tirsdag 14. desember 2021
lørdag 27. november 2021
“True primary movement” is the movement which precedes other movements and which therefore provides the controlling factor in influencing subsequent movements. It can be regarded as the precursor of the term “primary control” (Fischer ed. 1995, p.281).(2)
Most Alexander practitioners understand the true primary movement as ‘going up’ (lengthening of the spine) … (Williamson, 2021b, p.81).(3)
We shall probably never know for sure exactly to what Alexander was referring when he wrote: [He then gives the quotation from Alexander that ends with] a proper knowledge and practical employment of the true primary movement in each and every act (ibid).
At the outset let me point out that respiratory education or respiratory re-education will not prove successful unless the mind of the pupil is thoroughly imbued with the true principles which apply to atmospheric pressure, the equilibrium of the body, the centre of gravity, and to positions of mechanical advantage where the alternate expansions and contractions of the thorax are concerned. In other words, it is essential to have a proper mental attitude towards respiratory education or re-education, and the specific acts which constitute the exercises embodied in it, together with a proper knowledge and practical employment of the true primary movement in each and every act (Alexander 1996, p.200. Fischer ed. 1995, p.57).
Most people, if asked to take a "deep breath," will proceed to—I use the words spoken by thousands of people I have experimented upon—" suck air into the lungs to expand the chest," whereas of course the proper expansion of the chest, as a primary movement, causes the alae nasi to be dilated and the lungs to be instantly filled with air by atmospheric pressure, without any harmful lowering of the pressure (Alexander 1996, p.200-201; Fischer ed. 1995, p.58).
Then follows due increase in the movements of expansion and contraction of the thorax until such movements are adequate and perfectly controlled. Further, these expansions are primary movements in securing that increase in the capacity of the chest necessary to afford the normal oscillations of atmospheric pressure, without unduly lowering that pressure … (Alexander 1996, p.208; Fischer ed. 1995, p.64).
… a proper mental attitude towards respiration is at once inculcated, so that each and every respiratory act in the practice of the exercises is the direct result of volition, the primary, secondary, and other movements necessary to the proper performance of such act having first been definitely indicated to the pupil (Fischer ed. 1995, p.63; Alexander 1996, p.206).
At the outset let me point out that respiratory education or re-education, will not prove successful unless the mind of the pupil is imbued with the true principles which apply to atmospheric pressure, the equilibrium of the body, the centre of gravity and to positions of mechanical advantage where the alternate expansions and contractions of the thorax is concerned (Brown ed.) 1992, p.31).
Most people, if asked to take a "deep breath," will "suck air into the lungs to expand the chest," whereas, of course, the proper expansion of the chest as a primary movement causes the nostrils to be dilated and the lungs to be instantly filled without any harmful lowering of the pressure in the nasal passages (ibid, p.32). [‘in the nasal passages’ added to the MSI text].
In a future work I hope to deal more fully with the scientific aspect of practical respiratory re-education. At present I simply state the great principle to be antagonistic action, perfect employment of which is the forerunner of that control which ensures the correct use of the muscular system of the thorax in its fullest sense as the primary motive power in the respiratory act, also adequate muscular development, non-interference with the larynx and nasal dilation (Fischer ed. 1995, p.43).
… the student who is taught from the very beginning of his respiratory re-education to convert the air exhaled into whispered tones (consciously employing the true motive power) and the proper vowel or vowels will have learnt what should always be one of the simplest forms of vocal effort … (ibid, p.47).
… in re-education there must first be conscious employment of the mechanism governing the respiratory act and the control of the motive power in vocalization; … (Fischer ed. 1995, p.37).
… voice production from the earliest age with proper control of the respiratory mechanism is one of the best possible things, and any one trained to use correctly the true motive power in voice production could not injure the heart and would be in the same position reared in the colonies, where, from early age, they live mostly in the open air and shout and sing from morn till night (Fischer, ed. 1995, p.37).
