be dead by nightfall. So I take them.”

That afternoon John Gummere, Peg and Buzz’s son, drives us to the Hudson River, and Peg, 88, takes Eva and I out on her vintage wooden trimmed sailboat. Peg sits by the tiller, the wind blowing against her uplifted face, through her long, silver hair.

Buzz chose, rather than go sailing with us, to sit and rest under an old oak tree by the river. As we recede from the shore, I watch Buzz grow smaller and smaller. I knew this would be the last time I’d see him.

Five years earlier, when Buzz was a mere 90, he and Peg drove down in their Subaru to JFK airport, caught a plane going to Albuquerque whereupon they rented a Jeep and drove north for three hours to Ghost Ranch, where we were holding our Alexander Alliance Retreat.

On the Ides of March, 2000 the snow came down all morning but by mid-afternoon, under the New Mexican sun, all the snow had melted. We decided to put on some jackets, except for Buzz, and hold class outside.

Buzz wanted to work on his speaking, on giving a talk. Even though Buzz trained with F.M. and A.R. Alexander, and was a certified teacher, public speaking still got him off balance. He wanted me to help him. He wanted to give a little talk on his thoughts about Alexandrian inhibition and just what that was.

Ironically, Buzz had taught me a lot about Alexandrian inhibition via the help he gave me with my writing, writing being something Buzz did very well. He noted I seemed very at ease when I spoke, and he wondered what was getting in his way.

Fortunately, a student taped the lesson, more like the conversation Buzz and I had that day. And Anchan, our school photographer, took a photo of us working together.

Here, I share that day with you, that conversation, and Buzz.

Bruce:  I remember, years ago, writing an article in honor of Marj Barstow’s  90th birthday. I gave it to you to read.  Directly, you proceeded to remove about half the words.

Buzz:  I remember that.

Bruce:  You edited it severely. You pruned it way down. I remember rereading it thinking, “That’s not right! That’s not right!  That’s not how I write!” I was mad and insulted. I felt misunderstood. I remember defending the right to split every infinitive, because splitting infinitives sounded more expressive, sounded right.  To hell with the rules of grammar! I defended my run on sentences too. How else could I capture all the subtleties taking place simultaneously? There was no other way but to try to say everything all at once, within the span of one endless breath.

Buzz:  You were used to it, used to it like a bad habit.

Bruce:  “That’s not right, listen to how that sounds,” I said to you over the phone, then hung up. I handed your “improved” edition to Martha to read and she said, “Now that’s a lot better! First of all, it’s grammatically correct and secondly, it’s just more to the point. It says what you want to say, and it says it simply, directly, and clearly.”

Painfully, the more I read it, the better it sounded. “Maybe it is better,” I thought.  “Maybe it’s better. You know, I think it is better. In fact, I know it’s better.”

Buzz, I’d like to see if, right now, I could return the favor.  I’m going to be your editor, not for the way you write, which is exemplary, but for the way you communicate when you are before a group of people.

Buzz:  Very good.

Bruce:  We’re going to leave words out, sometimes whole paragraphs. It’s likely to feel wrong. You’ll probably get mad at me, the way I got mad at you.

Buzz:  Alright.

Bruce:  Erika Whitaker says, inhibition is decision.

Buzz:  That’s true.

Bruce:   Inhibition is decision.  Even though the talk you are about to give is not memorized word for word, I’d like you to decide that you are only going to let words come out of your mouth that have a direct connection to the main idea you wish to communicate.

Buzz:  The main idea.  First I have to decide what that is.

Bruce:  Right.

Buzz:  The title of this talk is A Blink Of The Eye/A Tremor Of The Soul.

Bruce:  That’s a beautiful and evocative title. Let me draw you a simple map around that title.  Let’s say we have a circle like this, and in the center of that circle is the essence of that title. The only reason you’re going to say what you say is to get people to understand the essence of that title. You are going to keep everyone in that inner circle with you.

Now, let’s put another circle around our most inner circle.  When you wonder off into that circle you know you are further away from the essence of your title.

For example, you might ask people if they know the meaning of a certain word you are using.  Or you might go into some unnecessary detail about something that’s truly interesting but does not sit in the most inner circle.

Because you know a lot and perceive so many important connections to your theme, sometimes you spin off into a commentary. That commentary can gracefully lead to a commentary on that commentary. Before you are aware of it you’re off track, out of the most inner circle.

I want to see is if you can stay right in your most inner circle.  You’re going to have to trust me for about fifteen minutes, and then you can mistrust me for the rest of your life!

I’m going to lightly tap you, like this, when it seems to me you are moving outside the core circle. Trust me to make the call, to do the editing. What do you say? I’m asking you to make a decision, a conscious commitment to yourself, to your material and to your students who clearly love you and value your wisdom.

Buzz:  Good, very good.

Bruce:  I want you to decide again to remain within your core circle, real close to what is essential about A Blink of the Eye, A Tremor of the Soul. Can you make that decision?

 Buzz:  Sure.

Bruce: Have you made your decision?

Buzz:  (After a long pause.)  Yes.

Bruce:  All right.  So be it.  Let’s begin.

Buzz:  I will try.

Bruce:  Hmmm….“Do not try. Do or do not, as Yoda once said.”  Stick to your decision.  You can always stop and make it again. You can make it as many times as you want. But don’t try to keep your decision. Make your decision. Be that decision.  Live out that decisionOr don’t.

Buzz:  (Buzz begins his formal talk).

“You can study anatomy and physiology till you are black in the face. You still have this to face – sticking to a decision against your habit of life.” (quote by F.M. Alexander).

Bruce:  Take all the time you need.  Instead of going into commentary, just be inside the silence.  Take all the time you need to connect to what is essential then, say what you want to say.

Buzz:  Alexander craved recognition by scientists. The most eminent one to support his ideas was the genial Sir Charles Sherrington. His bold research in physiology started with an intensive study of the knee jerk. You all know what a knee jerk is?

Bruce:  Stop there.

Buzz:  I’m not supposed to ask them am I?

Bruce:  I think it is safe to assume they know.

Buzz:  O.K.

Bruce: Now decide again.  Give yourself a moment.  Make your decision.

Buzz:  I’ve decided again.

Bruce:  Let’s do it this way Buzz. (Bruce addressing the students listening), “Fellow students – if you have a question, feel free to ask Buzz, on the spot. O.K?  That’s your job.”  (The students nod a collective yes).

Buzz:  Very good.

Bruce:  Decide again.

Buzz:  I’ve got it.

His bold research, at the expense of a small army of laboratory monkeys, carried him along to several major epic discoveries in human physiology, and to a Nobel Prize.  Among his discovers was what, in us vertebrates, he referred to as “inhibition.”

Bruce:  Now pause there. I just want to say to you, that it’s possible you might be feeling like this is going to be real boring to them, or you may feel you are not entertaining them enough. May I suggest you not worry because I, for one, am finding the content of your talk relevant. So there’s nothing extra that you need to do. Decide again, and stick, cling, adhere, lean into your decision.  You’ve made your decision, now trust your material.

