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AT Congress® Berlin 2022

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Continuous Learning

Continuous Learning

Continuous Learning (CL) sessions are given by very experienced Alexander Technique teachers. Choose two different classes running over two days each.

Loved and cherished Continuous Learning sessions are back, of course!

Check out our presenters' bios and class descriptions to find your favourites. Information about the ratio of practical/doing/active time to lecture style time is also included to allow you to understand not only what you are going to learn, but also how.

Continuous Learning sessions are the only classes that require pre-booking. We plan to begin this 4-6 weeks prior to the Congress. We will let you know when we have an exact date and inform you via website and newsletter. Please check back.

Continuous Learning
Timetables

Timetable Session 1

Continuous Learning

Session 1
Day 1
Tue 23/08/21
9:00h-11:00h
(9am-11am)
Session 1
Day 2
Wed 24/08/21
15:00h-17:00h
(3pm-5pm)

Timetable Session 2

Continuous Learning

Session 2
Day 1
Fri 26/08/21
15:00h-17:00h
(3pm-5pm)
Session 2
Day 2
Sat 27/08/21
9:00h-11:00h
(9am-11am)

Continuous Learning List

Session Count:

This is the list of all confirmed Continuous Learning sessions.
The list is sorted by start date and time.

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21st Century Integrative Practice Skills

Portrait Catherine Madden

Cathy Madden
WA, USA

21st Century Integrative Practice Skills

As a University Professor responding to the needs of performing artists over several generations of students, the need for integrated practice of our work has proved invaluable – and I would say, imperative – in creating biopsychosocially whole relationships to our digital devices. The needs that have appeared include: self-image and movement limited and based on imitating the screens: the need for additional training in creating and linking images, the building blocks of imagination; responding to digitally created and/or enhanced anxiety behaviors; and the ability to take charge of the tools we are using rather than to be ruled by them. The need for these practices goes beyond application to the performing arts to all areas of human endeavor. Each of my Continuous Learning sessions will actively approach this topic from different perspectives, including tools, games, and practices for teaching; each session is both self-contained and part of a larger network of ideas. Integration fosters relevance, creativity, everyday kindness to self, and supports each person’s agency in creating the life they want. And always at the foundation of my work is PLAY, the human’s favorite way to learn.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander Technique 101 – Debunking the Myths

Portrait-Collage Michael Frederick and Carol Prentice

Michael Frederick and Carol Prentice
Ojai & California, USA

Alexander Technique 101 – Debunking the Myths

A practical opportunity to explore the essence of what the Alexander Technique actually is based on our experience studying with first-generation teachers. Exploring the living tradition of our work that is passed down from Master teacher to Master teacher. When this lineage is broken the essence of this work is lost. Through practical hands-on work in conjunction with in-depth dialogue, we will explore the principles of this work we call the Alexander Technique. To make this Continues Learning session more interactive and meaningful please bring your questions, ideas, your doubts & fears, your feelings and what you most love about this work. We will address hands-on work, table work, teaching in groups and more.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles & Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Applied Alexander Technique in companies and institutions – "the Yes to the Unknown"

Applied Alexander Technique in companies and institutions – "the Yes to the Unknown"

Health promotion in companies and institutions – from shop-floor to management – is becoming more and more trendy and necessary. It is demanded and promoted both by employees and employers. The Alexander Technique in particular offers great opportunities to work with employees on site. The concept Priska Gauger-Schelbert has developed is widespread and has found great approval in many companies and institutions. Since 2001, she has been doing pioneering work in the field of occupational health care and is one of the first AT teachers in Switzerland to introduce the Alexander Technique to the world of business. Well-known Swiss companies such as the Victorinox AG, Siemens AG , Sprüngli AG, Schauspielhaus Zürich, SOB railway Switzerland and many more have been among her customers since then. Priska believes that the world is ready for the AT knowledge and experience. She is also convinced that there are plenty of work opportunities for all AT teachers. In this continuous learning the focus lies on • company contact, evaluation of corporate culture, corporate aims • organisation of mandate , AT teachers responsibilities • interplay between own behaviour (use of the self) and external conditions (ergonomics) at the workplace • balance-time® The participants will consider and explore ways of how to teach the Alexander Technique in any working environment. Priska Gauger-Schelbert is more than happy to share her long-standing experience of AT in business with you. www.balance-time.ch

