Day Sixteen - The Universal Constant in Group Teaching

Alexander’s four books tell the tale of FM's own thinking about the work. What strikes me most about this, after 35 years of my own experience, is how I came to his same conclusion: it’s all about the relationship of the head/spinal complex. This is the Universal Constant that Alexander named in his final book The Universal Constant in Living. I had three individual epiphanies about this over the course of my 35 years. I would get it “Oh, it’s all about the head and spine!!!” then, over the next few years, I’d slowly forget the daily application of this simple insight. My work would get complicated, and I would struggle. Then one day - I got it! (Again). Oh dear…. Then, the THIRD time, I finally did get it. Now I never, ever disregard this relationship of head to spine when analysing a movement. Every week I see my students forgetting about it. It amazes me that this happens, but then I have my own experience of doing the same thing. However, anyone watching me teach in a group setting would be justified in thinking I had totally abandoned Alexander’s insight. How could I agree so deeply with his position, and yet teach it so differently? My previous blog illustrates the difference in teaching technology that I am referring to here. It highlights a fundamental idea that took me many years to integrate into my thinking: Alexander's discovery does not translate into any particular form. Alexander’s way of teaching, and my way of teaching, are both valid expressions of his discovery. You are not tied to chairs and tables, any more than you are tied to using the same vocabulary Alexander employed. Words evolve, people change and so must your methods of communicating. Moving from teaching 121 (one-to-one) to teaching groups, is one of the ways that change is happening in our work. As it must. As it will. As it is. Groups Call For A Different Teaching Technology When I started out teaching groups, I started out with the sacred idea giving everyone their “turn.” I’d think: all my students must get some “hands on” every class, otherwise they won’t understand what I am teaching. Until they experience “primary control” how can they know what it is? Of course, today I realise that this is nonsense. No-one needs “hands-on” to get the concept of “primary control.” Just ask them to push their heads down a little more during a walk, and most quickly realise how much the relationship of their head to their spine governs everything else their system is doing: mechanics, breathing, emotional state, awareness. All of it is degraded by increased downward pressure along the spine. It amazes people when they realise this. It seems too simple. I’ve watched thousands of people get this concept within the first 5 minutes of a class. Of course the problem is that they are already doing this, and have no awareness they are doing it. They have no knowledge that it happens, nor what causes it to happen from the way they think. It’s my job to get them to that place, but first I must get them to notice what they do… How To Open Your Introductory Group [NOTE: This second half of my blog is a paid area describing practical ways to implement what is being described in a Facebook group with 47 other teachers and students. You can join anytime to be part of their discussions.] Nicholas asked me to write about how I would structure an introductory group, so to-day I will share how you can convey Alexander’s elementary insight that head/spine relationship is the essence of his discovery. The key to your first activity is based on your niche.

Make It A Before/After Activity With a group of salary workers who spend their days at a computer, start them off with doing before/after examples of everyday things. Ask them to show you how they begin their day by sitting at the desk and commencing their work (arranging the chair, their computer, their papers, starting to type etc.); then repeat it all a second time with the same actions, but this time while pushing their heads down; finally repeat a third time by starting with their heads pushing down and reversing that as they continue with the activity of sitting down at their desks. This third time is the equivalent of giving themselves an Alexander Technique lesson. And all before you have ever touched them! If they are dancers, take a typical movement from their warm-up, or something from their movement repertoire (tango, hulu etc.) and put it through the three routines. For people who present, get them to introduce themselves in pairs twice. First time, normal. Second time, while pushing down their heads. Third time - AT lesson way. It is really fun - people can’t help but get the giggles as they watch how dramatically their presentation changes what it communicates. For actors, get them to physicalize a line of text: giving their best, creative performance; then repeating with head pushing down; then AT lesson way. The results will be outstandingly obvious to everyone, especially actors, and it will prompt a vigorous discussion. What Happens If It Doesn’t Work With Everyone? About 20% of your group won’t get it, but 80% will. And when the 20% realise that 80% do get it, they will keep quiet and wonder why they are so obtuse. If you do happen to get a leader from the 20% who doesn’t get it (someone stubbornly saying “I don’t feel anything different!”) then it’s your lucky day. Use them to redemonstrate your point, but this time assist them in their push down. Yes, you read that right. Actually use your touch to make things worse. Of course do check first if there is any chronic condition present - you want to be careful about that - but for most people a little extra downward pressure is something they do every day of their lives! You actively, consciously getting them to do an extra time won’t matter much - but it is a great way to help them wake up to what is going on. Your stubborn leader with get it, and your group will flow on. More tomorrow… https://www.facebook.com/groups/ATCSProMembers/