Buzz: (Buzz continues his talk).

Now everybody raise one hand. That action took place because, leave your hand up for a moment, because your excitatory nerves went into action.  Leave your hand up there. Now you cannot lower that hand without the inhibitory nerves resuming their democratic role in the politics of your coordination. Those inhibitory nerves give you the permission, and the ability, to lower your hand.

I’m leaving out a great deal.

Bruce:  That’s okay.  We are engaged in an experiment. Just sense yourself leaving it out. Sense as you leave out what may not be essential how you are filling the space with repose. Look, the students are moving towards you. You have them. Whatever falls away, let it fall away. Just wait until what’s essential rises to the surface.

Buzz:   In any good legislature, the “excitors” are the ins, and the “inhibitors” are the outs. But everybody knows in a good legislature the outs are “the loyal opposition.” For the Alexander brothers it was civil war.  I heard them both say, “The excitors have got the better of the inhibitors!”

Student:  Could you say that again please?

Buzz:  I’m trying to be British.  “The excitors have got the better of the inhibitors!”

Bruce:  When you said, I’m trying to be British, you could have left that out.  I think that’s your false modesty at play. You are quite good at sounding and looking British. Isn’t that true?

Buzz:  Right.  Absolutely.  Absolutely.  I’ve learned something!

Sir Charles Sherrington knew a lot about excitation and inhibition, as a physiologist.  In his younger days, Sherrington did his work in a hospital. When he got bored with his laboratory work, he would climb up to the top of the highest tower of this Victorian hospital building and do parachute jumps.

Bruce: Buzz, when you’re leaving things out, just close your lips very lightly, just very lightly. Give yourself time. People are taking in that image. That’s a great image. Personally, I’m seeing Buster Keaton.  You got a little chuckle there. Did you hear that?

Buzz:  Yeah.

Bruce:   They are definitely listening and responding to you.

Buzz:  Recently an American physiologist named Benjamin Libet has stepped up beside Sir Charles Sherrington as a powerful supporter of Alexander’s ideas. He’s associated with a medical school on the west coast. Libet is studying inhibition while working with patient human volunteers rather than suffering laboratory monkeys.

Bruce:  Pause here for a second Buzz, and just come forward like that, away from the back of the chair. Now when you return to the back of the chair, just talk to your lower back for a second. Ask your lower back to un-posture. Just let it gently un-posture. Even more. Great. And then just talk to your shoulders a little bit.

Now, that’s good. There’s going to be a real temptation to want to comment on the strong change in kinesthetic feeling. But forget it because it’s not in your essential circle. See what I mean?

Buzz:  I was about to talk about how I felt. I was out of my circle.

Bruce:  In a flash you can go right back into your core circle. Go right back.

Buzz:  Libet went even beyond Sir Charles by clocking the time we are offered by our system for inhibition. He did it in milliseconds. A millisecond is one thousandth of a second.

Bruce:  Take a pause there and let them think about that. And while they’re thinking about it, let this shoulder drop. (Buzz’s right shoulder drops as his back widens dramatically). No comment Buzz, no comment.

Buzz:  Dr. Libet found that a human response to a stimulus, any stimulus – a doorbell rings, lightening flashes, you think of how much you’re going to have to pay the IRS, (laughter from the crowd), any such stimulus of the millions of kinds we have, takes 500 milliseconds. Everybody say one, one thousandth.

Students:  “One, one thousandths!”

Buzz:  That was one second. Cut that in half. That leaves 500 milliseconds. The first 350 milliseconds of that 500 are unconscious. The last 50 are unconscious too. They are the action you begin to put into motion. You hear the phone. You go to answer the phone. How much time is left between the unconscious beginning and the unconscious ending of a response? Anybody?

Student: One hundred milliseconds.

Buzz:  Take a ten and go to the head of the class. No, that was outside of the circle. I made a mistake. I could have left that out.

Bruce:  Maybe. Maybe not. You sensed that you might have gone outside the circle, and you knew it before you were finished speaking!

Let’s analyze what just happened based upon what you just taught us. The student answers correctly. During the next 350 milliseconds your response is unconscious. We slide into that slender, infinite space of 100 milliseconds. During that micro instant you weren’t quite awake. The power of your decision had weakened just enough to allow the excitors to sneak ahead of the inhibitors. Before you knew it you were into the last 50 milliseconds. Your tongue began to form the word “Take”, “Take a ten and go to the head of the class.” That 100 millisecond window had come and gone.

But you know, Peg used to tell me, I always had another chance.  Peg told me that a lot. She knew how hard I was on myself. And Buzz, I know how hard you are on yourself. So, I say to you Buzz, there is going to be a next time. There’s going to be countless opportunities for you to play with being awake inside of that 100 millisecond window.

Let’s continue.  Make your decisionBe your decision.

Buzz:  Blink your eye; one normal quick blink.  That’s a half second, 500 milliseconds.. You should be getting an idea now of “inhibition time” – one fifth of a blink of the eye. Inhibition time. It’s just a hundred milliseconds. 

Bruce: Rest in that thought. They are really thinking. Look at them. They are more than thinking – they are meditating on the magnitude of that truth. They’re inhibiting right now. They have stopped thinking about inhibition as they have thought of it before. They are in that space of wondering, of not knowing.

Buzz:  What a small window of opportunity. The freedom to decide, the freedom to choose offers itself to us in one-fifth the time it takes for us to blink. Do we remain open to something new and surprising in our response, or do we stay with something old, familiar, predictable?

Bruce: Pause there. Look at these faces. They are hanging on that question. Now, come forward a bit, like that. Have no doubt that what you’re doing, even though it may feel strange and wrong, kind of empty, overly spacious, or too quiet, not funny enough, is working.

Your old habits may be trying to convince you that they know the right way, the time proven way. They want to re-convince you that there is no good reason to do anything any other way but the old way. They’re trying to talk you out of the experience you just had.  But I can feel them losing ground.

Look around.  Look at the facts. You’ve got an engaged group of people here who are taking you very seriously. Now, we’re going to let go of that lower back. Gently and decidedly un-posture. Undo. Undo yourself. I want to keep those front ribs soft and moving, soft and moving. Now kindly let go of your hip joints a little bit too, so you roll back nice and easy.

Now you’re not going to comment on this at all, you’re just going to use it.

Buzz:   Sir Charles Sherrington was the first physiologist to recognize and state that to not do something is just as much of an act as to do something. That bothered a lot of the bustling Edwardians around the turn of the century. But Sherrington proved this experimentally. He published a classic book, “The Integrated Function Of The Nervous System” – 650 pages, weighs about 4 pounds. 

 I couldn’t resist saying that.

Bruce:  I think that was inside your circle, maybe at the edge, but still inside.

Buzz:  The central point of Sherrington’s great book is that he glorifies inhibition! For Sherrington  inhibition is the source of the command over the entire organism –  the muscles and the bones are the servants of the brain and its inhibitory machinery.

