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About:
The Alexander Technique can be applied to any activity or situation thus making it more of a philosophy or educational system rather than a therapy or series of exercises. Ideally taught one-to-one, the technique offers long term benefits including improvement in stamina, ease of movement and higher levels of awareness. Students learn to apply a series of principles which encourage the ongoing re-addressing of how one reacts to stimuli. This leads to a more acute sense of awareness, especially of everyday habits (of which we are often unconscious), and thus allows the individual to engage in mental processes, which allow for clearer channels of thought and more constructive functioning of the physical mechanisms.
What happens in a lesson:
Lessons generally take place in a one-to-one environment between teacher and pupil. Alexander Technique is occasionally taught in a group environment, though the one-to-one scenario is far more effective in delivering the feedback necessary in order to learn how we react to stimuli. One of the reasons for this is because feedback is delivered both vocally, and physiologically, i.e. the teacher places his/her hands on the pupil in order to point out areas of unnecessary tension, and to direct the body in a different way. In the group scenario, this form of feedback is not so effective, and so group work is generally only recommended as an introduction to the work.
In the context of the lesson, the teacher will give the pupil a stimulus, e.g. to sit in a chair. By verbal instruction and the use of the hands, the teacher then guides the pupil through a process of inhibition (i.e. not reacting to the stimulus) and direction, which may initially be unfamiliar to the pupil, due to habitual patterns of misuse. This process and pattern of use will eventually allow the pupil to carry out his/her reaction to the given stimulus in a manner more constructive and efficient than one which relies on habitual patterns of misuse
The Alexander Technique is by no means a 'quick fix'. Unlearning or re-educating oneself in new patterns of use, when old patterns have been ingrained in us since birth, is not a process which occurs quickly or easily in most cases. The principles of the technique must be continually applied for it to remain effective throughout ones life, as our environment is constantly changing and we change in relation to it, and we meet the new demands that those changes bring.
New environments bring new stimuli, and without refreshing the way in which we react to stimuli, we end up relying on habitual patterns of use.
Generally, the lesson is divided into two different platforms of work - table work and chair work, though these are by no means the only ways of learning the technique. Stimuli can be met and dealt with in a variety of circumstances though sitting on, or rising from a chair is a most basic of stimuli which we carry out many times a day and thus makes an excellent starting point in learning how to relinquish control by our habits. Table work on the other hand is an opportunity for gravity to do the work! Lying horizontally (or 'semi supine') allows the opportunity to release tension easier than when we are vertical. However, this does not make table work an opportunity to fall asleep! ...
When lying in semi supine one still has the opportunity to release unnecessary tension while continuing to direct oneself in the same way as when in the vertical (i.e. standing). The fact that one is horizontal simply makes it easier to give in to gravity.
Lessons normally last around 45 minutes to 1 hour. The amount of lessons needed is completely dependent on the individual and how quickly you learn to apply the principles of the technique. As a general recommendation, taking 20-30 lessons is a good guideline to start, though many pupils choose to continue coming for lessons beyond this. Frequency of lessons also depends on the individual. In the early stages, the more frequent, the better. Though in the longer term, once a week will usually suffice.
About your teacher:
Teacher’s Name: Mike James BA(Hons), mSTAT
After completing a Performing Arts Degree, Mike James trained as a teacher of the Alexander Technique with Shoshana Kaminitz at the Victoria Training School in London. Mike has travelled extensively with his work and occasionally still directs and produces movement based theatre. He is currently teaching privately in York and is also available to teach introductory group sessions or corporate work, by arrangement.
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