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Business / Marketing

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Attention, agency and tone

Attention, agency and tone

Practising self noticing without judgement, direction and choice with an open mind, and variations of tone for ease and creativity. The sessions will include quiet, subtle and conceptual work and playful explorations of our capacities for movement. We will consciously cooperate with our design, practise presence and enjoy the experiential learning fundamental to Alexander work.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Anatomy

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Back to Basics – Classical Carrington Procedures

Back to Basics – Classical Carrington Procedures

The training course comes to Congress! Our workshops offer the chance to experience or revisit the tried and tested classical hands-on skills and procedures that Walter Carrington developed from his close association with FM Alexander and are taught at the Constructive Teaching Centre. The teaching team will be led by CTC’s Director of Training, Alan Philps, who qualified with Walter and Dilys Carrington in 1985, and has taught on the training course ever since. During each workshop, Alan will demonstrate a sequence of procedures/games including ‘hands on the back of the chair’, ‘whispered ah’ and use of the arms and legs. After which, all participants will have the opportunity to go through the procedure individually, with hands-on guidance from a member of our experienced teaching team. This is an entirely hands-on workshop so numbers will be limited, although it may be possible to attend as an observer. The teacher-to-participant ratio will be high, as is our tradition at CTC.      

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||AT Games

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Balancing your space

Portrait Wolfgang Weiser

Wolfgang Weiser
Gotland, Sweden

Balancing your space

Balancing has a central space in this CL session. The CL session will provide you with new ideas and experience about coordination, communication and cooperation. We will also highlight the situation of you being at centre-stage to increase skill and confidence. .

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Practical Teaching Skills||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Circularity in Motion

Portrait Caren Bayer

Caren Bayer
NY, USA

Circularity in Motion

In this Continuous Learning session we will explore how to add volume to our movements with an emphasis on the dynamic circularity shared by the Alexander Technique and Tai Chi. Teachers will learn to rotate around a stable axis, while maintaining the precise directions of the primary control. We will address the questions of how “hands- on” activates our own alignment, strengthens the relationship of our backs to and from the ground, and in turn, transfers this three- dimensional coordination to our students.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Co-regulation & Self-regulation: The Alexander Relationship

Anthony Kingsley

Anthony Kingsley
United Kingdom

Co-regulation & Self-regulation: The Alexander Relationship

The 120 year old Alexander Technique has a love affair with modern neuroscience research. Will they have children? What do their offsprings look like? Come and revisit the Primary Control, Directions, Inhibition, Conscious Control, Habits and Choice and much more in the light of these new discoveries. Hands -on work will be grounded and informed by recent advances in neuroscience which will clarify rather than deviate form core Alexander Principles.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Crafting the Container: The Art of Group Teaching & Crafting Alexander Experiences

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

Crafting the Container: The Art of Group Teaching & Crafting Alexander Experiences

Crafting the Container: The Art of Group Teaching & Crafting Alexander Experiences “Teaching is the intentional act of creating a container where learning can happen.” – Parker J. Palmer, The Courage to Teach Group Teaching is an art form. It is not the same as teaching an individual lesson that is witnessed by a group. Rather, it is multi-dimensional teaching – tracking not only each student, but the group itself, as a dynamic, conscious body. Teachers will learn basic skills needed for creating highly dynamic and experiential group teaching; specific group activities and games which offer participants a direct experience the Principles of the Work; and guidelines for designing your own group teaching material. You will learn how to use ‘student-friendly’ language and metaphors without jargon or lengthy and often confusing explanations; as well as how to present the Work in a way that directly addresses the interests and needs of different communities – allowing students to experience how the Work can support them in their lives. Skillful Group Teaching is an excellent way to expand the visibility of the Work to many different people, as well as a reliable and effective way to build your own practice.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
9-11h & 15-17h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||Anatomy

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Dart Procedures For You And Your Teaching

Portrait Robin Simmons

Robin John Simmons
Wallis, Switzerland

Dart Procedures For You And Your Teaching

The Dart Procedures offer a continuing inspiration and insight into the value and the workings of the Alexander Technique. Because you begin and spend much exploratory time on the ground in Dartwork you are in a safe environment where the initiation and sensory examination of all actions can be performed without fear or hindrance. When exploring Dartwork we are freed from habitual behavior because the context is novel yet related to our deep past history. We have the chance to give ourselves time to genuinely examine our personal habitual ways of reacting (responding) to any demand to move either from inner promptings or from outside stimuli. In this Continuous Learning session, we will see how working with the Dart Procedures can not only assist our Alexander teaching but more significantly it can help us to more deeply understand ourselves by revealing habits of response that are often hidden from us. Please bring a book to put under your head and have socks on (not bare feet).