The employment of Mr Alexander's method, under medical supervision, has shown that it restores the control over the true thoracic mechanism; … secures the maximum of thoracic mobility ...prevents thoracic rigidity in physical effort … and renders a rigid thorax adequately mobile, … (Fischer, ed. 1995, p.27-28).
Such erroneous ideas [about nasal breathing] are cherished by those who conceive them, simply because there is a sad lack of practical knowledge concerning the all-important subject of nasal breathing and the true motive power in respiration. …
Mr Alexander's method secures that absolute control over the thoracic mechanism which enables the student to secure an adequate air supply through the nostrils in physical effort, in singing, speaking, and during sleep, and also in ordinary conversation, and the founder of the method has proved these facts to the satisfaction of many members of the medical profession of London (Fischer, ed. 1995, p.29).
Many theories have been advanced in explanation of the cause of causes of the prevalence of the lung disease known as consumption, but there can be no doubt whatever that it is due chiefly to the decay in the breathing power of mankind, … . The decay referred to may be described as an almost complete failure of the thoracic mechanism, which causes the motive power in breath-taking to be thrown almost entirely upon the throat muscles; … (Fischer, ed. 1995, p.20).
Such defects [bad habits associated with poor breathing] could not exist if the thoracic mechanism performed the functions ordained by Nature. The motive power for the respiratory act belongs solely to the thorax; and the existence of this natural action ensures that the throat and neck muscles, the larynx and the shoulders remain passive; the breath will pass noiselessly into the lungs, while those passages will be dilated instead of being contracted (Fischer, ed. 1995, p.20).
The primary movement of breathing must be thoracic, that is, the thorax or chest-box must be expanded naturally without drawing in any breath by suction. The thorax must be made as mobile as possible. (Daily Express 1904). (See also Staring, 2018, p.109).(11)
WC: ... People are inclined to suggest that FM got the whole idea of the primary control from Magnus. But in fact, he was well aware of the importance of the relationship between the head, neck and body for many years. ... After all, in MSI, as we've discussed previously, FM talks of the 'primary movement'.
SC: So the term 'primary control' is simply a later version of the 'primary movement'?
WC: Yes, absolutely. … (Carrington/Carey 1992, p. 109).
In The Use of the Self, the term position of mechanical advantage” is replaced by “primary control,” a different concept altogether (Jones 1997, p. 46)
Jones, Frank P. 1997. Freedom to Change. Moritz.
Murray, Alex. 2015. Alexander's Way. Alexander Technique Center, Urbana.
søndag 7. november 2021
Alexanderteknikken handler ikke om hva du gjør, men hvordan du gjør det. Alexanderteknikken handler heller ikke om å gjøre ting riktig. Det finnes endeløst antall «riktige» måter å gjøre noe på. Teknikken går ut på å unngå det som er unødvendig. Du vil da ende opp med den beste måten å gjøre noe på under de rådende omstendigheter.
I timene, og ellers også, lønner det seg å forholde seg til hver bevegelse eller aktivitet som om det er et eksperiment. Et eksperiment vet du aldri helt hvordan kommer til å gå, du er nysgjerrig på resultatet og åpen for hva som kan skje. Et negativt resultat kan være minst like lærerikt som et positivt.
Det er to feil du kan komme til å gjøre når du har timer i Alexanderteknikken. Noen Alexanderteknikk-elever blir veldig opptatt av om en bevegelse gikk «bra» eller «dårlig». Det er jo naturlig å ønske et positivt resultat, men vi må forsøke å ha en vitenskapelig innstilling. Resultatet har verdi enten det er positivt eller negativt så lenge det betyr at du oppdaget noe nytt. (Folk som ikke har peiling på forskning og vitenskap tror et negativ resultat betyr at eksperimentet er mislykket).
