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AT Congress® Berlin 2022

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All Congress Events

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21st Century Integrative Practice Skills

Portrait Catherine Madden

Cathy Madden
WA, USA

21st Century Integrative Practice Skills

As a University Professor responding to the needs of performing artists over several generations of students, the need for integrated practice of our work has proved invaluable – and I would say, imperative – in creating biopsychosocially whole relationships to our digital devices. The needs that have appeared include: self-image and movement limited and based on imitating the screens: the need for additional training in creating and linking images, the building blocks of imagination; responding to digitally created and/or enhanced anxiety behaviors; and the ability to take charge of the tools we are using rather than to be ruled by them. The need for these practices goes beyond application to the performing arts to all areas of human endeavor. Each of my Continuous Learning sessions will actively approach this topic from different perspectives, including tools, games, and practices for teaching; each session is both self-contained and part of a larger network of ideas. Integration fosters relevance, creativity, everyday kindness to self, and supports each person’s agency in creating the life they want. And always at the foundation of my work is PLAY, the human’s favorite way to learn.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||Anatomy||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander Technique 101 – Debunking the Myths

Portrait-Collage Michael Frederick and Carol Prentice

Michael Frederick and Carol Prentice
Ojai & California, USA

Alexander Technique 101 – Debunking the Myths

A practical opportunity to explore the essence of what the Alexander Technique actually is based on our experience studying with first-generation teachers. Exploring the living tradition of our work that is passed down from Master teacher to Master teacher. When this lineage is broken the essence of this work is lost. Through practical hands-on work in conjunction with in-depth dialogue, we will explore the principles of this work we call the Alexander Technique. To make this Continues Learning session more interactive and meaningful please bring your questions, ideas, your doubts & fears, your feelings and what you most love about this work. We will address hands-on work, table work, teaching in groups and more.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles & Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Applied Alexander Technique in companies and institutions – "the Yes to the Unknown"

Applied Alexander Technique in companies and institutions – "the Yes to the Unknown"

Health promotion in companies and institutions – from shop-floor to management – is becoming more and more trendy and necessary. It is demanded and promoted both by employees and employers. The Alexander Technique in particular offers great opportunities to work with employees on site. The concept Priska Gauger-Schelbert has developed is widespread and has found great approval in many companies and institutions. Since 2001, she has been doing pioneering work in the field of occupational health care and is one of the first AT teachers in Switzerland to introduce the Alexander Technique to the world of business. Well-known Swiss companies such as the Victorinox AG, Siemens AG , Sprüngli AG, Schauspielhaus Zürich, SOB railway Switzerland and many more have been among her customers since then. Priska believes that the world is ready for the AT knowledge and experience. She is also convinced that there are plenty of work opportunities for all AT teachers. In this continuous learning the focus lies on • company contact, evaluation of corporate culture, corporate aims • organisation of mandate , AT teachers responsibilities • interplay between own behaviour (use of the self) and external conditions (ergonomics) at the workplace • balance-time® The participants will consider and explore ways of how to teach the Alexander Technique in any working environment. Priska Gauger-Schelbert is more than happy to share her long-standing experience of AT in business with you. www.balance-time.ch

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Business / Marketing

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

ATSuccess – 12 Point Plan

Jeremy Chance
Tokyo, Japan

ATSuccess – 12 Point Plan

A Checklist of 12 Steps to Accomplish a Busy Practice Benefit: Clearer purpose and action in finding new students. Use these 12 Steps as a checklist for your current practice – or to start a new one! Jeremy’s 12-Step plan has been studied and used by hundreds of teachers and trainees – some of the most commercially successful teachers in the last 10 years have been influenced by Jeremy’s coaching. The ATSuccess plan is divided into 3 parts: A – Choosing Your Practice – who are the people you want to teach? B – Building Your Practice – how can you gather those students? C – Stabilizing Your Practice – how can you maintain those students? Each of the 3 parts involves a checklist of four steps – the 1st step is about cultivating the energy and motivation you need to accomplish the other 3 practical steps. Lots of background reading is available in Jeremy’s blog at www.atsuccess.com/blog • Use the search box to find your areas of interest. The way I develop my session plan for the Congress is by writing about these ideas in my Daily (well, not EVERY day). Read more about that and find the link to join here: https://atsuccess.com/what-teachers-are-saying-about-jeremys-daily-email.html

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Attention, agency and tone

Attention, agency and tone

Practising self noticing without judgement, direction and choice with an open mind, and variations of tone for ease and creativity. The sessions will include quiet, subtle and conceptual work and playful explorations of our capacities for movement. We will consciously cooperate with our design, practise presence and enjoy the experiential learning fundamental to Alexander work.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Anatomy

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Back to Basics – Classical Carrington Procedures

Back to Basics – Classical Carrington Procedures

The training course comes to Congress! Our workshops offer the chance to experience or revisit the tried and tested classical hands-on skills and procedures that Walter Carrington developed from his close association with FM Alexander and are taught at the Constructive Teaching Centre. The teaching team will be led by CTC’s Director of Training, Alan Philps, who qualified with Walter and Dilys Carrington in 1985, and has taught on the training course ever since. During each workshop, Alan will demonstrate a sequence of procedures/games including ‘hands on the back of the chair’, ‘whispered ah’ and use of the arms and legs. After which, all participants will have the opportunity to go through the procedure individually, with hands-on guidance from a member of our experienced teaching team. This is an entirely hands-on workshop so numbers will be limited, although it may be possible to attend as an observer. The teacher-to-participant ratio will be high, as is our tradition at CTC.      

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||AT Games

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Balancing your space

Portrait Wolfgang Weiser

Wolfgang Weiser
Gotland, Sweden

Balancing your space

Balancing has a central space in this CL session. The CL session will provide you with new ideas and experience about coordination, communication and cooperation. We will also highlight the situation of you being at centre-stage to increase skill and confidence. .

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Practical Teaching Skills||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Chyna Whyne's How-to Sessions

Chyna Whyne portrait

Chyna Whyne
Jamaica

Chyna Whyne's How-to Sessions

— How-to session details coming soon —

How-to
Tuesday through Saturday
9-11h / 15-17h / 9-11h
15-17h / 9-11h

Room not yet assigned

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

Circularity in Motion

Portrait Caren Bayer

Caren Bayer
NY, USA

Circularity in Motion

In this Continuous Learning session we will explore how to add volume to our movements with an emphasis on the dynamic circularity shared by the Alexander Technique and Tai Chi. Teachers will learn to rotate around a stable axis, while maintaining the precise directions of the primary control. We will address the questions of how “hands- on” activates our own alignment, strengthens the relationship of our backs to and from the ground, and in turn, transfers this three- dimensional coordination to our students.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Co-regulation & Self-regulation: The Alexander Relationship

Anthony Kingsley

Anthony Kingsley
United Kingdom

Co-regulation & Self-regulation: The Alexander Relationship

The 120 year old Alexander Technique has a love affair with modern neuroscience research. Will they have children? What do their offsprings look like? Come and revisit the Primary Control, Directions, Inhibition, Conscious Control, Habits and Choice and much more in the light of these new discoveries. Hands -on work will be grounded and informed by recent advances in neuroscience which will clarify rather than deviate form core Alexander Principles.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Crafting the Container: The Art of Group Teaching & Crafting Alexander Experiences

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

Crafting the Container: The Art of Group Teaching & Crafting Alexander Experiences

Crafting the Container: The Art of Group Teaching & Crafting Alexander Experiences “Teaching is the intentional act of creating a container where learning can happen.” – Parker J. Palmer, The Courage to Teach Group Teaching is an art form. It is not the same as teaching an individual lesson that is witnessed by a group. Rather, it is multi-dimensional teaching – tracking not only each student, but the group itself, as a dynamic, conscious body. Teachers will learn basic skills needed for creating highly dynamic and experiential group teaching; specific group activities and games which offer participants a direct experience the Principles of the Work; and guidelines for designing your own group teaching material. You will learn how to use ‘student-friendly’ language and metaphors without jargon or lengthy and often confusing explanations; as well as how to present the Work in a way that directly addresses the interests and needs of different communities – allowing students to experience how the Work can support them in their lives. Skillful Group Teaching is an excellent way to expand the visibility of the Work to many different people, as well as a reliable and effective way to build your own practice.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
9-11h & 15-17h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||Anatomy

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Dart Procedures For You And Your Teaching

Portrait Robin Simmons

Robin John Simmons
Wallis, Switzerland

Dart Procedures For You And Your Teaching

The Dart Procedures offer a continuing inspiration and insight into the value and the workings of the Alexander Technique. Because you begin and spend much exploratory time on the ground in Dartwork you are in a safe environment where the initiation and sensory examination of all actions can be performed without fear or hindrance. When exploring Dartwork we are freed from habitual behavior because the context is novel yet related to our deep past history. We have the chance to give ourselves time to genuinely examine our personal habitual ways of reacting (responding) to any demand to move either from inner promptings or from outside stimuli. In this Continuous Learning session, we will see how working with the Dart Procedures can not only assist our Alexander teaching but more significantly it can help us to more deeply understand ourselves by revealing habits of response that are often hidden from us. Please bring a book to put under your head and have socks on (not bare feet).