Bruce: That’s a powerful thought. Give it some time. Let it have its weight.

Buzz:  Now when you enter some Alexander studios what do you see?  You see a skeleton. Occasionally you will see in the studio of an Alexander teacher a wall chart of the human musculature. You think you’re in a butcher shop.

What you rarely see is a wall chart of the central nervous system – the servant of the brain. The beautiful filigree of the human nervous system as it spreads and fans out. It’s got its little dendrites and axons fluttering everywhere, like bees coming out in the spring.

The present tendency in promoting the Alexander work, 19 out of 20 leaflets that I’ve seen about workshops in the Alexander Technique, convey the work as body work. 

Bruce:  Now let them deal with that constructive challenge. This could be one of the most important ideas these teachers may hear about what it means to be a teacher of Alexander’s work. It was for me. Now can you feel my hand touching your back?

Buzz:  Yes.

Bruce:  You’re almost going with me back here, but not quite.  You’re pushing against my hand a little bit.  Can you give yourself a little time to sense my hand back here and when my hand goes this way, can you go with me?  It’s going to feel like I’m taking you into a classic slump. I know this feels strange and wrong.

But what’s happening as you go with me is you are ceasing to pull your upper body back. That’s terrific. This may feel rather un-presentational, like you are just some regular guy sitting, relaxing, saying something you know to these people who are sitting around you, too ordinary, but this kind of ordinary is quietly extraordinary.

(Buzz is listening to the birds that suddenly seem to be singing all around us. Everything is still wet from the snow and sparkling from the sun.)

Buzz:   You hear that?  Coming from the top of the ziggurat? It’s a voice! It’s got a British accent! There it is! It’s saying, “Inhibition time.”

Buzz takes a bow. Everyone is smiling, a few of us crying a little.

Yeah, I miss Buzz. I miss his intelligence, his energy, his thoughtfulness, his endless openness to learn. What can I do? I have a few photos. I have some writings, some memories. I’ll do my best to learn from his example.

I’ll share him with others when I can, as I have with you.

 

Richard M. Gummere, Jr.

 

 

 

Towards A Free Future

 

Photo: B. Fertman

 “Structure is the record of past function. Function is the source of future structures.” Ludwig von Bertalanffy.

Joyful Neutrality

It’s Wednesday afternoon. Every Wednesday at 3pm I pick up my son, Noah, at his school and, as we drive to soccer practice, I try to strike up a conversation with him, which is not easy. I then go to the co-op and pick up some food for dinner. After that I go to the barn and watch Eva, my daughter, ride. Eva spends most afternoons cleaning out stalls and caring for horses in exchange for riding lessons. Eva and I then drive to pick up Noah from practice, Eva talking non-stop, my not getting a word in edgewise. Noah and Eva both jump into the back seat and, depending on God knows what, either act as if they love each other or hate each other. We get home. I walk straight into the kitchen and start preparing dinner. That’s how it is, every Wednesday afternoon.

It’s 2:55pm. Prying myself away from my computer, I jump into my aging Suburu and, almost at Noah’s school, I remember that this morning, as I was packing lunch for the kids, my wife and I decided that today she would take Noah to soccer practice, get some food for dinner, go watch Eva ride, and then pick up Noah, because today I needed to pick up my Dad at 3pm, take him into center city to see his orthopedic surgeon in preparation for his second hip replacement.

There I was driving 180% in the wrong direction, driving to pick up my son when I needed to be driving to pick up my dad! Not only was my car on automatic, I was on automatic, doing what I always do on Wednesday afternoons. Actually, I was unaware of driving at all. I had, for all practical purposes, become an automaton.

That’s how it is for so many of us, so much of the time, when making the bed, when taking a shower, brushing our teeth, getting dressed, eating breakfast, driving to work. We do the same things in exactly the same ways, over and over again, not only inside of our everyday activities, but within our relationships as well. The same buttons get pushed, the same reactions triggered.

The eternal recurrence of the same.

Instead of going “Back To The Future”, we’re going “Forward To The Past”. Is it possible to go forward into a free future, a future not utterly determined by the past? How do we become conscious of our unconsciousness, of when we are living on automatic, which, in essence, amounts to life unlived?

Returning to our car metaphor, it’s as if our car were stuck in second gear. We cannot slow down and we can’t speed up. We’re not adapting well to varying conditions. Too few options. To make matters worse, unbeknownst to us, we’ve got our emergency break half way on. We’re trying to go forward but it feels like something is holding us back. How can we release the emergency break when we don’t know it is on? How can we learn to slide out of second and slip into neutral? Into joyful neutrality.

That’s what I call it because after spending years unknowingly driving around with our emergency break half engaged while stuck in second gear, and then, suddenly experiencing what it feels like when our emergency break is released and we slide into neutral is joyful. We feel loose, free. We’re moving effortlessly.  (Alexander realized that, physiologically, the emergency brake is located primarily in the neck.)

Now to get anywhere, we are going to have to shift back into gear, but now we’ve got four or five gears available to us and we know how to slide back and forth into neutral whenever we want. And we know how to check and see if our emergency break is on, and if it is, we know how to release it.

The Diamond

F.M. Alexander used a different metaphor. Imagine a turntable and on it a record. Around and around the record goes, and on it, in one groove, a diamond needle sits always and forever in the same groove.

The eternal recurrence of the same.

Alexander discovered how to, ever so gently, suspend the diamond needle above the record. This moment of suspension, of disengagement, is a profound relief. Silence. Stillness. Space. Perspective.

And within this moment there is choice, free will. It’s what I call the moment of opportunity. Alexander referred to it as the critical moment. It’s the moment when we are free to decide. Where do we want to place the diamond needle, back into the groove from where it came or into a different groove, one where we have been, or one where we have yet to be? Or do we want to replace it back at all? In that moment of suspension we are free to choose.

When the diamond needle returns there’s a new lightness to it all. We’re in contact, yet afloat. We’re no longer digging in.

What if we were to follow this metaphor and see where it leads us?

The stereo and the turntable is our body, our life force going round and round. The record is our genetic make up, where we were born, when, and to whom, factors beyond our control.

We are the masters making our master recording. Each of us gets one chance to compose and record one simple melody.

The diamond needle is the conductor between free will and determinism, between what was given and what we will choose to give.

Are we listening?

Can we hear when the diamond needle gets stuck? Or skips? Can we hear when it’s time to wipe the dust from the record, or from the diamond needle? Is the volume too loud, or too soft? Is there balance between treble and bass?

Are we listening?

At some point the diamond needle reaches the end of the record. On its own, it lifts itself off the record, returning from whence it came. The arm silently settles and rests in the armrest. The turntable stops turning. All is quiet, and still.

Are we listening?