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Hands-on Communication

Hands-on Communication

I like to consider the teaching of the Alexander Technique as a form of dialogue between two people in which various aspects are intertwined: what we see, what we hear, what we think, what we say, what we do, what we feel. When we come into physical contact with our student there is an exchange of particular information. What do our hands feel? What do they say about us? We will explore the meaning of these questions in relation to the use of ourselves and our student, to give space and time to what we cannot see and hear, to what we have not yet thought, said, done or felt.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Identifying and letting go of 'Alexander Habits'

Identifying and letting go of 'Alexander Habits'

When learning the Alexander Technique it is easy to fall into the trap of adopting a set of new habits which can lead to lack of movement, rigidness and lack of spontaneity. At the 2nd Congress in Brighton one of the university caretaker was overheard commenting of the Alexander teachers: ‘I don’t know what these people do, but all I know is they all have something wrong with their necks.’ Alexander himself also said in 1946 ‘we have to stop telling people to free their necks because it leads to another form of doing’ During this Continuous Learning session we will see if we can bring more spontaneity and creativity back into the work without losing the essence. The only requirements are an open mind, a sense of humour and a willingness to let go of any preconceived ideas!

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Identifying what a Teacher needs to be able to do

Portrait Jamie McDowell

Jamie McDowell
Cumbria, United Kingdom

Identifying what a Teacher needs to be able to do

I will describe a systematic and coherent approach to teaching our students and pupils. This involves clarifying what a lesson in Alexander Technique is for and suggesting how this can be delivered in a systematic and coherent way. I will propose and identify the basic knowledge and skills which a teacher needs to acquire in order to give an effective, interesting and useful lesson. And what additional knowledge and skills are desirable. There will be opportunities to practice, discuss and explore.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Keeping it simple

Portrait Gal Ben-Or

Gal Ben-Or
Mate-Ehuda, Israel

Keeping it simple

Alexander found a few fundamental principles governing the whole range of human psycho-physical activity. He then developed a technique in order to teach other people what he found. The ‘Alexander technique’ englobes the principles as well as the techniques to teach them and apply them to everyday life activities. Alexander left us indications, showing us how we can continue the work. This includes the necessary means and procedures to create a practical understanding of the process as a whole. In the workshop we will explore and reexamine some of the basic principles and procedures, step by step, as well as the teaching methods required in order to transmit them in a reliable and truthful way. We will deal in a practical way with subjects such as: ‘Giving directions’- What are directions? Why is it necessary to give directions? How to give directions? ‘A position of mechanical advantage’- What is the advantage? How to use this in teaching the technique and in everyday life activities? The reciprocal relations between ‘giving directions’ and ‘a position of mechanical advantage’. ‘Conception’ as a major influence on the way we use ourselves and our difficulties to see this in ourselves. The connections between ‘sensory appreciation’ and ‘conception’ and how ‘faulty sensory appreciation’ leads to ‘misconception’. ‘Thinking in activity’- what does this mean? How is it possible? And more.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles & Procedures

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Lying down, Sitting down, moving forward and up…

Portrait Ulli Pawlas

Ulli Pawlas
Germany

Lying down, Sitting down, moving forward and up…

Continuous Learning with Ulli Pawlas, Alexander-Technik-Schule Hamburg Lying down, Sitting down, moving forward and up… F.M. said:…..’it is what you have been doing in preparation that counts when it comes to making movements’ In these sessions we will explore the support we are able to sense and to use consciously:The support from the floor,from the chair and the support within our own system, which prepares us for movement in space and with each other.We will experiment with inhibition and direction in procedures which include the support for the hands and feet extending to the whole system. Through this new kind of preparation we will explore the organizational influences that will improve our ‘hands on ‘quality.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Poise, intention and stillness in movement