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Hands-on Communication

Hands-on Communication

I like to consider the teaching of the Alexander Technique as a form of dialogue between two people in which various aspects are intertwined: what we see, what we hear, what we think, what we say, what we do, what we feel. When we come into physical contact with our student there is an exchange of particular information. What do our hands feel? What do they say about us? We will explore the meaning of these questions in relation to the use of ourselves and our student, to give space and time to what we cannot see and hear, to what we have not yet thought, said, done or felt.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How to promote and teach the Alexander Technique to the dental profession

Aniko Ball portrait

Dr. Anikó Ball
Victoria, Australia

How to promote and teach the Alexander Technique to the dental profession

The Alexander Technique is well known in the performing arts but almost unknown in medicine and dentistry. The transformative impact of the Alexander Technique is desperately needed by health professionals, especially dentists and surgeons, however a special translation of the Alexander Technique is required for effectiveness, both in promotion and teaching. The Alexander Technique needs to be presented in a different style and language than the way it is traditionally taught, to match the learning style of health professionals. Scientifically trained people require research evidence and clear factual explanations, otherwise they tune out. Learning how to present and teach the Alexander Technique as evidence based and cause oriented, will open the dental as well as other health fields to Alexander teachers. This workshop will lay the foundation for Alexander teachers who are interested in taking the Alexander Technique to the dental profession. This approach will be applicable to other health professionals. Anikó will discuss the methodology she used to translate the Alexander Technique into a language and learning style that is enabling the dental profession in Australia to hear the message and embrace the teaching. The workshop will be delivered in an interactive discussion and slide presentation style.

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing||Science

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Identifying and letting go of 'Alexander Habits'

Identifying and letting go of 'Alexander Habits'

When learning the Alexander Technique it is easy to fall into the trap of adopting a set of new habits which can lead to lack of movement, rigidness and lack of spontaneity. At the 2nd Congress in Brighton one of the university caretaker was overheard commenting of the Alexander teachers: ‘I don’t know what these people do, but all I know is they all have something wrong with their necks.’ Alexander himself also said in 1946 ‘we have to stop telling people to free their necks because it leads to another form of doing’ During this Continuous Learning session we will see if we can bring more spontaneity and creativity back into the work without losing the essence. The only requirements are an open mind, a sense of humour and a willingness to let go of any preconceived ideas!

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Identifying what a Teacher needs to be able to do

Portrait Jamie McDowell

Jamie McDowell
Cumbria, United Kingdom

Identifying what a Teacher needs to be able to do

I will describe a systematic and coherent approach to teaching our students and pupils. This involves clarifying what a lesson in Alexander Technique is for and suggesting how this can be delivered in a systematic and coherent way. I will propose and identify the basic knowledge and skills which a teacher needs to acquire in order to give an effective, interesting and useful lesson. And what additional knowledge and skills are desirable. There will be opportunities to practice, discuss and explore.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Keeping it simple

Portrait Gal Ben-Or

Gal Ben-Or
Mate-Ehuda, Israel

Keeping it simple

Alexander found a few fundamental principles governing the whole range of human psycho-physical activity. He then developed a technique in order to teach other people what he found. The ‘Alexander technique’ englobes the principles as well as the techniques to teach them and apply them to everyday life activities. Alexander left us indications, showing us how we can continue the work. This includes the necessary means and procedures to create a practical understanding of the process as a whole. In the workshop we will explore and reexamine some of the basic principles and procedures, step by step, as well as the teaching methods required in order to transmit them in a reliable and truthful way. We will deal in a practical way with subjects such as: ‘Giving directions’- What are directions? Why is it necessary to give directions? How to give directions? ‘A position of mechanical advantage’- What is the advantage? How to use this in teaching the technique and in everyday life activities? The reciprocal relations between ‘giving directions’ and ‘a position of mechanical advantage’. ‘Conception’ as a major influence on the way we use ourselves and our difficulties to see this in ourselves. The connections between ‘sensory appreciation’ and ‘conception’ and how ‘faulty sensory appreciation’ leads to ‘misconception’. ‘Thinking in activity’- what does this mean? How is it possible? And more.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles & Procedures

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Lying down, Sitting down, moving forward and up…

Portrait Ulli Pawlas

Ulli Pawlas
Germany

Lying down, Sitting down, moving forward and up…

Continuous Learning with Ulli Pawlas, Alexander-Technik-Schule Hamburg Lying down, Sitting down, moving forward and up… F.M. said:…..’it is what you have been doing in preparation that counts when it comes to making movements’ In these sessions we will explore the support we are able to sense and to use consciously:The support from the floor,from the chair and the support within our own system, which prepares us for movement in space and with each other.We will experiment with inhibition and direction in procedures which include the support for the hands and feet extending to the whole system. Through this new kind of preparation we will explore the organizational influences that will improve our ‘hands on ‘quality.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Peter Grunwald's How-to Sessions

Peter Grunwald portrait

Peter Grunwald
New Zealand

Peter Grunwald's How-to Sessions

— How-to session details coming soon —

How-to
Tuesday through Saturday
9-11h / 15-17h / 9-11h
15-17h / 9-11h

Room not yet assigned

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

Poise, intention and stillness in movement

Poise, intention and stillness in movement

A practical workshop using hands-on, playful procedures and movement games which we, Paul & Tessa, have developed from out of our own research inspired by the Carrington teaching and 26 years of running our training course. From our lifetime experience in the arts & education our aim is to work with simplicity, playfulness and fun; exploring poise, intention, stillness and flow in hands-on exchange and simple movement ‘games’ in space with partners and as a group enriching our liveliness and spacial awareness when teaching.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Rosa Luisa Rossi
Switzerland

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work

Secrets of Successful Project Planning Revealed! How to catch people’s attention and promote your work In this experimental workshop, you will learn how to develop professional projects that appeal to a wide range of clients: groups in your community, people in businesses, in the performing arts as well as people with health management issues. If you are working on a project, you will be able to present your project to a group of experienced colleagues, receive their feedback and increase the professionality of your project.  If you are not, you will be inspired to create projects of your own. Anyone who wishes to present a project or idea can write their project title on a piece of paper and put it into the bowl as you enter the workshop. The instructor will pick three projects and use them as examples during the workshop. The workshop and its three parts: Part one: – Understanding the needs of the group or business you wish to work with; – finding out more about your talents and what you need to develop Part two: –    Participants will be organized in working groups –    One after the other, the three projects will be briefly presented by the participants who are working on them –    Participants will have an opportunity to discuss the project in small groups, and then bring one idea or suggestion back to the larger group. Part three: –    During parts one and two we will gather principles and guidelines for how to begin, continue and end a successful project This HOW TO Presentation is designed to work in tandem with Priska Gauger ‘s Continuous Learning presentation. While each offering stands alone, participating in both of them would enrich and enhance your ability to create your own presentations.

How-to
Tuesday through Saturday
9-11h / 15-17h / 9-11h
15-17h / 9-11h

Room not yet assigned

CATEGORIES
Business / Marketing

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Sensing, Supporting, Connecting and Expressing

Portrait Nadia Kevan

Nadia Alexandra Kevan
NRW, Germany

Sensing, Supporting, Connecting and Expressing

In these 4 Continuous Learning Sessions I will introduce my teaching of the ‘Psycho-Physical Supporting System and Dynamic Breathing’ which I have been developing since 1988 first with Dr. Chris Stevens and later with Ron Murdock, fully incorporating my personal skills in emotional, mental and sensory perception and the necessity of connecting compassionately with our self, with each other and with the world we live in. We will look briefly at some physiological and psychological realities to enhance our experience of how Support both from outside and inside our body, both physical and psychical, can contribute enormously to our understanding and experience of Inhibition and Direction, while fully honoring the traditional and central aspects of F.M.’s legacy. The course will also provide some concrete tools which enable our breathing to open up and integrate two fundamental human needs: to empower and to express our ‘consciously felt self’. There will be space and time for questions and answers. Please bring a blanket/mat and books for under your head.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Practical Teaching Skills||Anatomy

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Teaching the Alexander technique through yoga

Portraint David Moore

David Moore
Victoria, Australia

Teaching the Alexander technique through yoga

As Alexander teachers we have refined observation skills.. We can use our hands to guide our students out of habitual harmful movement patterns and towards more overall coordination. We can explain the principles of primary control to allow our students to work with their whole body rather than parts. We can teach direction and inhibition. And we can make our students aware of their tendency to end-gaining. In this session we will develop and refine these skills in the context of teaching yoga – or in helping our students who may come with exercises which they are already doing. We will cover very basic movements and yoga poses, by firstly doing some of them ourselves and secondly by observing, assessing and using our hands to guide each other through some poses. The session is primarily practical with space to explore any questions which participants may come with.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR

