David Jernigan's
Alexander Technique Writings Page
If you really want to know what the Alexander Technique
is about and how it can help you, come visit one of my ongoing classes , or set up an appointment
(call 301-562-9079 or write
davizao@juno.com ). What I've written,
and what anybody's written, just gives you half an idea of how it works.
If you're curious, though, read away! I hope you're interested enought
to check it out in person.
This page contains:
Alexander Technique introductory
workshop handout
Recommended reading
F. M. Alexander's books
Alexander Technique
on the Web
Principles
and jargon of the Alexander Technique
Letter to Psychotherapists
Articles of Special
interest to singers
also see: my personal story with the Alexander
Technique
ALEXANDER TECHNIQUE INTRODUCTORY WORKSHOP (handout)
David Jernigan -- 2001-2002; revised 2003
A way of living more easily and fully: the goal of the Alexander
Technique is to respond with natural ease and intelligence in any situation.
My intention for these workshops is to spread the word
about what I’m doing by giving a taste of what AT lessons are like.
I’m continually refining my teaching and learning how to best communicate
with my students. Together we can clarify why you would want to study
AT.
HOW TO WORK WITH AN AT TEACHER
You don’t need to DO anything;
allow your body to respond in a more subtle way. Notice how I contact
you. Handle yourself that easily.
Keep a broad awareness. Observe
yourself in relationship to the ground or chair; your surroundings.
“Upright but not rigid.”
Work from an advantageous position, but don’t strive for a position
- it’s an attitude toward your position.
“Relaxed but not collapsed.”
We’re only interested in relaxing what might be overworking; not
putting you to sleep!
HOW TO WATCH IN A GROUP
Your jobs: 1. Notice if anything you
see resonates in you.
2. Help be a reality check for the person
getting the lesson. Notice changes in them.
CLOSURE
What idea can you take away from this?
HOMEWORK
For the next few days OBSERVE YOURSELF in your daily activities,
or at rest. The point is not to recapture an experience. There’s no
exact right way to do anything. Keep a playful, friendly attitude toward
yourself.
THANKS
Thank you for participating in my workshop. If you’re
interested in pursuing this farther, please call me to make arrangements.
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RECOMMENDED
READING
These are some of the books and other sources that have been helpful
to me in my study of the Alexander Technique. This was in addition to regular
weekly lessons. I only read two of these books before I began my three-year
teacher training. Alexander Technique is best learned directly from person
to person. However, if you're curious and like to read, go for it!
“Body Learning” by Michael Gelb. Wonderful pictures, and a
Q. & A. section that's a great place to start.
"Principles for Improving Your Life-inspired by the teachings of
F.M. Alexander" by Anthony James ("Tony") Taylor. A well-thought-out
presentation of Alexander's principles and how they relate to all areas
of your life. http://www.improveyourlife.net/
“The Freedom to Change” by Frank Pierce Jones. Overview, history,
and the first scientific research on the A.T.
“Principles of the Alexander Technique” by Jeremy Chance. A
concise introduction; includes a section on self-study.
“Indirect Procedures-a Musician’s Guide to the Alexander Technique”
by Pedro de Alcantara. A good traditional description; detailed sections
on universal principles and procedures, with a third section on applications
to music.
F.
M. Alexander's books are quite dense and complex. His explanations
and theorizing are very different in tone from his work, which as its best
is simple, easy, and light. Many teachers don't recommend them (some don't
even read them!). However, there's a lot to reward the intellectually curious
and patient reader.
Start with "The Use of the Self" (1932) for a narrative of
how he evolved his technique by a long period of self-study.
The most thorough description of his work and ideas is in "Constructive
Conscious Control of the Individual" (1923).
His last book, "The Universal Constant in Living", has some
of his later thinking.
His first book, "Man's Supreme Inheritance," subtitled "Conscious
Guidance and Control in Relation to Human Evolution in Civilization" (1910/1918),
while interesting as his first statement of his ideas, suffers from speculative
science and ignorant and bigoted racial ideas typical of his time.
For an idea of how Alexander worked, there are several diaries. I'm
familiar with "The Philosopher's Stone" and "A Time to Remember".
There are teaching aphorisms in Maisel's "The Essential Writings of
FM Alexander" . These writings balance out the picture of Alexander
you might get from his writing style.
For an idea of how Alexander worked, there are several diaries of
students and trainees. I'm familiar with "The Philosopher's Stone"
and "A Time to Remember". There are teaching aphorisms in Maisel's
"The Essential Writings of FM Alexander". These writings balance
out the picture of Alexander you might get from his writing style.
(photo: F.M. Alexander teaching in the 1940's)
Alexander
Technique on the Web (articles, etc.):
the Alexander
Technique Teachers of Greater Washington (ATTGW) www.alexander-teachers.com
; A regional organization of 35 teachers from Richmond to Baltimore. Lists
teachers, workshops, and classes.
Alexander Technique
International
(ATI) (www.ati-net.com) . This is the international
organization of teachers to which I belong. The website contains general
information on the Alexander Technique , links to articles and books,
and teacher listings by geographic area.
The Complete
Guide to the Alexander Technique (www.alexandertechnique.com)
A comprehensive set of links, articles
and references to information about Alexander resources on
the web (compiled by Robert Rickover).
American Society
for the Alexander Technique (www.alexandertech.com)
The oldest society of Alexander Technique teachers in the US. Also
has general information, links to articles and books, and teacher listings.