Poise, intention and stillness in movement

A practical workshop using hands-on, playful procedures and movement games which we, Paul & Tessa, have developed from out of our own research inspired by the Carrington teaching and 26 years of running our training course. From our lifetime experience in the arts & education our aim is to work with simplicity, playfulness and fun; exploring poise, intention, stillness and flow in hands-on exchange and simple movement ‘games’ in space with partners and as a group enriching our liveliness and spacial awareness when teaching.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

Sensing, Supporting, Connecting and Expressing

Portrait Nadia Kevan

Nadia Alexandra Kevan
NRW, Germany

Sensing, Supporting, Connecting and Expressing

In these 4 Continuous Learning Sessions I will introduce my teaching of the ‘Psycho-Physical Supporting System and Dynamic Breathing’ which I have been developing since 1988 first with Dr. Chris Stevens and later with Ron Murdock, fully incorporating my personal skills in emotional, mental and sensory perception and the necessity of connecting compassionately with our self, with each other and with the world we live in. We will look briefly at some physiological and psychological realities to enhance our experience of how Support both from outside and inside our body, both physical and psychical, can contribute enormously to our understanding and experience of Inhibition and Direction, while fully honoring the traditional and central aspects of F.M.’s legacy. The course will also provide some concrete tools which enable our breathing to open up and integrate two fundamental human needs: to empower and to express our ‘consciously felt self’. There will be space and time for questions and answers. Please bring a blanket/mat and books for under your head.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Practical Teaching Skills||Anatomy

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Teaching the Alexander technique through yoga

Portraint David Moore

David Moore
Victoria, Australia

Teaching the Alexander technique through yoga

As Alexander teachers we have refined observation skills.. We can use our hands to guide our students out of habitual harmful movement patterns and towards more overall coordination. We can explain the principles of primary control to allow our students to work with their whole body rather than parts. We can teach direction and inhibition. And we can make our students aware of their tendency to end-gaining. In this session we will develop and refine these skills in the context of teaching yoga – or in helping our students who may come with exercises which they are already doing. We will cover very basic movements and yoga poses, by firstly doing some of them ourselves and secondly by observing, assessing and using our hands to guide each other through some poses. The session is primarily practical with space to explore any questions which participants may come with.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

The Art of Running

Portrait Malcolm Balk

Malcolm Balk
Québec, Canada

The Art of Running

The Art of Running CLS will help participants develop a practical understanding of walking and running using themselves as both scientist and experimentee. Although walking and running can be considered ‘natural’ movements, both can also be thought of as skills which can be improved and developed. Using video analysis and cutting edge info on joint mechanics, this promises to be a life- changing experience for all participants.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Sports||Anatomy||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

The Challenge of Maintaining Direction while teaching

Portrait Avi Granit

Avi Granit
Israel

The Challenge of Maintaining Direction while teaching

Developing and maintaining clear direction is an essential skill of the teacher. We need clear direction in ourselves in order to maintain it in our pupils while working in different positions and moving them in space. This is a practical, skill-based workshop in which Avi will give detailed explanation and demonstrations and the group will practice the skills individually and in pairs

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles & Procedures||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

The Grey Zone

Portrait John Nicholls

John Nicholls
Isle of Man, United Kingdom

The Grey Zone

We talk glibly about ‘doing’ and ‘non-doing’ or ‘thinking’ and ‘doing’ in Alexander work as if there could be no doubt about the distinction between these terms. But in reality there is in some situations a ‘grey zone’ in which the distinction is not so clear and these in-between areas are a rich source of fruitful Alexander investigation. That’s what we will be looking at in these classes with a view to becoming clearer in understanding our own use and helping our students improve theirs. This will lead us into the territory vividly described by Goddard Binkley in his diary of lessons and training with FM Alexander in the early 1950s: The Expanding Self, a ‘must read’ for all Alexander teachers. Goddard wrote: “Lest we get the wrong idea, it is not doing in itself that is wrong, needless to say. The idea is not to become a passive, inert lump of humanity. On the contrary, the idea is to become an active, free, poised, live human being. It is a question, in other words, of transforming doing-which-interferes with the working integrity of the self into doing-in-accordance with the working integrity of the self.” We will endeavour, in a practical way, to find out just what “the working integrity of the self” means.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||AT Games

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The use of Inhibition to create spontaneity: From stillness to moving