 

 

 

 

 

 

Alexander Work in Everyday Life Situations – Led by Robyn Avalon – Saturday, September 23, 2017 in Zurich  

It is one thing to notice yourself and the quality of your ease when you are meditating, having an Alexander lesson, enjoying a sunset, or when taking ‘time out’ to slow down and pay attention to your patterns and choices. But life rarely moves that slowly.

Life happens in real time and in real situations. Every interaction and activity happens in it’s own context, containing the full range of personal history and emotional complexity. There are deadlines and expectations, challenging negotiations and logistical elements beyond your control. Wouldn’t it be useful to have the tools to come back to your center when right in the midst of the storm?

In this experiential workshop you will learn how to use the seeming chaos of the moment to bring yourself back to a state of ease and alertness, ultimately allowing yourself to make clear and conscious choices in any situation. Please think of life situations which you find challenging before attending this workshop and we will work with your material directly during class time.

Who Is This Workshop For?

This class is open to everyone.

If you are new to Alexander Work, this workshop will offer you tools for finding support, both physical and emotional, in trigger situations in your life.

If you are an Alexander Teacher, Trainee, or Student, you will learn how to apply the Work beyond the conscious biomechanics of activities into the complexities of real life.

About Robyn

Robyn is by far the most down to earth visionary I know. Fearlessly and lovingly she constantly pushes borders within herself and others. Her teaching is based on seemingly infinite knowledge and driven by sharp instincts. She creates exceptionally safe playgrounds in which limiting belief systems drop away like worn out clothes. With her everything becomes easy, exciting, meaningful, and definitely more fun. Magically, the impossible becomes possible.

Margarete Tueshaus – Alexander Teacher, ATVD, Tango Teacher, Equestrian

Robyn has been a student of FM Alexander’s Work for over 40 years. She is the Founding Director of the Contemporary Alexander School, the USA branch of Alexander Alliance International, offering Alexander Technique Teacher Training in Santa Fe, New Mexico and Portland, Oregon, as well as being on the Core Faculty of the AAI German and Japan schools since their inception. In the summers she is on the faculty of the renowned Meadowmount School of Music. In addition to training teachers, Robyn travels the world offering beginner through post-graduate workshops in a contemporary presentation of Alexander’s Principles.

In addition to Alexander Workshops, Robyn offers workshops and trainings that support educators in all fields. She is the creator of Living in a Body™: The Quintessential Owner’s Guide to Natural Movement. This body mapping professional certification course is offered worldwide, with translations available in English, Japanese, German and French. She also offers an ongoing series of post-graduate workshops, Ways of Knowing, which provide tools for accessing and incorporating intuition and imagination in the educational process.

Robyn especially enjoys bringing Alexander’s Work to a wide range of people. With her own extensive background in professional theater and dance, Robyn is most at home when offering the Work to many of the world’s leading orchestras, chamber ensembles, dance, theater, and opera companies, and circuses. But she is equally comfortable teaching in an Olympic equestrian arena, for the Ladies PGA, or at a meeting of the world’s top cardiac surgeons. Her private practice incorporates a unique blend of Contemporary Alexander, Cranial Sacral, Visceral Unwinding, Deep Imagery, Matrix Energetics®, and a life-long study of varied intuitive skills, to create a unique somatic experience. She enjoys teaching the very young and the very old, the absolute beginners and the masters, and everyone in between.

Workshop Details

No prior experience necessary.
People of all ages welcome.
Limited number of participants.

Date: 23.09.2017, 10am – 6pm

Location: Technopark Zurich (close to train stop Hardbrücke)

Course fee: CHF 160.- (Students CHF 125.-)

Workshop language: English (translation to German)

Individual lessons (CHF 110.-/45ˈ) can be arranged on Thursday 21.09., Friday 22.09. and Monday 25.09.2017.
Additionally, Robyn will give a workshop entitled „Alexander Games“ on Sunday, 24.09.2017. If you are curious, ask for more information!

Organizers and assistant teachers: Magdalena and Johannes Gassner

For more information and to register call +41 (0)77 475 50 27 or write to alexander.technik@gmx.ch.

To learn more about Robyn and the Alexander Alliance:

http://www.contemporaryalexander.com
robyn@contemporaryalexander.com
http://www.peacefulbodyschool.com

Calming Down/Waking Up – A Workshop In The Alexander Technique With Bruce Fertman, Dorset, England, Sunday, October 15, 2017

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Navajo Woman – photo: B. Fertman

 The way up and the way down are one and the same.

Heraclitus

Forty-five years ago, when I first began studying both Tai Chi Chu’an and the Alexander Technique, my Tai Chi teachers would tell me how I needed to let my chi sink down. They revered the ground and spoke of the importance of the tant’ien, the belly. My Alexander teachers emphasized the importance of the neck and head, and of lengthening up through the spine. “Gravity just keeps your feet from floating off the ground.” one of my Alexander teachers declared. “Up but not held up. Down but not pulled down,” Tai Chi teacher Ben Lo instructed me. “Above but not raised up; below but not depressed,” wrote Hildegard von Bingen.

Needless to say, I was utterly confused. But now I am not. Slowly, I found the solution to this problem, the answer to this somatic riddle.

Join me for a day of study and self-discovery. Experience the interplay between upward and downward forces. As these forces become ‘one and the same,’ we experience what it is like to be calm and clear, soft and strong, light and substantial.

This workshop is for those brand new to the Alexander Technique and for current students of the Alexander Technique. The workshop is also for Alexander trainees and teachers who want to become effective in teaching the Alexander Technique in groups.

And when the slope feels gentle to the point that climbing up sheer rock is effortless as though you were gliding downstream in a boat, then you will have arrived where this path ends.

Dante

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Bruce Fertman and Sooyeon Kim

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.”

Tueshaus, Alexander Teacher / Tango Teacher/ Equestrian

Bruce has been using his hands, helping people to move well, for fifty-five years. He trained with five first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. Bruce brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher, having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo. In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school. Currently director of the Alexander Alliance Germany, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, and America. He conducts post graduate training programs in Dorset and Zurich. Author of the forthcoming book, Teaching By Hand/Learning By Heart – Delving Into The Work Of F.M. Alexander,  soon be published by Mouritz Press.

Workshop Details:

When: Sunday, October 15, 2017, 10:00-17:00.

Fee: £120

Where: Gaunts House, Dorset

http://www.gauntshouse.com/

To register for the workshop contact Ruth Davis at: ruth.a.davis@me.com

Phone: +44 (0) 7590 406267

To Make Payment: 

BACS

(Please reference your payment with your full name.) Sort Code: 40-47-59

Account No: 12037351

Acc Name R Davis

International Transfers via:

IBAN: GB24MIDL40475912037351 BIC:MIDLGB2172

If you have any questions, please do not hesitate to write to me, bf@brucefertman.com or to Ruth Davis, ruth.a.davis@me.com.

Hope to see you at Gaunts House!