The
Performance School (http://performanceschool.org/) is a "resource
center for the continuing exploration of the Alexander Technique. The Performance
School Online is a place where "anyone who wishes to be self-directed in
their learning can share in our continuing pursuit of Alexander's inquiry
into the nature of human action and reaction."
DIRECTION
Journal ( www.directionjournal.com ) is an international
Journal on the Alexander Technique.
Direction sponsors the alextech-list , a forum
for discussing the Alexander Technique. The discussions range from
simple beginning questions to arcane philosophical discussions between
teachers and theorists.
Articles
of Special interest to singers:
Some Talk of Alexander... by Alan Mars
http://www.ati-net.com/a_mars.htm
A good introduction, with some self-study suggestions. Straining for
notes, both high and low, breathing difficulties, lack of resonance, hoarseness:
these are just of the difficulties that beset the choral singer. Alan Mars
describes how the Alexander Technique can be of enormous benefit.
A Sound Technique? By Eleanor Vivien Care
http://www.alexandertec.u-net.com/sound.htm
An in-depth appraisal of the benefits of the Alexander Technique principles
for students of singing. Submitted in partial fulfilment of the requirements
for the Advanced Diploma in Music, Welsh College of Music and Drama 1998
Singers, Singing Teachers, and the Alexander Technique, by Sandra
Head
http://www.alexandertechnique.com/singers/
Sandra Head's personal story of how the Alexander Technique helped
her overcome her difficulties.
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.
PRINCIPLES
(and jargon) OF THE ALEXANDER TECHNIQUE
copyright ©2002 David Jernigan
The Alexander Technique is mostly taught directly from teacher to student.
An Alexander Technique teacher uses a lot of physical contact in order
to get these ideas across. I trained for 3 years to teach. I'm writing
this to give you an intellectual idea of some of the concepts on which AT
is based. A good lesson would deal with just one of these principles. Look
at it as a syllabus, a guide to where the Alexander Technique might take
you.
UNITY
There are no acts that are solely mental or solely physical; mind and
body always work together.
USE AFFECTS FUNCTION
The means by which we use ourselves, the manner in which we coordinate
our entire "psycho-physical" being, is a "Universal Constant" that affects
our functioning in every living moment.
MEANS WHEREBY
We can attend to the manner in which we use ourselves. Alexander called
this attending to the "means whereby".
END-GAINING
Alexander called going after results without due consideration of the
means "end-gaining"
SENSORY APPRECIATION
Alexander found that people's sense of exactly what they are doing
was not completely reliable. An important part of this work is to improve
your senses, particularly kinesthesia and proprioception (senses of movement
and position).
INHIBITION
First we must suspend our desire to achieve our results by the only
way we think we can do so. Alexander referred to the suspension of "end-gaining"
as "inhibition." A totally different inhibition than Freudian suppression,
Alexandrian inhibition is a pause to re-coordinate your nervous system
to intelligently deal with the complexities of living.
Then,
DIRECTION and NON-DOING
An Alexander teacher is trained to give you an experience of a new,
subtle way of directing yourself, and give you ways to think to support
a new way of moving and being. It's not a thing to do. It's more of an attitude,
a way to think that affects how you go.
PRIMARY CONTROL
This refers to the relationship of the head to the whole torso. The
use of the primary control sets the tone for any action, and is quick to
respond to any stimulus. I’d need another whole page to describe its workings.
Not interfering with the natural workings of the primary control is a
big part of what we work with in Alexander Technique lessons.
David Jernigan, Alexander Technique teacher
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Letter to Psychotherapists
This is a proposal I wrote for a workshop for a group
of psychotherapists in 2001.
***
I completed a 3-year Alexander Technique teacher training
program last May, and have begun presenting small, informal intro
workshops. I would like to get the opportunity to present a demonstration
of my work to a small group of your colleagues. With a group of four,
I would be able to give hands-on attention to everyone in the room, which
is the best way to really get a sense of how the Alexander Technique works.
I'd also welcome the opportunity to work with a larger group. Participants
in my workshops report that they get a lot from watching me work with
others, as well as from their own individual turns. I'd also be willing
to meet individually with you or any of your colleagues.
An Alexander Technique teacher uses touch to help students
improve their senses, particularly refining proprioception and kinesthesia.
We work toward finding ease and pleasure in everyday activities.
FM Alexander wrote: "to find out how it [any mechanical device] works
is the natural desire of every healthy child . . . they are themselves
the most interesting machines." One can "find a new interest in all
activities to which they can apply an improving use of themselves."
We teach how to prevent our knee-jerk responses by choosing
not to consent to a stimulus. AT is about learning to direct oneself
with confidence, preventing over-excitement of fear reflexes. AT has
been referred to as "cognitive body work."
Many people come to AT to deal with an activity that causes
harm to oneself. It's also a useful way to find ease in a performance
situation. For me personally, the greatest reward of my study and
practice has been getting to know the connection between physical fluidity,
mental clarity, and emotional calmness.
As a teaching member of Alexander Technique International,
I am committed to the ATI code of ethics, which addresses confidentiality,
professionalism, respect, appropriate touch and boundaries. I know
to refer my students to an MD for a specific physical ailment or appropriate
counseling for emotional issues. My job as an Alexander Technique teacher
is to provide a safe, supportive environment; to teach sensory awareness;
and to give an understanding of psycho-physical unity, personal
responsibility, choice, and responsiveness.
Please contact me
if you would like to discuss bringing my work to you and your
colleagues, and feel free to share this letter.
(call 301-562-9079 or write
davizao@juno.com)
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contact David Jernigan: davizao@juno.com