The use of Inhibition to create spontaneity: From stillness to moving

In these CL working sessions I invite you to experiment with the question “What does happen before action?” We work first on our own use and then help each other with the hands on work. We use inhibition and direction for creating space within to play with walking, stopping and everyday movements. By moving in the space, we also play with the awareness in relation to others. If you have experience in contemporary dance, you can take the moving also further in complexity, but you do not need previous experience in dance to attend.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Touch: Learning and Teaching

Portrait Sarah Barker

Sarah Barker
SC, USA

Touch: Learning and Teaching

The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.— Khalil Gibran What happens inside us when we touch one another? There is a world of experiences within us that we can know about, that we can heighten and focus so that our tactile communication can create the change, the enlightenment, the illumination, the insights that we seek. When we say, “That touches me deeply” we are talking about a multi-dimensional world of thought, emotion, self-image and self-knowing. Do we intend to touch all of those things when we teach or when we are taught the Alexander Technique? Can we learn to touch in more multi-dimensional ways? When we are experiencing as a student, opening ourselves to new experiences, how can we be more receptive and at the same time active in receiving touch? Sarah Barker’s teaching is based on the learning philosophy that the teacher leads the student to know themselves more deeply. With that in mind these sessions explore the world of touch with commitment to the student’s independence and a faith in the student’s own curiosity about knowing themselves. The time will be filled with movement explorations and discoveries rather than prescriptions and explanations of the “best” ways to teach through touch. You are invited to bring what you know and then to expand that knowing with fun and play and gentle inquiry with your colleagues and fellow explorers. Day One opens our curiosity with guided explorations in how we connect to the world and ourselves through touch. Sarah will draw on the extensive body of exercises developed in her forty-five years of training actors, alexander technique teachers and students and movers. We will explore listening to the self, responding to a partner and moving with the group in sensitizing our touch for exploring objects, movement games and communication with others. Day Two will focus our discoveries on the use of touch to communicate our own physical knowledge and to support and enhance the knowledge of those we teach. We will also look at what it is to be receptive and active in the role of student, a role that all Alexander Technique teachers understand is an important part of their teaching experience.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Touching Presence

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

Touching Presence

We each have a personal narrative, which is our attachment to the story we ascribe to ourselves and to others, and it is completely enmeshed in who we are and how we live. At night we sleep with our story and we awaken in the morning to our story; to the story of our life which on some level begins at conception.  For then our journey begins, our identity awaits us, our story begins. We don’t go to sleep or wake up and live through our day with our ‘use’ alone. If one does yoga first thing in the morning, one does so in a way that conforms to one’s personal narrative. And one’s ‘use’ reflects their attachment to their narrative. I submit It is the attachment to personal narrative that we are fundamentally changing when we change our ‘use’. Otherwise, we are just getting better at being the person we’ve been. And there is certainly value in this. The dancer moves more freely; however, the thief might possibly become a better thief. Therefore, and perhaps additionally if we really want to explore the mystery of ourselves, and encounter who we might actually be capable of being, we need to shift the personal narrative of who we feel we need to be at a given moment, and within the context of that moment, withhold definition. We can imagine a ‘train of change’, blowing it’s whistle as your signal to get on board. The train stops at every station but only for a moment. If you tightly hold onto a fixed way of being, thinking, feeling, or perceiving, then as the train approaches one can refuse to get on board. You can watch the train go by, or you can get on the train. The train goes on without you. The ongoing present moves without you. Remember, the moment is a movement. And the “present” is your choice to belong to that moment and to go where the road takes you.  And all change takes place in the ongoing present:  in the space between things, between stimulus and response. You were given a ticket to ride at the moment of birth. You can remain defined by attachment to your story as you wish to be and stand alone on the platform or step on board the ‘train of change’. In this workshop, as teachers and trainees, we will explore the value of viewing Alexander’s concept of ‘Use’ as a reflection of one’s attachment to their personal narrative, then how in doing so we might provide a more meaningful means for lasting change for our students. I welcome all of you who might attend.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||AT Games||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

What is ‘unity’? What did FM mean by a ‘co-ordinated, indivisible whole’?

Peter Nobes

Peter Nobes
United Kingdom

What is ‘unity’? What did FM mean by a ‘co-ordinated, indivisible whole’?