The Art of Running

Portrait Malcolm Balk

Malcolm Balk
Québec, Canada

The Art of Running

The Art of Running CLS will help participants develop a practical understanding of walking and running using themselves as both scientist and experimentee. Although walking and running can be considered ‘natural’ movements, both can also be thought of as skills which can be improved and developed. Using video analysis and cutting edge info on joint mechanics, this promises to be a life- changing experience for all participants.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Sports||Anatomy||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

The Challenge of Maintaining Direction while teaching

Portrait Avi Granit

Avi Granit
Israel

The Challenge of Maintaining Direction while teaching

Developing and maintaining clear direction is an essential skill of the teacher. We need clear direction in ourselves in order to maintain it in our pupils while working in different positions and moving them in space. This is a practical, skill-based workshop in which Avi will give detailed explanation and demonstrations and the group will practice the skills individually and in pairs

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles & Procedures||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

The Grey Zone

Portrait John Nicholls

John Nicholls
Isle of Man, United Kingdom

The Grey Zone

We talk glibly about ‘doing’ and ‘non-doing’ or ‘thinking’ and ‘doing’ in Alexander work as if there could be no doubt about the distinction between these terms. But in reality there is in some situations a ‘grey zone’ in which the distinction is not so clear and these in-between areas are a rich source of fruitful Alexander investigation. That’s what we will be looking at in these classes with a view to becoming clearer in understanding our own use and helping our students improve theirs. This will lead us into the territory vividly described by Goddard Binkley in his diary of lessons and training with FM Alexander in the early 1950s: The Expanding Self, a ‘must read’ for all Alexander teachers. Goddard wrote: “Lest we get the wrong idea, it is not doing in itself that is wrong, needless to say. The idea is not to become a passive, inert lump of humanity. On the contrary, the idea is to become an active, free, poised, live human being. It is a question, in other words, of transforming doing-which-interferes with the working integrity of the self into doing-in-accordance with the working integrity of the self.” We will endeavour, in a practical way, to find out just what “the working integrity of the self” means.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||AT Games

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The use of Inhibition to create spontaneity: From stillness to moving

The use of Inhibition to create spontaneity: From stillness to moving

In these CL working sessions I invite you to experiment with the question “What does happen before action?” We work first on our own use and then help each other with the hands on work. We use inhibition and direction for creating space within to play with walking, stopping and everyday movements. By moving in the space, we also play with the awareness in relation to others. If you have experience in contemporary dance, you can take the moving also further in complexity, but you do not need previous experience in dance to attend.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Touch: Learning and Teaching

Portrait Sarah Barker

Sarah Barker
SC, USA

Touch: Learning and Teaching

The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.— Khalil Gibran What happens inside us when we touch one another? There is a world of experiences within us that we can know about, that we can heighten and focus so that our tactile communication can create the change, the enlightenment, the illumination, the insights that we seek. When we say, “That touches me deeply” we are talking about a multi-dimensional world of thought, emotion, self-image and self-knowing. Do we intend to touch all of those things when we teach or when we are taught the Alexander Technique? Can we learn to touch in more multi-dimensional ways? When we are experiencing as a student, opening ourselves to new experiences, how can we be more receptive and at the same time active in receiving touch? Sarah Barker’s teaching is based on the learning philosophy that the teacher leads the student to know themselves more deeply. With that in mind these sessions explore the world of touch with commitment to the student’s independence and a faith in the student’s own curiosity about knowing themselves. The time will be filled with movement explorations and discoveries rather than prescriptions and explanations of the “best” ways to teach through touch. You are invited to bring what you know and then to expand that knowing with fun and play and gentle inquiry with your colleagues and fellow explorers. Day One opens our curiosity with guided explorations in how we connect to the world and ourselves through touch. Sarah will draw on the extensive body of exercises developed in her forty-five years of training actors, alexander technique teachers and students and movers. We will explore listening to the self, responding to a partner and moving with the group in sensitizing our touch for exploring objects, movement games and communication with others. Day Two will focus our discoveries on the use of touch to communicate our own physical knowledge and to support and enhance the knowledge of those we teach. We will also look at what it is to be receptive and active in the role of student, a role that all Alexander Technique teachers understand is an important part of their teaching experience.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Touching Presence

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

Touching Presence

We each have a personal narrative, which is our attachment to the story we ascribe to ourselves and to others, and it is completely enmeshed in who we are and how we live. At night we sleep with our story and we awaken in the morning to our story; to the story of our life which on some level begins at conception.  For then our journey begins, our identity awaits us, our story begins. We don’t go to sleep or wake up and live through our day with our ‘use’ alone. If one does yoga first thing in the morning, one does so in a way that conforms to one’s personal narrative. And one’s ‘use’ reflects their attachment to their narrative. I submit It is the attachment to personal narrative that we are fundamentally changing when we change our ‘use’. Otherwise, we are just getting better at being the person we’ve been. And there is certainly value in this. The dancer moves more freely; however, the thief might possibly become a better thief. Therefore, and perhaps additionally if we really want to explore the mystery of ourselves, and encounter who we might actually be capable of being, we need to shift the personal narrative of who we feel we need to be at a given moment, and within the context of that moment, withhold definition. We can imagine a ‘train of change’, blowing it’s whistle as your signal to get on board. The train stops at every station but only for a moment. If you tightly hold onto a fixed way of being, thinking, feeling, or perceiving, then as the train approaches one can refuse to get on board. You can watch the train go by, or you can get on the train. The train goes on without you. The ongoing present moves without you. Remember, the moment is a movement. And the “present” is your choice to belong to that moment and to go where the road takes you.  And all change takes place in the ongoing present:  in the space between things, between stimulus and response. You were given a ticket to ride at the moment of birth. You can remain defined by attachment to your story as you wish to be and stand alone on the platform or step on board the ‘train of change’. In this workshop, as teachers and trainees, we will explore the value of viewing Alexander’s concept of ‘Use’ as a reflection of one’s attachment to their personal narrative, then how in doing so we might provide a more meaningful means for lasting change for our students. I welcome all of you who might attend.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||AT Games||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

What is ‘unity’? What did FM mean by a ‘co-ordinated, indivisible whole’?

Peter Nobes

Peter Nobes
United Kingdom

What is ‘unity’? What did FM mean by a ‘co-ordinated, indivisible whole’?

For FM, ‘good Use’ seems to have been psycho-physical unity. In the first paragraph of Use of the Self he writes that the work is about mind body unity, and that his previous two books have been about unity. He says that Evolution of a Technique is the train of events that led him to discover, not the head, neck, back relationship, but that mind and body are one. Elsewhere he talks about unity of mind body and spirit. We post pictures on our websites of small children, with their ‘co-ordinated, indivisible whole’ to illustrate the beautiful physical functioning that we can start to ‘recover’ through the work. But if the work is about unity of mind, body and spirit, it should also help us recover all the mental and spiritual things those small children have: humour; creativity; curiosity about the world around them; openness to learning; embodied emotions – emotions that they move on from very quickly; a built-in ability, and a built-in desire, to seek out things that make them happy; dancing like no one is watching and singing like no one is listening; unconditional love. In this class we’ll see if we can find out what true unity is, and how it affects the mental and spiritual aspects of ourselves as much as the physical. And we’ll experiment with means-whereby to bring about unity for ourselves and to teach it to our clients.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Wholeness and Hands On Teaching Skills

Portrait Robert Britton

Robert Britton
CA, USA

Wholeness and Hands On Teaching Skills

In this workshop we will be exploring how the teacher demonstrates the quality of use they wish the student to learn. Because vertebrates work as whole systems, when any muscle goes into action, all other muscles coordinate with and support that movement. We will use these concepts to illuminate how our hands on teaching is an extension of our whole quality of being, and experience how we can effectively communicate an improved standard of use to our students.

Continuous Learning
Tue 23 & Wed 24 (Session 1)
Fri 26 & Sat 27 (Session 2)

9-11h & 15-17h (Session 1)
15-17h & 9-11h (Session 2)

Room not yet assigned

CATEGORIES
Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Why don’t dogs think “let my neck be free”?

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Why don’t dogs think “let my neck be free”?

An exploration of how we are evolved to use primary control without conscious thinking. Dogs apparently stay in balance without conscious thought, but how do we do that?  Deliberate directions such as “let my neck be free” are very useful, but we can’t think in this way all the time, and we don’t need to. We have natural mechanisms in our bodies that organise our head /neck /back relationship for us. These include the “precision engineering” of our functional anatomy, and also the coordination of our vision, sense of taste and smell and other senses with our musculoskeletal system. We will explore all of these, including an exploration of how the newborn child experiences its world. For teachers, understanding these mechanisms means we can direct another person to find their free neck and primary control, both in person and online. Doubters welcome! Come prepared to let go of your assumptions and move into the unknown.  

