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Guided Lessons For Students of the Alexander Technique
Between lessons many students ask their teachers, "How can I practice?" The purpose of Guided Lessons is to assist your exploration of the Alexander Technique both with and without a teacher present. It provides simple activities for you to practice pausing, noticing, inhibiting, directing, and allowing. The guiding words in each lesson will help you avoid falling back into your habitual ways.
92 pages, Paperback
First published September 1, 2010
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Displaying 1 - 2 of 2 reviews
February 3, 2020
Informative and easy tounderstand
I like the simplicity of this book. It is well laid out and a great help to put into practice what I have been taught during lessons. It acts as an Aide Memoir between lessons when I am not sure about something. The graphics and the explanations are such that even with av fleeting glance you immediately remember how and why. A speedy read and a great reference book.
I like the simplicity of this book. It is well laid out and a great help to put into practice what I have been taught during lessons. It acts as an Aide Memoir between lessons when I am not sure about something. The graphics and the explanations are such that even with av fleeting glance you immediately remember how and why. A speedy read and a great reference book.
August 28, 2016
There are several differences between the first, 2001 edition of ‘Guided Lessons for Students of The Alexander Technique’ written by Nancy Heisel Dawley and the second, 2010 edition, but the most significant one in my opinion, is that it has replaced the original’s spiral binding, with the concept of ‘spiral learning’.
I liked the original version, with its nifty, tent-style design that allows the book to stand up on any flat surface and to be read hands-free. It liberates students from the challenge of remembering instructions and implementing them at the same time. Nevertheless, the newly formatted, traditionally-bound second edition has notable and worthy improvements.
The new book is set out in a sequence that is meant to be repeated as understanding deepens and awareness expands. It begins with a ‘big picture’ overview of the purpose and objectives of the technique, and a brief but clear glossary of the common terms used. The rest of the book has tabbed sections for Practical Applications, Essential Basics, Core Concepts and Technical Explorations. Each of these sections informs the others and feature activities for practicing pausing, noticing, inhibiting, directing and allowing. Beyond sitting, standing, and the semi-supine position, ‘lessons’ range from putting on socks or steering your car, to practicing monkey with hands on table or whispered ah, and exploring kinesthesia and composure to discovering up direction and the primary control. The authors envision the lessons taking five or so minutes, several times per day. They suggest flipping to lessons that catch your attention and revisiting sections guided by curiosity, rather than working cover-to-cover.
In addition to designing the current book, Mary Beth Wilker has provided the numerous photos that illustrate it. Her professional expertise is sophisticated and attractive. As in the original version, Neil Schapera serves as model for the pictures. I admire his talent to demonstrate ‘poor use’ (indicated in the book with ‘no-entry’ icons) without looking too comical, as well as his skill to exemplify ‘good use’.
My favorite feature of the book is the recurrent Ask Your Teacher icon, in the form of a pointing finger. It is meant to encourage students to ask for guidance regarding complex, unconscious habits, and otherwise elusive, new experience. The book does not purport to be a ‘teach yourself’ manual, nor does it condescend to say ‘teacher knows best’, but helps to foster a constructive relationship between student and teacher. It is useful for those students who wish to practice between lessons, and for teachers who want to empower their students to bring personal insights and pertinent questions to the lessons.
The appendix provides basic anatomical information, a short resource directory and a list of various Thoughts for the Day - prompts for practicing the Technique at moments of everyday living. The book has no historical or biographical accounts, but F. M. Alexander is acknowledged by several quotes interspersed throughout the text.
Guided Lessons For Students of the Alexander Technique
I liked the original version, with its nifty, tent-style design that allows the book to stand up on any flat surface and to be read hands-free. It liberates students from the challenge of remembering instructions and implementing them at the same time. Nevertheless, the newly formatted, traditionally-bound second edition has notable and worthy improvements.
The new book is set out in a sequence that is meant to be repeated as understanding deepens and awareness expands. It begins with a ‘big picture’ overview of the purpose and objectives of the technique, and a brief but clear glossary of the common terms used. The rest of the book has tabbed sections for Practical Applications, Essential Basics, Core Concepts and Technical Explorations. Each of these sections informs the others and feature activities for practicing pausing, noticing, inhibiting, directing and allowing. Beyond sitting, standing, and the semi-supine position, ‘lessons’ range from putting on socks or steering your car, to practicing monkey with hands on table or whispered ah, and exploring kinesthesia and composure to discovering up direction and the primary control. The authors envision the lessons taking five or so minutes, several times per day. They suggest flipping to lessons that catch your attention and revisiting sections guided by curiosity, rather than working cover-to-cover.
In addition to designing the current book, Mary Beth Wilker has provided the numerous photos that illustrate it. Her professional expertise is sophisticated and attractive. As in the original version, Neil Schapera serves as model for the pictures. I admire his talent to demonstrate ‘poor use’ (indicated in the book with ‘no-entry’ icons) without looking too comical, as well as his skill to exemplify ‘good use’.
My favorite feature of the book is the recurrent Ask Your Teacher icon, in the form of a pointing finger. It is meant to encourage students to ask for guidance regarding complex, unconscious habits, and otherwise elusive, new experience. The book does not purport to be a ‘teach yourself’ manual, nor does it condescend to say ‘teacher knows best’, but helps to foster a constructive relationship between student and teacher. It is useful for those students who wish to practice between lessons, and for teachers who want to empower their students to bring personal insights and pertinent questions to the lessons.
The appendix provides basic anatomical information, a short resource directory and a list of various Thoughts for the Day - prompts for practicing the Technique at moments of everyday living. The book has no historical or biographical accounts, but F. M. Alexander is acknowledged by several quotes interspersed throughout the text.
Guided Lessons For Students of the Alexander Technique
Displaying 1 - 2 of 2 reviews