The other “do” Alexander’s work is full of apparent contradictions. It drove me nuts when I started lessons — I was convinced my teacher had told me one thing and then, after I had made some progress, told me something else entirely. One of the most important mental skills to learn in this work is… Continue reading What do you have to do to do?
Author: Simon Gore
Simon teaches Alexander Technique in Bristol, England, and is a course coordinator for the ITM teacher training programme.
The primacy of thinking
A personal note. It has been a while since I published my last post and I would like you to know why. The Alexander world — at least, the part of the Alexander world that I inhabit — has been shaken by the sudden, incomprehensible loss of an extraordinary man. My teacher, my mentor, my… Continue reading The primacy of thinking
Parlour tricks It is said that F M Alexander kept a large, heavy looking suitcase in his teaching room, which he would sometimes use to demonstrate a very important idea. Allegedly, he would ask a student to do him a huge favour by moving this case out of the way. The student would take hold… Continue reading Try Easy
Alexander vs. the ‘mainstream’ – part 3(c) In recent posts, we have been looking more closely at the concept of concentration and the “unusual condition of the body” that almost everyone adopts when they think they’re concentrating. We also looked at some of the reasons why Alexander objected to concentration even if it was done… Continue reading Concentration (true)
Alexander vs. the ‘mainstream’ – part 3(b) I suggested in my last post that Alexander’s writings describe at least three different kinds of activities that go by the name of “concentration” (You can read that post here). So, today we find ourselves in the middle of a trilogy of concentration articles. (Like all good trilogies, I… Continue reading Concentration (actual)
Beware concentration (so-called)
Alexander vs. the ‘mainstream’ – part 3(a) In the last post we saw Alexander’s list of fixed ideas that need to be eradicated before a student can learn his work. One of the items on that list is our subject for today. …fixed ideas in regard to the necessity for concentration, if success is to… Continue reading Beware concentration (so-called)
Devoted to doing
Alexander vs. the mainstream, part 2. Last time, I began exploring the theme of mainstream ideas that stand in the way of the general acceptance of Alexander’s work. It was true for Alexander and it’s still true for us today that we have to fight our corner in the face of persistent, compelling, widely accepted… Continue reading Devoted to doing
Gravity is innocent
Alexander vs. the mainstream, part 1 As I may have mentioned in a previous post, when I explain to someone the nature of the problem that Alexander identified, and the nature of his solution to that problem, it makes complete sense to them. Logical, simple, easily demonstrated to anyone who wants to know. This raises… Continue reading Gravity is innocent
What’s a “primary control” and why should I care?
Alexander’s new toy. In most conventional Alexander Technique schools, you will encounter a concept known as “primary control”. This is a term that Alexander introduced into his teaching in the 1930’s and used extensively in his book The Use of The Self, published in 1932. The phrase also appears in a modified form in The… Continue reading What’s a “primary control” and why should I care?
The solution to a cunningly concealed problem
The little drummer boy I recently had the dubious pleasure of watching an old video of myself at 15 years of age, playing drums. Having played professionally for more than 30 years, I have, of course, seen and heard myself play many times. But I hadn’t seen this ancient piece of footage since it was… Continue reading The solution to a cunningly concealed problem