For FM, ‘good Use’ seems to have been psycho-physical unity. In the first paragraph of Use of the Self he writes that the work is about mind body unity, and that his previous two books have been about unity. He says that Evolution of a Technique is the train of events that led him to discover, not the head, neck, back relationship, but that mind and body are one. Elsewhere he talks about unity of mind body and spirit. We post pictures on our websites of small children, with their ‘co-ordinated, indivisible whole’ to illustrate the beautiful physical functioning that we can start to ‘recover’ through the work. But if the work is about unity of mind, body and spirit, it should also help us recover all the mental and spiritual things those small children have: humour; creativity; curiosity about the world around them; openness to learning; embodied emotions – emotions that they move on from very quickly; a built-in ability, and a built-in desire, to seek out things that make them happy; dancing like no one is watching and singing like no one is listening; unconditional love. In this class we’ll see if we can find out what true unity is, and how it affects the mental and spiritual aspects of ourselves as much as the physical. And we’ll experiment with means-whereby to bring about unity for ourselves and to teach it to our clients.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Wholeness and Hands On Teaching Skills

Portrait Robert Britton

Robert Britton
CA, USA

Wholeness and Hands On Teaching Skills

In this workshop we will be exploring how the teacher demonstrates the quality of use they wish the student to learn. Because vertebrates work as whole systems, when any muscle goes into action, all other muscles coordinate with and support that movement. We will use these concepts to illuminate how our hands on teaching is an extension of our whole quality of being, and experience how we can effectively communicate an improved standard of use to our students.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Alexander Technique Principles

Portrait Theodore Dimon

Ted Dimon
NY, USA

Alexander Technique Principles

Among the various approaches to Alexander’s work, there are few, if any, detailed curricula for learning F.M. Alexander’s work, outlining the various steps involved in learning, and clarifying what each is for. In this workshop, Ted Dimon breaks down Alexander’s work into six distinct stages: 1. Observing the Body in Action 2. Directing 3. The Primary Control and How it Works 4. The Means-Whereby Principle 5. Inhibition and Subconscious Action 6. Conscious Control The six stages we will look at roughly follow the journey Alexander took (as described in his famous account in ‘Evolution of a Technique”) and combine analysis of these stages with insights and discoveries from Dimon’s personal experience learning and teaching this work over thirty five years. These stages are outlined in Dimon’s new digital project: www.AlexanderTechniquePrinciples.com. As we examine each of the stages, we will define key terms and concepts and how they evolve as we advance through the work, and we will participate in hands-on exercises to explore the principles of the Alexander Technique.

Continuous Learning
Fri 26 & Sat 27 (Session 2)
15-17h & 9-11h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Touching Everywhere from Anywhere: Hand Skills for Teaching Activities, LifeWork & Groups

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

Touching Everywhere from Anywhere: Hand Skills for Teaching Activities, LifeWork & Groups

Applying the Principles directly to the moments and activities of a student’s daily and professional life is the core of a contemporary style of teaching – to offer the Work in critical and meaningful moments of real life. This means we use our hands while people are doing whatever they do – playing an instrument, working at a computer, dancing tango, hammering a nail, walking their dog, or having a challenging conversation. This requires us to be able to access the whole student from wherever our hands can easily make contact; to be able to offer clear, direct, kinesthetic and verbal information within the pacing of their activity. It requires us to use not just our hands, but our whole bodies, so we do not interfere with the realistic movements and timing of their activity while we offer them new information and choices. For some, this is a new level of hands-on skill, being quite different from the requirements of table-work or chair-work. In this class you will learn how to use all parts of your hands and body to communicate. You will learn how to use your skills for accessing innate design, releasing the neck/head, or identifying and releasing habitual patterns through any part of the student’s body – while the student is engaged in their activity. You will also learn how to create a container for teaching a student in a challenging life situation (LifeWork). This is one of the most poignant applications of our Work – to access choice in the most charged and vulnerable moments of life. You will also learn effective hand skills for group teaching – for example. how to quickly offer a ‘taste’ of AT to everyone, without taking too much time; or how to ‘shadow’ – to work with students while they are observing, so as not to interrupt their experience. Teaching the Work directly through a student’s activity requires unique hands-on skills, as does teaching in group settings. This class offers you the necessary skills for doing both, while increasing your own ‘Alexander Toolbox’.

Continuous Learning
Fri 26 & Sat 27 (Session 2)
15-17h & 9-11h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Anatomy

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone