The Art of Self Direction Part Three: Teaching With Intention
The most important idea underlying teaching is our intention. How we teach—meaning what we do in a lesson—is incidental. We may do “chair work” or “table work” or work only in private lessons, or only in groups, we may do “activities” or not.
This workshop will explore 1. Observation. How do we know “what” to do, where to place our hands, or not, and what to say. 2. Direction: what is it, how do we direct with a pupil and how do we know we are “doing” it correctly. 3. Inhibition: How do we use “inhibition” (with that name or not) in our work. What did Alexander say about inhibition?
We will explore all of those questions (and more!) with practical ideas about (literally) how to use our hands, improve our observation skills, and how to improvise in the moment, regardless of what the pupil may be saying or doing.
Before the workshop, consider these questions: What does teaching the Alexander Technique mean to you? What is the role of the teacher and pupil? How much responsibility does each have? What prior knowledge does each have that might influence their responses? What do we believe about how quickly a pupil can learn what we are trying to teach? What did Alexander believe about how to teach? What do you believe?
Also, rereading the first chapter of The Use of the Self, and pp. 49—51 from the second chapter will be very helpful. Pay attention to what he says about inhibition, especially in chapter two.
It will be fun!
About Catherine Kettrick
I studied and trained with Marj Barstow, from 1973 until the year she died, and her effect on my life and teaching has been profound. From Marj I learned that thinking is moving; that we always have a choice; and that while this work may have lasting and joyful “physical” benefits, they all stem from a clear and well-coordinated consideration of how I choose to live and be in the world. And, most importantly, it’s fun!
My goal as a teacher is to see pupils embark on a journey of self-directed and independent learning. As they discover where they want to go, I help them navigate that process.
For me, the most exciting part of this work is watching people realize how free they can be in their thinking and reaction to the world, and what profound effects that can have in all of their lives. I feel privileged to witness people discover the power, clarity and potential of well-coordinated thinking and moving.
As David Mills has said: “Habit is being ready for the one thing you expect next. Coordination is being ready for anything.” I want to be ready for anything.
And if you are interested:
–I am co-director of The Performance School, with David Mills, where we have a rather unique teacher training program (https://performanceschool.org);
— My revised study guide to the major writings of F. M. Alexander is on the Performance School website (keep scrolling!) along with a resource list;
–I assisted Marj on two European tours and have also taught in Australia and Japan and (of course) in the US, and in time compatible time zones on Zoom;
–I co-founded Alexander Technique International (www.alexandertechniqueinternational.org), have served on its Professional Development Committee since its inception (except for two years when I was Chair of ATI), and many other committees also!
–I have extensive experience in Formal Consensus decision making, which ATI uses in its meeting, and am currently chair of the Agenda Planning Committee;
–and I am an actor, a hoofer, and as Lady Allegra Germaine, a burlesque performer!
Saturday, 27 August 2022
14:15 h - 15:30 h
Room not yet assigned
AT Principles and Procedures||Practical Teaching Skills