Den andre feilen det er lett å gjøre er å bli for opptatt av hva du nettopp gjorde. Hvis det du gjorde var «bra» er det fristende å forsøke å holde på den gode følelsen (noe som er fullstendig bortkastet); og hvis det du gjorde var «dårlig» har noen mennesker lett for å bruke tid og krefter på enten å unnskylde seg selv, eller dømme seg selv, (igjen fullstendig bortkastet). Du behøver bare å slå fast hva du oppdaget, om du oppdaget noe, og så gå videre.
Alexanderteknikk-lærer Tommy Thompson definerer Alexanderteknikkens prinsipp om «inhibition» som «witholding definition», å la være å definere. Det passer veldig fint i denne sammenhengen.
Hvor skal du nå?
Tenk deg at du er ute og kjører bil, eller går eller sykler. Forestill det at du hele tiden tenker over veien du nettopp har tilbakelagt. Du vurderer din egen innsats og valgene du gjorde. En slik bruk av tanke og oppmerksomhet er uhensiktsmessig og ganske slitsomt i lengden. Jeg antar at det er ikke slik du pleier å gjøre når du er ute og kjører, eller sykler eller går. Men det er i praksis det noen gjør i Alexanderteknikk-timene.
I en Alexanderteknikk-time bør du ha samme innstilling som når du er ute i trafikken. Du er mest opptatt av det du møter her og nå. Du er klar over veien du har tilbakelagt. Kanskje du vet at du skulle valgt en annen fil før ei rundkjøring, men du bruker ikke tid på å gruble på det. Det som betyr noe er: hvor er du på vei nå?
Hvis du for eksempel i en time nettopp har reist deg opp fra en stol, er det neste du skal gjøre det du bør være mest opptatt av. Skal du sette deg ned igjen? Skal du ta noen skritt, eller gjøre noe annet, eller bare stå der? Det er intensjonen om handling du må forholde deg til, og som har betydning for hvordan du organiserer deg selv. Det at du nettopp reiste deg fra stolen lærte du kanskje noe av, men det er en avsluttet handling. Er du for opptatt av det du nettopp gjorde, lever du i fortiden og ikke her og nå. Nå skal du gjøre en ny bevegelse. Om du reiste deg opp aldri så harmonisk og elegant og balansert vil det ikke hjelpe stort, for nå må du ta nye valg. Det er det du gjør nå som betyr noe.
fredag 29. oktober 2021
søndag 17. oktober 2021
The Alexander Technisque is like music. If you don’t play it, it can’t be heard … and it as to be put into practice, integrated and remembered over and over again to really enjoy its full potential (Kleinman 2021, s.19).
She decided that when she got up in the mornings, she would continue with her usual activities, but for just five minutes every day she would project her directions without attempting to ‘‘do’’ them. Sometimes she would simply lie in bed and project her directions. Sometimes she would exercise. Sometimes she would put in a load of laundry. The nature of her activity wasn’t important. What was important was that she made a deal with herself that, whatever she did, for at least a short period of time, every day, she would give herself directions ... She figured that ... if she did it in the mornings, her obligation would be satisfied early and she wouldn’t have to feel guilty if she didn’t ‘‘think’’ for the rest of the day.
When she started this experiment, she did have trouble projecting her orders for five whole minutes at a time. She would become distracted or bored or just plain tired of ‘‘thinking’’ in this way. As the days and weeks passed while she continued her practice every morning, however, she noticed that she had developed another problem: she couldn’t stop thinking this way after just five minutes.
As time passed, she noticed she was getting more and more done when she first got up. The quality of her work was improving. And, every time she looked at the clock to see how much of the required five minutes was left, she found that she had already exceeded them – often by large amounts of time. More to the point, she found it harder and harder not to ‘‘think’’ in this way at other times as well. (Weed 2004, s.119).
onsdag 29. september 2021
søndag 19. september 2021
«You are not here to do exercises, or to learn to do something right, but to get able to meet a stimulus that always puts you wrong and to learn to deal with it» (Alexander 2000).
søndag 29. august 2021
- the dangers of chair work