On Teaching: "Speaking without words"

On Teaching: "Speaking without words"

by Brooke Lieb

Brooke: During our work together on the ACAT Teacher Certification Program, I remember you repeatedly sharing with me that you found lectures and the verbal component of hands-on turns virtually un-intelligible, and stressful. I was able to appreciate that auditory learning wasn’t particularly useful to you, but in retrospect, I know I didn’t have a meaningful understanding or appreciation of how unique sensory processing is from one person to another. I was also fascinated because I know how much you read and comprehend, and that you studied much more complex subjects than I ever have and are articulate and versed in those topics.

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For Alexander Teachers: Foundations of effective teaching

For Alexander Teachers: Foundations of effective teaching

There are many signposts of the progress during training.

One benchmark I monitor is the how hard the student is trying to “get it right”. Alexander used a term called end-gaining, which refers to a degree of habit and automaticity in carrying out an activity.

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Still Procrastinating, and making progress: AT in a technical crisis

Still Procrastinating, and making progress: AT in a technical crisis

My writer’s block is still with me. I have written down notes and titles for 12 or more topics, but just can’t seem to find the inspiration to sit and get the writing done.

In the meantime, necessity is the mother of invention. I somehow managed to delete every email in my inbox on my desktop computer. 14,000+ to be exact. I only keep the last week’s worth of messages on my web-based server. 11 years deleted.

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Problem Solving

Problem Solving

Alexander didn't have a teacher to help him solve his vocal problems.  He had no one telling him where to begin or how to approach finding a solution, so he began with simple observation and then experimented on a trial and error basis.

One of Alexander's observations and concerns, as he worked for over 60 years teaching people from all walks of life, was the lack of critical reasoning people brought to problem solving.

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An Approach to Training Teachers: start with Alexander's means-whereby

An Approach to Training Teachers: start with Alexander's means-whereby

This week, a student on the ACAT training course (trainee) commented that there didn't seem to be specific instruction on the nuts and bolts of teaching: where to put hands, what to say, and the sequence in which to do things.

Within the ACAT curriculum, those types of specifics do get covered, in a fair bit of detail, as the terms progress. However, before that level of specificity is introduced, I want to give the trainee an understanding of Alexander's means-whereby for using the hands.

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7 Tips for Bringing Alexander Technique Awareness into Everyday Life

7 Tips for Bringing Alexander Technique Awareness into Everyday Life

Private lessons are a great way to understand your own habits and how Alexander Technique tools can help you find greater ease in daily activities, and specialized skills. We refer to our clients as students because we are teaching skills that offer independence outside of sessions.

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Back in the Studio: Applying Alexander Technique in my return to dance

Back in the Studio: Applying Alexander Technique in my return to dance

For many years, I found myself unable to find the motivation to exercise, whether it was yoga, strength training or cardio. I had also been thinking about revisiting modern jazz dance classes, in the SImonson Technique, which I had studied in high school and college. Within the past 5 or 6 years, I had even gone online and located beginning classes. For some reason, I couldn't overcome inertia so never got to a class.

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