How-to
Tuesday, 23 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Hypermobility and the Alexander Technique

A portrait of Dr. Philip Bull

Dr. Philip Bull
United Kingdom

Hypermobility and the Alexander Technique

Hypermobility is a term that neither FM nor the first generation teachers would have known. It is only in this century that Ehlers-Danlos Syndromes and Hypermobility Spectrum Disorders (EDS/HSD) have become better understood and recognized in the medical field as genetic conditions for which there is no cure. Many people living with these conditions spend their entire lives managing their symptoms and are increasingly seeking AT for relief. We can potentially make a big difference in their experience by providing strategies for better postural support, calming the nervous system, and improving proprioception and balance, all contributing to their quality of life. The AT can be of immense help to this community but unfortunately, we have heard stories from those with EDS/HSD who have had negative experiences with AT practitioners who were unaware how hypermobility can affect a person and so made no allowances for it. These teachers inadvertently over-released the hypermobile students’ already lax joints and left them with a loss of both tone and internal integrated support. They felt disconnected and their painful symptoms worsened. Dr. Bull speaks for 50 minutes outlining how hypermobility may affect not only a person’s joints but also their internal organs, their proprioceptive sensitivity and their nervous system. The lecture will be followed by a Q&A, a 45 minutes lunch break, and a 45-minute panel discussion with Carol Boggs, Ann Rodiger, Julie Barber, and David Moore from 13.30-14.15h (1.30-2.15pm). Keynote Session Details Biographies Dr Bull and panelists Carol Boggs, Ann Rodiger, Julie Barber, David Moore Dr. Philip Bull: Joint Hypermobility Syndrome – an Introduction Ann Rodiger: AT and EDS Julie Barber: Hypermobility – First Do No Harm Andy Smith: An Investigation into Hypermobility

Keynote Presentation
Tuesday, 23 August 2022
11:30 h - 12:45 h
Main Auditorium

CATEGORIES
Connections to other Modalities/Techniques

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander Technique & Authentic Movement

Korina Biggs

Korina Biggs
East Sussex, United Kingdom

Alexander Technique & Authentic Movement

The Alexander Technique & Authentic Movement How can these practices enrich and add possibilities to each other? In this workshop we shall use the practice and form of Authentic Movement to focus on themes of non-doing, movement arising, and our modes and habits of perception. Mary Starks Whitehouse who founded the term ‘authentic movement’ describes the process in which the person moving is ‘being moved’ as opposed to creating movement. Participants will take equal time in being both mover and witness and explore how dropping deeply into the practice of inhibition may foster our capacity to stay with not knowing what movement and experiences may emerge. We will explore what arises in us whilst witnessing another move and practice speaking from our own experience. The invitation is to relate our discoveries to our Alexander practice. Everyone welcome, no need for previous experience.

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Communication/Verbal Skills||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Decolonize Thinking – Anti-Racism and its importance for diversity

Susanne Spahn

Susanne Spahn
Germany

Decolonize Thinking – Anti-Racism and its importance for diversity

How does the long history of colonialism affect our way of thinking, reacting and teaching the Alexander Technique? Explore why Anti-Racism is important for building a diverse Alexander Technique community. The first part of this workshop consists of an introduction into the history of colonialism and its context to racism. We learn more about terms like structural racism, othering and cultural approbation and we discuss how they can influence a person’s use of the self. In a calm and friendly environment, participants are encouraged to take a closer look at perspectives from BIPOC (Black Indigenous People Of Color) and to gain a deeper understanding for the destructive effects of colonialism and racism. In the second part of this workshop, participants will experience this topic within a group activity. Participants please bring a pen and paper.

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
Everyday Activities||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Ease on Skis: try it out indoors without snow or ski equipment

Erik Bendix
North Carolina, USA

Ease on Skis: try it out indoors without snow or ski equipment

Indoor movement explorations have become an essential part of Ease on Skis, our application of the Alexander Technique to alpine skiing. We use these indoor explorations every day at our winter workshops to familiarize students with the movements they will need the next day out on the ski slopes. By learning the movements in safety indoors, students at winter workshops have a more secure base from which to inhibit their reactions to sliding downhill once they get outside. At a summer workshop, students trying these explorations can get a taste of what skiing with dynamic ease feels like. Expect plenty of hands-on guidance of movement, leaning this way and that as we stand or walk, even some rolling on the floor. Bring your mask! Let’s stay safe so we can really enjoy this. It is such fun.

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
Everyday Activities||Sports||Practical Teaching Skills||AT Games

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Listening Council

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

Listening Council

This is an invitation to gather and listen to each other.  Being together in Berlin offers us an opportunity to share our hopes, dreams, fears, and fantasies about the current qualities of our community, as well as any directions we would like to see in the future. We will use a process called Council. Council is a non-hierarchical, confidential form for speaking and listening from the heart, created and evolved by indigenous cultures worldwide, and shared as a wisdom tradition for all people. Council practice elicits the co-creation of community, recognizing that each voice needs to be heard, and that every person has a gift, a story to share, and a piece of the whole. Rather than having a discussion, Council Circles offer a place for offering and receiving; a container where each story is heard and held, allowing the deeper wisdom of the group to be revealed. Everyone is welcome, and you always have the choice to share, to pass, and/or to witness. Let’s listen to each other.  

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Posture, Rhythm and Resonance: Kinesthetic Energy Patterns and the Alexander Technique

Posture, Rhythm and Resonance: Kinesthetic Energy Patterns and the Alexander Technique

In the 1930s kinesiologist Josephine Rathbone discovered four basic ways people move and hold residual tension in their bodies. These four rhythmic patterns flow throughout the nervous system and show up in the way we move, think, learn, relate to one another, and behave in our environment. Understanding the characteristics and nature of kinesthetic energy patterns will not only enhance our ability to “read” and “resonate” with our students; this knowledge can augment our pedagogical acumen and shed light on the way our own primary energy patterns impact the way we teach and use our selves. In this workshop we will explore both the scientific and practical aspects of kinesthetic energy patterns in a multi-faceted format that includes lecture, demonstration, discussion and practical application. Particular attention will be given to understanding and identifying the four patterns and considering ways to incorporate this knowledge when teaching inhibition, end-gaining and direction.

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Connections to other Modalities/Techniques||Science

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Teaching the Young Actor: Creating a Safe Container

Harry Hobbs

Harry Hobbs
Massachusetts, USA

Teaching the Young Actor: Creating a Safe Container

In this workshop we will explore the current challenges the young actor faces and how creating a “safe container” can help dissolve barriers to authentic self-expression. We will explore: What is a safe container? How do you create and sustain it? What results from it? By identifying the characteristics of a safe container, this workshop will show you how to create the conditions that bring out young actors’ best work. We will also explore the barriers young actors face, like anxiety and overwhelm, and the ways in which you can make the Alexander Technique more accessible, through your words and your touch, in order to help dissolve these barriers. Some of the barriers we will cover include: self-criticism and sensitivity to criticism from others need for affirmation existential crises Learn how you can support young actors in accessing their rich emotional life and responsive physicality so they can more deeply embody who they are and the role they are playing.  This workshop is for anyone who: Teaches in a university setting Works with young actors in training programs  Is interested in how acting and the Alexander Technique meet  While applicable to actors, this workshop may also be useful for directors of Alexander Technique training courses who want tools to support trainees of younger populations.  I look forward to sharing this workshop with you!

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Dilemma of Feeling Music Without Feeling Tension

Heather Campbell

Heather Campbell
Ontario, Canada

The Dilemma of Feeling Music Without Feeling Tension

Musicians seek Alexander Technique lessons when they have discomfort or injury rather than for artistic reasons. They may not recognize that their artistry and emotional response to music can contribute to technique problems and pain, preventing them from reaching their full musical potential. Pianists often connect to music by feeling the tension in their neck, shoulders, arms, and lower back. Their listening skills can be compromised as they impose a degree of tension that feels necessary for control of the instrument. For example, pianists can shorten their stature and pull their heads into their necks as the music lowers in register or volume and tighten their mid-backs and lift their chests as music passages ascend or increase in volume. In moments of musical intimacy, shallow breathing, fixed eyes, and held facial, neck, and shoulder muscles can occur. Pianists assume – usually unconsciously – that they can only “feel” the music by feeling the tension in their bodies. After a series of Alexander Technique lessons, pianists can learn to inhibit their misuse and regain balance, but sometimes this occurs at the psychological cost of feeling robbed of their emotional connection to the music. To explore this dilemma, workshop participants will have an opportunity to bring their music (memorization is unnecessary), play the piano, and work collaboratively with Heather to discover what specific habits they may have that result from their emotional response to the music and not necessarily from technical challenges. One way of experimenting with this concept is to have a pianist play difficult and easy passages to observe which patterns of misuse are apparent under both circumstances. Heather will explore new ways for each pianist to stay connected to the music without misuse. Heather will encourage participants to sense the critical relationship between the flow of AT directions within them and the flow of music they are creating as a means to emotionally connect to the music. Some participants may experience a new form of active listening as they understand that their responsiveness to music can remain intact through means other than physical tension. When achieving a degree of balance and flow, musicians may report an experience of “watching themselves play” or feeling that the music is playing “through them” or “playing itself.”