Bruce Fertman

 

Annual Alexander Alliance Summer Retreat Germany Einbecker Sonnenberg 15. – 19. July 2017

Annual Alexander Alliance Summer Retreat Germany

Einbecker Sonnenberg

15. – 19. July 2017

Photo: B. Fertman

Our yearly summer retreat offers 5 days of concentrated studying in a relaxed atmosphere.

Time seems to stand still during retreats. Our retreat structure allows you to have an intense, personal experience of Alexander’s work.  You will have the opportunity to meet the teachers and students of the Alexander Alliance who will have their training event at the same time.

Bruce Fertman and Midori Shinkai, two exceptional members of the International Alexander community, will lead the teaching team assisted by teachers from Germany. Classes will be taught in English with translation into German.

We, the Alexander Alliance Germany, are an intergenerational, multicultural community/school inspired by F.M. Alexander and Marjorie L. Barstow. Our purpose is to train skillful and compassionate Alexander teachers, which we have been doing, ceaselessly and enjoyably, for 35 years.

Alexander Alliance students learn to free themselves, and others, from stasis, restriction, and fixation. We learn to accompany people into their fluidity, spaciousness, and poise, while making sure everyone’s feet rest comfortably upon common, and solid, ground.

We awaken people to a sensory world full of simple pleasures. Our art is human touch – an inexhaustible resource for education, human nurturance, and growth. Our job is to gently un-harness deep, naturally organized patterns of vitality within ourselves, and within our students.

This groundswell of energy strengthens the will to live, love, learn, and work, generously and freely.

There is no place quite like the Alexander Alliance Germany. I invite you to come, and to study, and to find out why.

Click on this link to see and print out

our summer brochure.

It will tell you all you need to know about the summer retreat.

Our Summer Retreat Brochure

Click on this link to watch

Watch this documentary to get a good sense of what our summer retreat is like.

Summer Retreat

Our Website

 www.alexanderalliance.de.

Redirecting Unnecessary Tension Into Useful Energy – Directly Experiencing Your Inherent Coordination And Power

 

Photo: B. Fertman

Given By Bruce Fertman

Dorset, England

July 8th and 9th, 2017

We know it’s true. Einstein proved it. Energy can neither be created nor destroyed. Rather, it transforms from one form to another.

That goes for us too. We don’t need more energy. We need to know how to transform our energy, how to unbind it, to free it. We need to know how to redirect it so that it works for us rather than against us.

This is what Alexander figured out how to do, and in this workshop we will begin learning how to accomplish this for ourselves.

This workshop is for:

– People who wish to be introduced to Alexander’s work.

– People who are current students of Alexander’s work.

– People who use their hands in their work to help other people – bodyworkers, massage therapists, movement educators, performing art teachers, physical, occupational, and speech therapists, nurses and hospice workers, etc.

– Alexander trainees.

– Alexander teachers who want to learn how to introduce the work effectively and enjoyably within a group context and who are open to a possibly new perspective on the work.

About Bruce Fertman

 

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

Bruce has been using his hands, helping people to move well, for fifty-five years. He trained with five first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. Bruce brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher, having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo. In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school. Currently director of the Alexander Alliance Germany, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, and America. He conducts post graduate training programs in Dorset and Zurich. Currently, Bruce is near completion of Teaching By Hand/Learning By Heart – Delving Into The Work Of F.M. Alexander, which will soon be published by Mouritz press.

Gone is the straight-lined striving, the stopping and oughting. Instead curiosity, inquisitiveness, and permission to experiment, to play, to open boxes and to climb out of them into a world of possibility – a world both soft and strong. And all this through a quiet power, an exquisite touch, a clarity of speech, and a wealth of wisdom. For me, Bruce’s work is more than exciting; it is important, both to the world and to anyone involved in any way with Alexander’s Technique.

A. Turner – Alexander Technique Teacher
Cornwall, England

One of the foremost representatives of Marjorie Barstow’s lineage, Bruce’s work is unique and innovative. Bruce is especially gifted when it comes to teaching in groups. He’s a philosopher, poet and writer who gives voice to what is wonderful about the Alexander Technique.

Michael Frederick – Founding Director of the International Congresses for the Alexander Technique

Workshop Details:

When:

Sunday, July 8th and 9th, 2017

Fee:

£100 per day, £180 for both days. If you would like to have a little overnight Alexander vacation, read about staying a Gaunts House below. 

Half price for all Alexander teachers who bring a full paying participant. This is a great opportunity for Alexander teachers who would like to experience what it feels like to be in the Alexander Alliance Post Graduate Program For Alexander Teachers.

Where:

Gaunts House, Dorset

http://www.gauntshouse.com/

Accommodation: There are a variety of accommodations available at Gaunts House, allocated on a first come first served basis. Basic cost for a twin room is from £80 per day. Costs include all meals, (vegetarian), breakfast, lunch and dinner, as well as unlimited teas and coffee throughout the day. Please indicate your preference when registering and any dietary requirements.

To register for the workshop contact Ruth Davis at:

Email: ruth.a.davis@me.com

Phone: +44 (0) 7590 406267

To Make Payment: 

BACS

(Please reference your payment with your full name.) Sort Code: 40-47-59

Account No: 12037351

Acc Name R Davis

International Transfers via:

IBAN: GB24MIDL40475912037351 BIC:MIDLGB2172

If you have any questions, please do not hesitate to write to me, bf@brucefertman.com or to Ruth Davis, ruth.a.davis@me.com.

Hope to see you at Gaunts House!

Bruce Fertman

 From Here To Really Here – A Workshop For Alexander Teachers and Trainees – July 2, 2017 – London, England

 

Inhibition and Direction go together like Ginger Rogers and Fred Astaire, like Abbott and Costello, like Batman and Robin, like Tonto and the Lone Ranger.

Like Yin and Yang. Actually a lot like yin and yang. First there is nothing and then there is something. First there was evening and then morning. Inhibition and Direction.

On July 2nd, at the beautiful CTC space, we will spend a whole day together playing with a number of directional systems, all variations on a theme, that theme being Alexander’s classical directions.

According to F.M., as we all know, direction is…the process involved in projecting messages from the brain to the mechanisms and in conducting the energy necessary to the use of those mechanism.

My imagistic mind sees a bottle floating up on the shore and in the bottle hides a message. Imagine the message as a map, directions, or instructions giving us a hint as to how to get from here to really here. The message may be communicated via words, but may be communicated non-verbally as well, geometrically or graphically. The message, in whatever form, excites us, energizes us and off we go in some direction toward our destination, from here to really here.

Join me for a day of improvising with helical, spherical, anatomical, verbal, imagistic, and spatial expressions of Alexander’s classical directions.

Bruce Fertman

About Bruce Fertman

 

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

Bruce has been using his hands, helping people to move well, for fifty-five years. He trained with five first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. Bruce brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher, having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo. In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school. Currently director of the Alexander Alliance Germany, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, and America. He conducts post graduate training programs in Dorset and Zurich. Currently, Bruce is near completion of Teaching By Hand/Learning By Heart – Delving Into The Work Of F.M. Alexander, which will soon be published by Mouritz press.