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Face of Decision

Richard Casebow

Richard Casebow
United Kingdom

The Face of Decision

When we encounter an obstacle to our plans, we contract our corrugator muscles, shorten in front, in a pattern that Alain Berthoz has called the face of decision. This workshop will play with becoming aware of this face and its implications for the re-thinking that then follows. Participants will be invited to use Alexander’s technique to inhibit the face of decision in exploring conceiving a new way of how to proceed. In exploring inhibition this way, we will look at the implications of different types of obstacles and the difference between working at behavioural, strategic, role governing and ontological levels according to the invalidation experienced. We will also touch upon how the face of decision can be habitually used in evaluating and rejecting new experiences within the context of an Alexander lesson.

Workshop-Medium
Tuesday, 23 August 2022
14:30 h - 15:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Inner Quiet: Decanting the Overwhelm in Trauma

Bob Lada

Bob Lada
Massachusetts, USA

Inner Quiet: Decanting the Overwhelm in Trauma

Trauma can result when a person doesn’t have the time or space to process an overwhelming experience.  Loss of power is an essential injury in trauma. The most basic locus of empowerment is over one’s self, and one’s actions. As an Alexander teacher, you will encounter students who have experienced trauma, whether they realize it or not. This workshop will share our understanding of trauma and explore how AT can empower students to respond to and reduce the effects of trauma.  Like all AT, our workshop is not a substitute for therapeutic care, rather what AT teachers might need to know about working with the likely presence of trauma in our students.   We will explore how AT teachers offer tools that students can use to reduce the effects of trauma and will offer our perspectives on how not to re-traumitize your students while working with them.  We will offer insights on how teachers can be a supportive presence as compassionate guides, on breath, on orientation in space and time, on accessing internal and external resources for support, and on how learning AT in a group can reduce isolation by sharing a supportive learning community. This will be an experiential workshop with plenty of interaction and particularly useful for teachers who will be working with displaced persons.

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander Technique for Musicians 1

Michael Clausnizer portrait

Michael Clausnizer
Baden-Württemberg, Germany

Alexander Technique for Musicians 1

20 years of experience with all types of instruments and singing For everyone who wants to get to know the Alexander Technique on the instrument/singing. First, I work on preparatory postures and movements for each instrument and singing. Then, on this basis, the instrument/singing is used to try out how making music in balance is possible. It is usually about simple sequences of notes, more rarely about elaborate works. Active and passive participation, maximum 8 active participants. Please bring an instrument with you ! http://www.michael-clausnizer.de http://www.musikschule-filderstadt.de/filum/lehrkraefte/michael-clausnizer/            

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Authentic Portraits with Ralf Hiemisch

Ralf Hiemisch portrait

Ralf Hiemisch
Germany

Authentic Portraits with Ralf Hiemisch

In this workshop one will learn to be natural and centered in front of the camera. In simple, straightforward steps, Ralf will show us ways to ground yourself and flow forward and upward from there. Discover how presence emerges from this flow and how you can connect through the camera with the person viewing your portrait. The viewer will feel invited to look at you. communication arises. In this workshop Ralf will show portraits of people before and after a portrait session. Ralf will photograph portraits during the workshop while explaining how to do it. What you learn you can implemented immediately. We will do simple activities together to get in touch with each other, photographing each other with professional cameras or smartphones and exchanging ideas. You can use the knowledge you learn in this workshop to photograph your own portraits for your website and your social media accounts. Or maybe you’re an art lover and you’re all about the art of portrait photography itself. Ralf is looking forward to meeting you. The workshop will be held in English 💫 PLEASE BRING Smartphone or professional camera SUITABLE FOR * Alexander Technique teachers who wish to have portraits for their website, social media and so on. * Camera shy Alexander Technique teachers. * Photographers and people who are passionate about photography and art. For those who after reading this think Ralf can’t write nice lyrics … this is an automatic translation made by this website. Powered by Google.

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
Everyday Activities||Communication/Verbal Skills||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

For the Love of Games

Portrait Rossella Buono

Rossella Buono
Kent, United Kingdom

For the Love of Games

Games, activities, little “to do” – they all add up to create a repertoire to use when teaching, when explaining what we do during a dinner party, to wake up the audience etc. My friend Anne and I had a collection of those – it turned into a book. This large workshop, based on the book “For the Love of Games”, is going to be like a marathon. Bring a bottle of water, a snack and your inner child. Very simple structure – we’ll do an activity, discuss in pairs, move to the next one. We’ll alternate more active games with more restful/recharging activities. We’ll also look at some new activities developed in the last 4 years. We’ll finish with a well deserved guided semi-supine. We also tried on Zoom, it was fun. rossellabuono.com

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Games

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Hearing Neuroscience While Getting Turns

Jeremy Chance
Tokyo, Japan

Hearing Neuroscience While Getting Turns

Practical BodyThinking with Jeremy Benefit: Experiencing a lesson with Jeremy as he explains how neuroscience informs his teaching and touching methods. Back in 2010, I created two courses of study – BodyThinking and ThinkingBody – for my teacher training school. I deliberately chose confusing names to emphasise that trainees study two sides of the same thing: using Alexander’s discoveries in your daily life. In this workshop, I will emphasise BodyThinking. BodyThinking explores the relationship between postural support (coordinating movement) and movement (activity movement) and how body image & body schema interact with these two distinct neuromuscular systems. Exclusively through giving lessons, I will demonstrate how to optimise both systems: Coordinating Movements This is what neuroscientists call the (primarily involuntary) postural support system. Alexander’s fundamental discovery impacts this system: FM maintained that the relativity of head/spinal movement calibrates all other systems; more popularly known as Use affects Function. I will initially demonstrate the efficacy of coordinating movements by guiding each participant through individual touch into creating a “one-second-plan” that recalibrates their postural support system to walk. More popularly known as “getting a turn.” Activity Movements This is what scientists call the voluntary movement system. Coordinating movements (postural support) impact this system. Body image/schema – systems studied and debated by neuroscientists – have a prominent role in learning and perfecting skilled actions, which I will demonstrate through individual lessons within the group. More popularly known as “BodyMapping”. Please come ready to explore a skilled activity – asking someone for a date, martial arts, dancing, playing music, performing, singing a song etc. And more walking is fine too. BTW: Please don’t ask me to “get you out of a chair” – I will refuse. Too many Alexander habits to deal with; it’s another kind of workshop! BACKGROUND To read more about what I mean by Coordinating Movements and Activity movements, check out these blogs: Detailed Description of a Lesson with a Musician showing how an Activity Plan can impact your Coordination Plan: https://atsuccess.com/blog/2019/03/technical-sidebar-getting-comfortable-posture.html Blog on Coordination Plans https://atsuccess.com/blog/2013/06/m0213-co-ordination-plans.html Blog on Activity Plans https://atsuccess.com/blog/2013/06/m0214-activity-plans.html Another Blog Explaining Coordination and Activity Plans (but the graphics are missing, sorry) https://atsuccess.com/blog/2013/06/m0216-activity-and-co-ordination-plans-help.html For the truly dedicated who still want more… https://atsuccess.com/blog/2013/11/day-nineteen-how-teach-people-see-invisible-things.html

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Anatomy||Connections to other Modalities/Techniques||Business / Marketing||Science

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Qualitative (Not Quantitative?!) Criteria? Yes!

Qualitative (Not Quantitative?!) Criteria? Yes!

Come to an experiential workshop derived from a considered qualitative approach to evaluating  teaching competence. Participants are invited to complete the ATI Teacher Certification Process in miniature and reflect on how the process relates to their thinking about the Alexander Technique and the way they teach it. Attendees will participate in interactive small group discussions about Alexander’s Writings, Anatomy, and Ethics in Teaching.  They will then be invited to observe a lesson  with the ATI Teaching Criteria in mind.  The workshop will conclude with an open discussion about how this qualitative approach to teaching competence relates to different ideas about what it means to teach the Alexander Technique. This is a joint workshop together with Sarah Barker, Gabriele Breuninger, and Joe Kaplan.

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

The forgotten anatomy of the CranioSacral system

Elke Mastwijk

Elke Mastwijk
The Netherlands

The forgotten anatomy of the CranioSacral system

A workshop on the influence of deep fascia tension on use and behaviour. You can find the anatomy of the CranioSacral System in every anatomy book, yet most people don’t know much about it.  That is why I call it the forgotten anatomy. The CranioSacral system consists of the brain and the spinal cord. Which are bathed in a cerebrospinal fluid that has a rhythmic pulse, similar to blood pressure. This fluid is contained in a fascia sac which covers the brain and the spinal cord. A CranioSacral therapist senses the pulse and looks for any subtle restrictions in the flow of the fluid and excess tension in the fascia and helps release it. This facilitates freedom of movement and better coordination. As Alexander Teachers we work with the CranioSacral system every day even if we are not aware of it  How would it affect your teaching if you knew how deeply it influences use and behaviour? You are invited to come and find out. How can the CranioSacral system influence use? Pupils who have suffered emotional trauma or who have been inflicted by physical trauma such as (car) accidents, surgery, orthodontics and long term illnesses can feel out of sorts for a long time. Trauma not only influences patterns of use but also creates tension patterns in all the fascia of the body, including those of the CranioSacral system. This in turn can interfere with the Primary Control in quite an unexpected way. The workshop In this workshop we will explore knowledge and insights from CranioSacral therapy on fascia tension. Certain fascia tension can actually make it impossible for your pupil to release the neck and experience the true freedom of “forward and up”.  We will take a look at the forces that are at work inside the skull, around the spinal cord and the sacrum. The workshop will start off with a basic introduction to the CranioSacral system through video animations. After which we will work “hands on” to gain a deeper understanding of how fascia pulls can interfere with use.