Gone is the straight-lined striving, the stopping and oughting. Instead curiosity, inquisitiveness, and permission to experiment, to play, to open boxes and to climb out of them into a world of possibility – a world both soft and strong. And all this through a quiet power, an exquisite touch, a clarity of speech, and a wealth of wisdom. For me, Bruce’s work is more than exciting; it is important, both to the world and to anyone involved in any way with Alexander’s Technique.

A. Turner – Alexander Technique Teacher
Cornwall, England

One of the foremost representatives of Marjorie Barstow’s lineage, Bruce’s work is unique and innovative. Bruce is especially gifted when it comes to teaching in groups. He’s a philosopher, poet and writer who gives voice to what is wonderful about the Alexander Technique.

Michael Frederick – Founding Director of the International Congresses for the Alexander Technique

Workshop Details:

Where:

Alexander Technique
The Walter Carrington Educational Trust
13, The Boulevard
Imperial Wharf
London SW6 2UB

020 7727 7222

http://atiw.org/find-us/how-to-find-us

We are only three minutes walk from Imperial Wharf Station.
Imperial Wharf Station provides a direct link to Clapham Junction (4 minutes) in the South and Willesden Junction in the North. Change at West Brompton (5 minutes) for the District Line or at Shepherds Bush (9 minutes) for the Central Line.

 

When:

Sunday, July 2nd: From Here To Really Here – One Day Workshop

10:00 – 1:30 morning class.

1:30 – 2:45 lunch break

2:45 – 5:30 afternoon class

Fee:

£120.  £100 early registration.

£75 for those of you who took my workshop in April, if you bring another teacher or trainee who would like to take the workshop.

£50 for all Alexander teachers enrolled in the Alexander Alliance Post Graduate Training Program in Dorset.

Early registration ends June 3, 2017.

 Monday, July 3rd: Private Lessons.

Fee: £60 for a 45 minute lesson. If you or anyone you know is interested write to me, or have them write to me at: bf@brucefertman.com

To register for the workshop contact Ruth Davis at:

Email: ruth.a.davis@me.com

Phone: +44 (0) 7590 406267

To Make Payment: 

BACS

(Please reference your payment with your full name.) Sort Code: 40-47-59

Account No: 12037351

Acc Name R Davis

International Transfers via:

IBAN: GB24MIDL40475912037351 BIC:MIDLGB2172

If you have any questions, please do not hesitate to write to me, bf@brucefertman.com or to Ruth Davis, ruth.a.davis@me.com.

I look forward to meeting you and to working with you.

Bruce Fertman

Patterns

My eyes can dimly see the pattern of my life and the puzzle that is me.

Patterns by Simon and Garfunkel

We often use the word ‘habit’ in our work. We are usually referring to unconscious habits that don’t serve us well. Our goal is to make the unconscious conscious, the invisible visible. We want to be free to choose what we want to do and how we want to do it. We also want to be free not to do something. We want the control to begin to do something when we want, or not, and we want to be able to stop doing something when we want to stop. Completely.

As Alexander teachers we can easily fall into the habit of looking primarily for postural and movement habits within ourselves and our students. That is fine but if our work is to be about more than posture and movement, if it is to be about how we relate to ourselves, others, and the world, if it is to be about the quality of our lives, then we need to open our parameters to include other types of habits.

Rather than using the word habit, I prefer using the word pattern. People tend to associate habits with being bad, shifting them into the world of right and wrong, a world offering too much judgement and too little information. The word pattern holds less negative charge.

Patterns are good because they are precise and they repeat themselves, making them recognizable to an observant outsider. And they are full of good energy. Patterns, whether helpful or unhelpful, use energy, and as William Blake says, Energy is Eternal Delight. Our energy, when well directed, imbues us with vitality.

When I teach I look for patterns other than postural and movement patterns. Any unconscious pattern, once identified and made conscious, provides us with good material for applying Alexandrian principles and processes. We can use any pattern to exercise our ability to stop, to become conscious, to develop and exercise our kinesthetic and proprioceptive senses, allowing us to see a pattern expressing itself through our entire body from head to toe and out through our fingertips. We can give ourselves the time to understand this pattern physically and emotionally. Then, once we know where we are and what we are doing and how we are doing it, we can choose to see what would happen without it.  Who would we be without the pattern? What would happen if we chose to unplug the pattern, if we left it out, if we left ourselves alone? Where would the energy fueling that pattern want to go, how would it redirect itself?

A person comes to me and I notice they say ‘you know’ a lot, or ‘like’ or ‘ah’ or that every sentence they utter has the inflection of a question. A verbal, vocal, communication pattern.

A person comes to me and as he begins to speak about his frustrations at work, I notice how he drops his hands and slaps them on his thighs in exasperation. A gestural pattern.

A person comes to me and every time they have a new and powerfully positive kinesthetic experience their minds jump into the future saying how they will never be able to do this themselves, or into the past saying how they have been doing everything wrong for so many years. A learning pattern. A thinking pattern.

I ask a person to quickly walk around the room and then to come back and tell me what they’ve taken in. One person says mostly what they saw, another mentions several things they heard, another what they smelled or touched. Sensory patterns.

I notice how a particular person always appears cheerful, optimistic and energetic. Another person’s clothes are always exceedingly neat and always worn too tightly. Another person always looks forlorn, often complaining about others. Another takes up a lot of space, spreads out and is prone to challenging, disagreeing and arguing with me. Another who is always trying to help me, complimenting me excessively. Another who continually cracks jokes. All patterns. Persona patterns.

It’s important for us as Alexander teachers to be able to distinguish between principles, processes, and procedures. Once we have a clear understanding of Alexandrian principles and processes, i.e., sensory consciousness, inhibitory choice, direction and redirection of energy, primary movement/pattern/control, critical moments, what I like to refer to as moments of opportunity, the relationship between means and ends, etc, we can choose, at times, to experiment working outside of Alexander’s classical procedures, i.e., chair, monkey, lunge, whispered ah, etc. and simply improvise with Alexandrian principles and processes within a larger arena, within the ultimate procedure, how we proceed in living our lives.

After eight years of study in Chanoyu, the Way of Japanese Tea, I informed my teacher, Mariko LaFleur, I would be traveling and teaching intensively for a month and would have little or no time to practice. She said to me, “Bruce, that’s fine. Essentially Chado is not about the form. It’s only about how we exist in this world as a guest and as a host. It’s about gratefully receiving what we are given. It’s about how we welcome, receive and serve others. Remember Bruce, the tea room is everywhere. Practice Tea everywhere you go, wherever you are, and with everyone you meet. Enjoy your trip.”

Working within formal structures is assuring, confirmative. It’s familiar. Within them we know the rules, we’re comfortable. We know what to do. We know where we are. We’re home. 

And then there is the wide world, the unfamiliar, unpredictable world where there are no clear cut rules, where we are at times uncomfortable and know not what to do or what to expect. It’s our first time around. We’re continually in a place we have never been and will never be again. 