Workshop-XL
Tuesday, 23 August 2022
14:45 h - 17:15 h
Room not yet assigned

CATEGORIES
Anatomy||Connections to other Modalities/Techniques

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Altogether, One After the Other: A Lecture-Performance Exploring Dilemmas Faced by a Brazilian AT Teacher

Raquel Cavalcanti
Minas Gerais, Brazil

Altogether, One After the Other: A Lecture-Performance Exploring Dilemmas Faced by a Brazilian AT Teacher

In this interactive performance, Raquel will share, problematize, and discuss aspects of her PhD research on dance and the Alexander Technique. With lots of humor, dancing, and using excerpts from AT websites, articles and books, Raquel will creatively reveal some challenges she has encountered in her more than 20 years as a teacher and practitioner of the AT. Using the “disassembly” method (desmontagem) conceived and practiced by Latin American artists, she will interact with the audience in a variety of ways—from a demo chair lesson to a dance improvisation—during which her questions, discomforts, and dilemmas come to the surface in a surprising way. After the performance, there will be an opportunity for open and informal discussion, allowing participants to ask questions and share their impressions about the presentation.  

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||DEI – Diversity/Equity/Inclusion

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Finding a True Stop, Clear Choice, and Amazing Coordination

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Finding a True Stop, Clear Choice, and Amazing Coordination

Inspired by the work of Margaret Goldie Life is a juggling act that consists of catching – or missing – all the ‘balls’ that come our way. It may seem that we have no choice, but if we can come to a true stop in a place of quiet aliveness and receptivity, from there we can make a real choice. The possible science behind this will be considered with a model of mind/brain functioning, moving from possibility to probability to action. What is the difference between a true stop and a pause? In this workshop we will explore coming to a true stop in a state of quiet aliveness so that, when you choose to catch, you can find amazing co-ordination. And how does vision play a part in coordination? We will discover that when we come fully present we see in real metrics; then the rest of the body simply co-ordinates itself. We can then have a new learning experience of juggling more balls (or beanbags) than we are used to, and you may surprise yourself! We can also discuss this in the context of other learning, such as a musical instrument or sport. The workshop gives you practical experience and knowledge to bring to your teaching in person, in groups and online.

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Games and Body Puzzles with Contact Improvisation and Alexander Technique

Patrick Johnson

Patrick Johnson
The Netherlands

Games and Body Puzzles with Contact Improvisation and Alexander Technique

Contact improvisation (CI) is a dance form developed in 1970’s by dancer/choreographer Steve Paxton as a way of exploring spontaneous movements and playful body mechanics with a partner. It has since grown into both an important component of contemporary dance training as well as a recreational dance form world wide. In this workshop we will have a taste of how CI and AT can work together. We will start by exploring some simple games and body puzzles that challenge one to improvise while maintaining AT principles. For example, can you walk with a partner through the room while slightly leaning on each other? Can you then change the leaning point smoothly without losing contact and without tightening or collapsing? How does this change your AT experience of walking? After playing with some simple exercises, we will open things up a bit for some more free form improvised movement.  This will allow for some deeper exploration of the roles inhibition and direction can play in improvisation. I’ll be drawing on my experiences from 15 years of teaching CI and AT together on a regular basis. The movements will be lightweight and easy for anyone with or without CI experience. We will include lots of warming up and there will be lots of flexibility in the level to which you want to take the movement. It should be fine for any body type or fitness level and useful for anyone looking for a new experience, or for new ideas for games that could be used in any group AT setting.  You should wear fairly soft and flexible clothing if possible, though we can also adapt to your needs. I hope you will join us for a little fun!

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||AT Games||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to Create a Radically Successful (and fun) Group Intro Workshop

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

How to Create a Radically Successful (and fun) Group Intro Workshop

A Practical Workshop for Building Your Practice Whether you are a brand new graduate or a seasoned teacher looking to expand into group teaching or new communities, this workshop explores the question – ‘how will I get students?’ You can, of course, advertise and offer private lessons – but how will people know that you are offering just what they are looking for?  What will get them to walk in the door and sign up for your amazing lessons?  How will they learn that this thing called Alexander Technique may be the answer to their questions about comfort or ease or passion or agency or making new choices in their life?  How will you find these future students?  How will they find you? In this practical, experiential workshop, we will explore some basic tools and templates for creating successful introductory workshops for any size group, in any time frame.  Rather than telling them everything you know about AT, craft a class where they leave with a direct experience of the essence of the Work and what it means for them personally, in their areas of interest.  How do you excite them enough to sign up for your lessons in just 30 minutes? or in 3 hours?  How do you present the Work differently for different interest groups or professions? Consider this skill of introducing the Work as fundamental as your website and your hands – it is a time-tested way to quickly build a full practice.  

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||DEI – Diversity/Equity/Inclusion||Business / Marketing

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Individualiserter, strukturierter und personenzentrierter AT-Unterricht

Individualiserter, strukturierter und personenzentrierter AT-Unterricht

AT-Unterricht weiter gedacht: ein pädagogischer Ansatz, die Bedeutung von Transparenz, Nachvollziehbarkeit, Dokumentation und Verbildlichung. Ich teile sehr gerne mit euch mein mehr als 30-jähriges Erfahrungs-Wissen aus der AT. Ebenso greife ich zurück auf 40 Jahre pädagogisches Wissen aus meinem erziehungswissenschaftlichem Studium und netsprechender Arbeit. Im Workshop gebe ich euch im ersten Teil Einblicke mit einem Vortrag und Bildern, wie ich AT unterrichte. Im zweiten Teil möchte ich anhand eurer Fragen und Anregungen verschiedene Aspekte, die für euch in der AT-Unterrichtspraxis von Interesse sind, im Gespräch und mittels praktischer Veranschaulichungen vertiefen, sodass ihr konkrete Ideen für eure eigene AT-Arbeit mitnehmen werdet. Meine Erfahrung ist: wenn Transparenz, Nachvollziehbarkeit, Dokumentation und Verbildlichung Grundlinien des AT-Unterrichts sind, dann ist AT-Unterricht für uns LehrerInnen, ebenso wie für unsere KlientInnen stets lebendig, leicht, interessant und vor allem mit viel Lern-Potential versehen. Tina Schober, beendet bei mir Ende des Jahres ihre AT-Ausbildung, kann euch aus der Perspektive der „KlientIn“ etwas zu den Themen dieses Workshops berichten. mail@fahrenkamp-brandt.de Christina.Schober@hotmail.de

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Making Peace With Yourself, So You Can Be At Peace With Yourself

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

Making Peace With Yourself, So You Can Be At Peace With Yourself

All habituation is to some degree habituation of identity. Identify is a key part of what the Alexander work is all about: it enables us to forge a deeper sense of who we are, or certainly wish to be.  We will be looking at identity in a lighthearted and supported way. We will look at topics such as fluidity of identity, identity in relationship, and identity as attachment to personal narrative. We will provide the time, space, and support to explore who you wish to be  in a given moment in any circumstance. For the ultimate ‘use of self’ is to make peace with yourself so that you can be at peace with yourself… and others. For teachers: you can only bring to others what you have brought to yourself.

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Voice & Movement, a Flowing Integration

Clara Sandler

Clara Sandler
Massachusetts, USA

Voice & Movement, a Flowing Integration

In this workshop we will explore singing and improvisatory and directed movement to find freedom of the voice, embody our songs and have fun in the process! We will first all together improvise movement to various styles of music (classical, tango, Brazilian samba) to warm up the body and let go of inhibitions 🙂 There will be free flow and directed movements. We will then, all together, improvise movement to our own song: first the song will be in our head while we improvise, then we will all sing out and improvise at the same time: a beautiful cacophony! We will then open the floor to anybody interested in trying solo singing and improvising movement. This workshop is open to anybody who likes to sing and move/dance to music! We will be using the AT principles while improvising, and elements from 5 Rhythms modality. Please think of a song you would like to work with and wear comfortable clothes.  

Workshop-Medium
Tuesday, 23 August 2022
16:00 h - 17:15 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The ABC's of DEI (Diversity, Equity and Inclusion)

Jennifer Mizenko portrait

Jennifer Mizenko
Mississippi, USA

The ABC's of DEI (Diversity, Equity and Inclusion)

A place to begin your journey with the work of Diversity, Equity and Inclusion (DEI). Join us to learn more about DEI, and gain practical tools for incorporating DEI awareness into your practice.   Questions we will touch upon will include: What is DEI? Why is DEI important to me as a Teacher of the Alexander Technique? What resources can help me as an Alexander Technique Teacher? We will share with you our experiences and welcome you to bring your questions and experiences. Offered by members of the Alexander Technique Liberation Project.

Workshop-Mini
Tuesday, 23 August 2022
16:45 h - 17:15 h
Room not yet assigned

CATEGORIES
AT Games||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Marketing the Alexander Technique

Portrait Rachael Sullivan

Rachael Sullivan
United Kingdom

Marketing the Alexander Technique

Promoting the benefits of the Alexander Technique   Why aren’t people more aware of the benefits of the Alexander Technique? How can we meet people where they are, to explain what we do in a language they understand? How can small changes to your business approach co-create financial, social, and environmental value? These are some of the questions Rachael will address in her 50-minute talk plus Q&A. Focusing on how we can collectively promote and market the benefits of the Alexander Technique. This informative and reflective session will be structured into three parts. Finding your feet to understand the basics of marketing theory today. Breathing with ease when you promote your business to avoid overwhelming potential new clients who are likely to tune out. Balancing the head and neck of your business. A reflective exercise to align and focus the two most important assets that will improve the health of your business. Having been instrumental in the STAT rebrand, Rachael understands the essence and key challenges of marketing the Alexander Technique in the modern day, digital-first world. With over 20 years marketing experience and a small business owner herself, she takes candid, coaching and caring approach. Sharing useful tips to grow your business, while collectively promoting the benefits of the Alexander Technique in simple and effective ways. Email link rach@theodore.ltd Website links https://www.theodore.ltd/ https://www.scaffoldcoaching.com/ Building Better Leaders Podcast bit.ly/Buildingbetterleaders

Keynote Presentation
Wednesday, 24 August 2022
09:00 h - 10:15 h
Main Auditorium

CATEGORIES
Business / Marketing

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

‘Widening the Back’ Made Simple!

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

‘Widening the Back’ Made Simple!

Compression in the upper back, neck, shoulders and chest is very common and as AT teachers we spend our careers working with problems resulting from it. In this workshop we explore the functional anatomy of the upper body and how this helps to free the primary control. Through a simple set of directions to the elbows you will learn how to: release chronic tensions in the arms and upper body reduce pain quickly and safely access strength and power in your back strengthen your back naturally and appropriately improve elasticity in fascial tissues activate your primary control For teachers, understanding the functional anatomy of the upper body means we can work usefully with the causes and effects of problems, and direct another person to find their coordination of the upper body, whether in the same room or online.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Anatomy

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

„Everyone has the power to stop the world“- Ethical means for a global turning point

„Everyone has the power to stop the world“- Ethical means for a global turning point

Reducing stress and inappropriateness in the way we use ourselves has a far reaching effect on the way we live, the way we interact in relationships, deal with situations and resolve conflicts. Step by step we reduce commonplace violence and cooperate with the wholeness of the world out of a deeper connection to what we are. This workshop explores the ethical magnitude of the Alexander-Technique when, at the moment of engaging with the world, we work on ourselves.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

AT and Focal Dystonia

Alexandra Mazek
Österreich, Austria

AT and Focal Dystonia

Dystonia is a movement disorder. ‘Focal’ refers to a condition affecting a precise area of the body, e.g. hands – writer’s cramp or musician’s dystonia, neck – torticollis, or eyelids – blepharospasm. Dystonia exemplifies the oneness of mind and body. Every mental ripple can cause worsening of symptoms and, interestingly, there is not much difference between the effect of a pleasant or an unpleasant excitement.  The inability to control one’s movements, especially when it seems particularly important, can cause great stress and insecurity. It is easy to feel overwhelmed when confronted with a condition like this as a teacher.  I would like to show how AT can be very helpful for dystonia sufferers without us seeing ourselves as therapists. Workshop content dos and don’ts when working with a dystonia client; useful, practical procedures; stepping into the shoes of a person with dystonia; time for specific questions and for sharing your experience of working with dystonia. Read more by clicking the link to the article “Dystonia”  which was written together with my colleague Christian Steineder and published in STAT News in Jan.2019 Dystonia article_Statnews_Jan2019_v2

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

AT for the Queer, LGBTIA+, & Non-binary populations

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

AT for the Queer, LGBTIA+, & Non-binary populations

How does AT serve the queer and non-binary population? This is an era of deeply questioning our societal labels and roles. People are actively exploring the use of masculine/feminine/neutral pronouns and appearance, and re-thinking where they might fit on a scale of gender and sexual orientation, rather than the traditional binary categories. In this experiential workshop, we will explore specific tools for using AT to support people who identify as queer, LGBTIA+, and non-binary. This workshop is for anyone who is interested in exploring these themes personally and/or professionally.  Perhaps you would like tools for exploring your own assumed gender expressions and definitions? Or perhaps you are interested in offering AT for the Queer community or for those who are actively exploring non-binary options, and you’d like some tools and a place to share experiences? Or maybe you’ve been serving this community and you have insight and experience to offer the group? Everyone is welcome. Let’s explore together. We will build our content based on the curiosity of this who attend. Topics we may consider include: How to embody a range of gender expressions with ease and integrity What ‘roles’ have you subliminally embodied, and how do you recognize and release patterns that are not in resonance with who you choose to be right now AT for Drag Queens – sustaining both worlds in one body Embodying the TRANS experience ‘Dykes’ and ‘Faeries’  – Wearing the Stereotypes  How to ‘pass’, if and when necessary, without compromising your wholeness Embodied ‘social location’ tools – how to be comfortable in mixed company! Epigenitics of Gender Bring your questions – every topic is open for exploration!  

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||AT Games||DEI – Diversity/Equity/Inclusion

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Celebrating Marj Barstow's Legacy: Observation, Activities & Teaching Groups

Ariel Weiss portrait

Ariel Weiss
PA, USA

Celebrating Marj Barstow's Legacy: Observation, Activities & Teaching Groups

Master teacher Marj Barstow was a visionary innovator and the richness of her teaching legacy is more relevant today than ever before. The worldwide pandemic has severely limited teaching AT in-person in the classical style of hands-on one-on-one. We have the opportunity to thrive in the current reality by making good use of the potential to connect around the world online. Marj’s teaching provides a unique template particularly well-suited for online and group teaching and can help teachers and trainees from all backgrounds and at all levels of experience to enhance and further their skills and adaptivity. This experiential workshop will target key areas of Marj’s pedagogical approaches: • Observing use and patterns of interference • Directing coordination in activity • Teaching in groups Observing use and patterns of interference Marj had a super keen eye and never missed even a momentary change in someone’s use. She’d look across a room at you and know EXACTLY what was going on with your Primary Control. When we don’t have our hands to sense what is going on, we need to optimize what we see and hear, as well as fully engage our students as collaborators in the process of discovery. • Finding visual and auditory clues to determine movement quality, sequence and direction • Seeing the whole – even when you can’t • Promoting students’ agency in self-observation and feedback Directing coordination in activity One of Marj’s greatest innovations was to teach in activity – helping singers as they sang, jugglers as they juggled, etc. She understood that the stimuli for discoordination were deeply embedded in the habits surrounding these activities. When we go directly to the source of the stimulus/response we help our students navigate directing themselves in the very dynamic manner they are most interested in. This requires a keen eye, a dynamic appreciation for Use and the ability to transpose AT Principles in any situation. • Finding “critical moments” • Transposing the Classical Procedures • Sleuthing the thinking behind stimulus/response patterns • Promoting students’ agency in self-observation and experimentation Teaching in groups Marj is perhaps best known for teaching in large groups – a practice that is still often misunderstood. The benefits of teaching in groups are plentiful; it promotes the student’s agency and diminishes dependency, and is also cost-effective making the work more accessible to greater numbers of people and promoting AT teachers’ ability to build a thriving livelihood. Teaching effectively in groups requires specialized skills to transcend from teaching a series of private lessons in public to creating dynamic, experiential learning opportunities. • Teaching the “part within the whole” – effectively teaching individuals in a group setting • Finding and developing themes • Deconstructing activities • Creating community • Promoting students’ agency in observation, self-observation and experimentation

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Business / Marketing

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Direction of Musical Impulse

Direction of Musical Impulse

Direction of Musical Impulse: 30 Years at the Conservatory Musical impulse sparks enormous energy in the musician. The desire to express is often misdirected and leads to tension in neck, back, arms, and breath. The Alexander program in Utrecht involves all students at the conservatory. Over time, respectful observation has lead to a better understanding of the processes involved in music making. Identifying common stimuli-reaction patterns in the musician and working through them in practice enhances classical AT learning and teaching. The Musician in Balance curriculum at the Utrecht Conservatory was developed at the Artist in Balance institute. Practice tactics help to clear the path for expression. Remarkable changes in playing and singing are observed within minutes. This motivates the student to look more deeply into applying inhibition and direction to their playing. The procedures help to decode unnecessary reaction patterns allowing the musicians to overcome stereotypical tensions and express themselves freely. Practice tactics can be named, learned and repeated to progressively clear the path of musical impulse: from its inception in the imagination to its final destination in the air. This is an interactive workshop with demonstration and participation. Try techniques for harnessing imagination, finding the slower pulse, not reacting to high and low notes, identifying the contact points where sound and articulation are made, playing with acoustics and spatial thinking in playing. Bring your voice and/or instrument if you like. Untrained singers also most welcome! Workshop given by Crissman Taylor and Gilles Rullmann, Artist in Balance institute, musicians and teachers at the Utrecht and Amsterdam Conservatories. https://www.artistinbalance.org/

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Exploring Ease of Movement with the Dart Procedures

Exploring Ease of Movement with the Dart Procedures

We will explore the primary and secondary curves and spirals, based on the work of Joan and Alex Murray. Inhibition will be our guide. We will be working together in pairs and Frances and Julia will give individual turns. This workshop is open to all, beginners and Dart aficionados alike. As Raymond Dart said, “You can only look forward as far as you can look back.”