We meet people along the way.  We want to welcome and receive them, in their entirety, as our guests. We don’t want to reduce our guests to their posture. We don’t want only to watch how they move. We want to see who they are, how they live, so we can discern how we can best serve.

The more we see and understand our students in their entirety, the more our students see and understand themselves in their entirety. And since, ultimately, we are all mirrors for one another, reflections of one another, we come to see and understand ourselves, the puzzle that is us.

The Alexander Alliance Post Graduate Training – Switzerland – With Bruce Fertman and Robyn Avalon – Accepting Applicants for April 2021

Alexander Alliance Post Graduate Training Program

In Europe, Asia, and America, classically trained Alexander teachers are asking me to teach them how I work. They seem especially intrigued with how I use my hands, while also expressing their appreciation for my simple way of articulating complex Alexandrian principles without the need for jargon. They seem to like how I see people in their entirety, seeing through the body into a world of being and becoming.

As an apprentice, and later assistant to Marjorie L. Barstow, with whom I trained for 16 years, and as a person with 55 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 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.

Many of my post-graduate students became curious about my training program, the Alexander Alliance Germany, and began visiting. They found a rigorous, demanding, disciplined training that at the same time was warm, friendly, lighthearted, and fun.

While at the Alliance Germany many of my post-graduate students encountered the teaching of Robyn Avalon. Like virtually everyone, myself included, they fell in love with her work, its depth, its clarity, its effectiveness, and perhaps above all, its joyfulness.

Robyn and I have been working together for 30 years. We are two teachers who have figured out how to be successful and effective AT teachers in the world at large. We will share our practical, hard earned wisdom with you so that you can do the same.

Our Post Graduate Training Program Switzerland will be composed of four 7 fullday retreats, two taught by Robyn Avalon and two taught by me. These four retreats will take place over a two-year period, totaling 200 hours of study. Retreats will be held in April and October. This Post Graduate Training Program is open to all certified teachers of the Alexander Technique.

Bruce and Robyn

We are excited to be co-teaching this Post Graduate Training Program, and we hope you are too.

Robyn is by far the most down to earth visionary I know. Fearlessly and lovingly she constantly pushes borders within herself and others. Her teaching is based on seemingly infinite knowledge and driven by sharp instincts. She creates exceptionally safe playgrounds in which limiting belief systems drop away like worn out clothes. With her everything becomes easy, exciting, meaningful, and definitely more fun. Magically, the impossible becomes possible.

Margarete Tueshaus – Alexander Teacher, ATVD, Tango Teacher, Equestrian

Gone is the straight-lined striving, the stopping and oughting. Instead curiosity, inquisitiveness, and permission to experiment, to play, to open boxes and to climb out of them into a world of possibility a world both soft and strong. And all this through a quiet power, an exquisite touch, a clarity of speech, and a wealth of wisdom. For me, Bruces work is more than exciting; it is important, both to the world and to anyone involved in any way with Alexanders Technique.

Annie Turner Alexander Technique Teacher, STAT, England.

Here’s the material we’ll be covering.

The Physics and Metaphysics of Touch

 

To receive everything one must open ones hands, and give.  

Taisen Deshimaru

Hands close and open, grasp, cling, clench, and release. Hands express. They welcome, warn and inform, and in our case, hands educe. Educative hands lead out that which lies within. Together we will increase our tactual palette, become more tactually literate and learn how to access the whole person through myriad networks: skeletal, muscular, fascial, cellular, organ, and nervous systems.

We understand well the paramount importance of personal use while teaching, and the direct impact our use has on our quality of touch.  As important as good use is, additional knowledge into the hand’s inherent design can help us acquire hands that are, at once, soft and powerful, light and deep, stabilizing and mobilizing, quieting and energizing. As there are primary colors, so too there are primary touches: push, pull, slide, spin, and roll. In other words, physics.

We will also consider the metaphysics of touch. It’s a disservice to reduce a person to their body. We never really only touch a person’s body. We touch a person. Our goal is to touch a person’s being through their body. But to touch a person’s being through their body we first have to be able to see a person’s being through their body, which means knowing how to see beyond posture, beyond body mechanics, beyond use.

 

How To Teach An Engaging Introductory Workshop

We offer a template, a simple framework, evolved over 40 years of teaching AT, for clearly and effectively introducing Alexander’s work within a group setting. It’s easy to learn. It leaves you free to choose the content you wish to impart to others. Introducing the technique to a group of students can be intimidating for Alexander teachers. Knowing this simple structure makes it much easier.

Knowing lots of group explorations, movement etudes, and games are important tools when it comes to teaching AT in groups. We will share some of our favorites with you – games we have crafted and taught to literally thousands of beginners over decades of teaching. Learn how to create your own etudes and games, which impart important AT principles and skills.

We will be giving multiple introductory workshops inside of the seven-fullday training retreats. Each of these one-day workshops will introduce Alexander’s work from a different point of view. These days of introductory workshops are part of the Post Graduate Training Program. It’s the best way to learn how to introduce the work to people in groups. We encourage each graduate trainee to bring at least one person who really wants to take an introductory workshop in the Alexander Technique.

Systems Of Support

Alexander teachers excel in creating what I refer to as “tensegral support”. It’s the support system that creates the hallmark experience of kinesthetic lightness, the sense of suspension. But there are other essential systems of support, complimentary systems that most Alexander teachers do not excel at accessing, such as ground support, organ support, and spatial support. When these complimentary systems of support integrate with tensegral support the side effect of postural stiffness, so prevalent in our work, subsides.

Finally, and perhaps most important to self-support, is how we think; how we think about our bodies, ourselves, others, and the world at large. Distorted and/or untrue thoughts and beliefs are self-sabotaging. Knowing how to observe, question, and defuse internal stimuli – thoughts, emotions, and sensations – may be more important than how we respond to external stimuli. Knowing how to use our mind to come to our senses sets us free.

Walking as an Alexandrian Procedure

Its no use walking anywhere to preach unless our walking is our preaching.  

Francis of Assisi

Walking, when understood, is the Alexandrian procedure that most naturally integrates rotational and spiraling motions into our upright structure, motions that are conspicuously absent in Alexander’s other procedures, as wonderful as those procedures are. Walking, when taught dynamically, helps dissipate postural holdings, often resulting in a profound sense of freedom and power.

When Erika Whittaker was asked what she felt like after working with Alexander, she said, “When the lesson was over, I could have said thank you, and walked out the door, or I could have said thank you, and walked through the wall.”

We’ll spend time learning about the mechanics of walking, as well as how to use our hands to help our students walk naturally, freely, and powerfully.

Working in Activity

Ironically, working in activity is not about activity. As Alexander teachers we are more than movement efficiency and effectiveness experts. Alexander work is not about how we do what we do. Alexander’s work is about how we are being when we do what we do. As T.S. Eliot expresses so profoundly, our work is about… the still point of the turning world…

We bring people in touch with the still point. Activities are the turning world. We cannot work on the still point without the turning world. Working in activity is the most straightforward way to work on the integration of being and doing.

 Life Work

 Have you noticed it’s relatively easy to make good use of Alexander’s work when we are doing well, but nearly impossible when confronted with something truly challenging or threatening? How can we practice sticking to principle under emotionally charged 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?

Life Work is a contemporary Alexander procedure, a way of proceeding to teach people how to employ Alexander’s work when under trying conditions and faced with harsh realities. Being able to work with people this way is enormously beneficial. It brings the Work to life and life into the Work.

Understanding Human Directionality

Photo: B. Fertman

Collectively, Robyn and I have been joyfully obsessing over human directionality for 81 years! That’s true. Robyn will approach human directionality via her Living in a Body™ material. My approach will be through the body mapping work developed by Bill and Barbara Conable, through the teaching of my Salmon Rising/Water Falling Patterns, and through an in depth look into the Albinus Copperplate Engravings.

Living in a Body™, a course in body mapping designed by Robyn nearly 25 years ago, has been translated into 5 languages and is now taught worldwide. Living in a Body™ teaches us how to see when a person’s map does not match their inherent design. It offers a multitude of etudes and games for helping them change the beliefs that interfere with their ability to live and work in accordance with their inherent design. In this training, Robyn will offer the essential highlights of the LIAB™ material.

Salmon Rising/Water Falling is an Alexander etude developed by me over many years, which helps make our invisible directional weave of support visible. Everyone seems to love learning these patterns. These oppositional yet complimentary kinesthetic pathways course their way through us and, when awakened, integrate us, allowing our bodies and beings to become light and substantial, soft and strong, firm and flexible, calm and clear, articulate and unified.

Constructive Conscious Surrender

In our work we know trying to make something happen and allowing something to happen are worlds apart. One is done alone, one in partnership. Allowing happens when we are in partnership with our nature, with what is natural within us, with our original design, with our innate coordination. Our job as AT teachers is to bring our students in touch with their inherent support, power, and ease. Gradually, our students begin to trust their innate coordination, and learn to live in partnership with it. Life becomes less of an effort and more of a dance.

When we lose touch with our partner, we lose support, and again we begin doing everything by ourselves. Trying and forcing return.

If we are to allow life to freely unfold, we must learn how to willfully and joyfully surrender, to “give up going it alone”. We learn to ask for how we want to be. We learn how to send clear directives to naturally governing forces deep within us. Paradoxically, learning to surrender to these deep governing forces gives us the control we always wanted.

We cannot force freedom upon ourselves or anyone else. Ultimately, the work does itself.

PROGRAM DETAILS

Our Post Graduate Training Program Switzerland will be composed of four 7-fullday retreats, two taught by Robyn Avalon and two taught by Bruce Fertman. These four retreats will take place over a two-year period, totaling 180 hours of study. This Program is open to all certified teachers of the Alexander Technique.

Organization and Registration: Magdalena Gassner (+41 (0)77 475 50 27 / alexander.technik@gmx.ch)

To learn more about Bruce Fertman, Robyn Avalon and the Alexander Alliance: www.alexanderalliance.org

If you have any questions whatsoever and you’d like to talk to me personally, I’d be happy to talk to you. Write to me at bf@brucefertman.com and we can arrange a time to talk. Also feel free to write to Magdalena Gassner atm.gassner@alexanderalliance.de

Robyn and I look forward to working with you,

Bruce Fertman

 

About Robyn Avalon

Robyn has been studying Alexander’s work for over 40 years, being first introduced to it as a young performing artist. She has worked with members of renowned opera companies, symphony orchestras, music ensembles, music conservatories, dance companies, and circuses including the American Ballet Theater, NYC Ballet, Joffery Ballet, Paul Taylor, Twyla Tharp, Alvin Ailey, Merce Cunningham, Maria Benitez, Meredith Monk, Orpheus, the Juilliard School, the Meadowmount School of Music, Cirque de Soleil, and Ringling Bros/Barnum & Bailey. Robyn has also taught for the US Olympic Dressage Team, the Ladies Professional Golf Association, and the Texas “Aggies” Football Team. She offers continuing education workshops at National Conventions for Osteopathic Physicians, Dentistry, Fiber Arts, National Opera Association, NATS, Suzuki, and Centered Riding.

Robyn is a professional director, choreographer, and dancer. She was a founding member of two rhythm tap companies, and has done international and national tours, Off-Broadway, film and television. Her work has been seen in venues as diverse as NYC’s Blue Note Jazz Club, Carnegie Hall, and The White House.

In addition to her love for the performing arts, Robyn enjoys the healing arts, and is a certified practitioner of Cranial Sacral, Visceral Unwinding, Deep Imagery®, and Matrix Energetics®.

Robyn is the founding director of the Contemporary Alexander School, and co-director of the Alexander Alliance International and is on the core faculty of all Alexander Alliance Schools.

Incredibly broad knowledge, clear, to the point and exact, incredible energy, incredibly kind and loving,  profound and playful – that´s Robyn. 

Knowing Robyn has changed my life, given me more freedom and joy. Robyn has opened a whole new world of possibilities for me. She´s the Queen of Group teaching. If you want to learn to enjoy what you do, she is the one you want to meet. Robyn teaches ease, grace, high performance, curiosity and freedom. Her enthusiasm is contagious.

M. Klemm, MD, Alexander Technique Teacher

About Bruce Fertman

Photo: Soomin Park

Bruce trained with five, first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. He brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Japanese Tea Ceremony, Argentine Tango, and Kyudo.

He has worked with members of the Berlin Philharmonic, Radio France, The National Symphony in Washington DC, the Honolulu Symphony, for the Curtis Institute of Music, and most recently for Jeong Ga Ak Hoe, a traditional Korean Music Ensemble in Seoul, Korea. Bruce taught for the Five College Dance Program in Amherst, Massachusetts for 13 years, and for the Tango community in Buenos Aires. For 6 years, he taught movement for actors at Temple and Rutgers University.

For ten years Bruce taught annually for the College of Physiotherapy in Gottingen, Germany.

In 1982, Bruce co-founded the Alexander Alliance with Martha Hansen Fertman, an intergenerational, multicultural community/school, the first Alexander teacher training program inspired primarily by the work of Marjorie Barstow. Currently, director of education and senior teacher for the Alexander Alliance Germany, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, England, Switzerland, and America.

Bruce’s heart centered approach as a teacher rests upon extensive study in psychology and theology, specifically, 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). Having also studied with Jewish, Christian, and Buddhist scholars, Bruce’s work centers around body and being, movement and meaning, and the relationship between physical and spiritual grace.

Bruce has been using his hands to help people for 55 years.

In Bruces 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 lifes 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, Thats who I am, that is who I could be.

M. TueshausAlexander Teacher, ATVD/ Tango Teacher/ Equestrian