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Playing With Heads

Jennifer Mizenko portrait

Jennifer Mizenko
Mississippi, USA

Playing With Heads

Head lead/Body Follow is a mantra we hear all of the time in the Alexander Technique world. In this workshop we will explore this mantra by literally playing with heads. We will hold heads while supine. We will connect heads while crawling. We will make contact with heads while standing. All the while exploring the experience of moving the head and the connection with the body. Descartes said, “I think therefore I am”…but what about the rest of him? And how does the head/thinking integrate with the whole? Come explore this movement and these questions. *Note – this will be a very active, moving workshop, with some elements of contact improvisation. This workshop can be adjusted to be “non-contact” if necessary due to COVID-19.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Sports||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Standing in the Light: Teaching Presence to Performers and Speakers

Jana Tift portrait

Jana Tift
Florida, USA

Standing in the Light: Teaching Presence to Performers and Speakers

What does it mean for a performer to claim space and to share their performance with an audience?  Certain performers seem to do this instinctively; others push or force their performance, or they struggle with stage fright. Their creative impulses are blocked. Is performance presence an elusive state, bestowed upon a chosen few, leaving the rest of us to hope that “it” will appear at the crucial moment?  Does presence come and go at the whim of the creative gods? We say an emphatic “no!” It is not. The “recipe” for presence is tangible and readily available to performers through a simple change in thinking. Add a new awareness and a dab of inhibition, and Voila!  Performers can give themselves permission to be fully present in their bodies and fully present in the space. What a relief! This workshop offers simple, powerful practices that support performers in auditions, on stage, in the classroom, in front of an audience. Based in the Alexander Technique, these explorations liberate performers from trying to please or “get it right.” Old habits that imprison them simply fall away, and performers are free to express their deepest creative instincts. Standing in the Light is for actors, singers, public speakers, teachers – anyone who speaks or performs in front of an audience (or a class). Based on our book, Your Body Knows (by Meade Andrews and Jana Tift), this is a participatory workshop for all who attend, although if you prefer to observe, you are welcome to do so.  Participants may be invited to share a bit of music or text – just a few lines/measures from a poem or song would be sufficient. https://www.routledge.com/Your-Body-Knows-A-Movement-Guide-for-Actors/Andrews-PhD-Tift-MFA/p/book/9780367258825

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Teaching Actors: Design Group Classes that Inspire

Morgan Rysdon

Morgan Rysdon
Georgia, USA

Teaching Actors: Design Group Classes that Inspire

Many actors are highly trained to analyze the text of a script, to understand characters and scenes, and to recognize subtle nuances of subtext between different characters. However, what should they do with their body, breath, and voice when embodying a character?   Too often actors experience moments of tension, rigidity, and stress while performing. That’s where the Alexander Technique can help actors develop their kinesthetic awareness, discover habits of their physical body, and foster better alignment.    In this interactive workshop, I will be sharing the group exercises I use in my classes that best engage students, and result in significant changes in the actor’s performances.    My group classes are carefully created with the intention of being inclusive, safe spaces, for my students to learn (free of judgement) so that they can become more familiar with their body, breath, and voice.    Please come prepared to perform and have fun! 

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Practical Teaching Skills||AT Games||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Teaching Challenge: Agency vs Appeasement

Belinda Mello

Belinda Mello
New York, USA

Teaching Challenge: Agency vs Appeasement

Creating an environment that is an inclusive and safe place for learning is essential to our teacher/student dynamics. In this workshop we will experience, using games and discussions, the ways in which appeasement can be one of the most pervasive patterns we address in our lessons and classes. And we will see how choice and inhibition can be instrumental in supporting a sense of agency, countering the need to appease. The most often misunderstood of the four stereotyped responses to a perception of threat (Fight, Flight, Freeze, Appease ) is to appease –  the focus of this workshop. We may be missing how often teachers and students use appeasement to “keep the peace”. Metabolically costly, appeasement obscures the ability to see all our options, until after the fact.  In this workshop I will share ways to structure learning environments that consciously aim at leveling hierarchies, engaging students’ capacity to recognize their freedom of choice. Because access to choice is not equally shared, grappling with appeasement can build our empathy for the toll it takes, highlighting the need to teach tenderly, fostering more equity of resources for safety and agency.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||DEI – Diversity/Equity/Inclusion

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Art of Self Direction, Part One: Using Your Voice Well – Secrets from Marjorie Barstow

The Art of Self Direction, Part One: Using Your Voice Well – Secrets from Marjorie Barstow

I trained with Marj Barstow and she was very particular about how we used our voices—no umming or gasping allowed, and attention paid to our vocal quality—resonance, clarity, and intention. In this workshop, we will play with the strategies and techniques we learned from her, from whispered ahs, to reading aloud, to singing, storytelling, and anything else you want to explore. Bring an easy-to-read children’s book (with pictures) to read aloud—in any language you like.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Heart is in the Hands When Teaching

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

The Heart is in the Hands When Teaching

Did you know that there are receptors in our fingers and hands which are connected to centers in our brain responsible for conveying compassion? How often however, even when we as teachers do not consciously attempt to impart a corrective cue through our touch does the person we are teaching feel corrected. Their commitment to who they feel and think they need to be at a given moment in response to a stimulus often outweighs immediate acceptance of the new experience even though personal acceptance of what their new experience offers might lead to the changes in their life they wish for. Change seldom endures in the presence of self judgment. Change is commensurate with self compassion, reaffirming for the student they did the best they could with what they had available to them at the time. Given that unconditional touch is already connected to brain centers responsible for conveying compassion, when teaching could not the Alexander teacher then instill that same non judgmental compassionate touch already built into the system within the quality of their touch? And would this not invite their student to accept their new experience as an already existing part of their identity less foreign to them. With this in mind we will explore the “heart” in the Alexander work, through hands-on demonstration, discussion and multiple exercises designed for your personal experience of acknowledging what nature has already bestowed and intended.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Very palpable moments

Carsten Møller

Carsten Møller
Denmark

Very palpable moments

In this workshop, you will be introduced to a simple way to approach and to communicate the qualities of a united state of mind and body. The procedures are very easy yet gives a clear sense of a bodymind in an active and a present state. This workshop is based on the perspectives that: – Stability comes from motility. Letting the body be in a field of movement creates a vibrant stable presence. – Tensions are movement not yet done. Rather than letting go of them as ‘problems’, we can find other ways to integrate the energy held in the body as tensions, then finding more vitality and sensuality in presence. – Slow down to be fast. When we give ourselves time to perceive, to be with something, the brain can receive and process more information, and then a sense of calm will arise, where the experience of time changes. – The body is a system of self-regulation.  When given the right possibilities, the body will find a way to integration and organization by itself. The format is experiental.

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Who's the Teacher? Who's the Student?

Harry Hobbs

Harry Hobbs
Massachusetts, USA

Who's the Teacher? Who's the Student?

Who’s the Teacher? Who’s the Student? A Workshop on Enhancing your Learning and Growth in Private Practice In this workshop, we will explore how our students represent the lessons we need to learn as Alexander Technique teachers. It is often said in our community that our students are our teachers, meaning they teach us to inhibit, to stay connected to the means-whereby, and to stay conscious of our own use.  I see another level to this idea. Over the course of my time in private practice, I have experienced students coming into my studio for reasons intimately connected with my learning and growth as an Alexander Technique teacher, and as a small business owner. I have found that students can fall into one of five categories: – suitable student – unsuitable student – bread & butter student – ideal student – challenging student We will explore the characteristics of these categories and teachers will be invited to share their stories – both successful and challenging – that involve these types of students and their corresponding lessons. You will be invited to see your practice as a laboratory for your learning and growth, and how your students are the agents for that growth.  This clearer picture will provide insight into how your business and teaching skill are progressing, and help you identify the clues that are already there, pointing you toward the changes you need to make in order to have more profit, satisfaction and joy in your professional life.  I look forward to meeting you and sharing our teaching experiences!

Workshop-Medium
Wednesday, 24 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Communication/Verbal Skills||Business / Marketing

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Embodying Your Faith: Been and Done

Kathy Privatt

Kathy Privatt
Wisconsin, USA

Embodying Your Faith: Been and Done

Embodying Your Faith is my ongoing project at the intersection of Alexander Movement Technique and Christian faith.  We’ll take a metaphor about tradition from the Christian faith back to the physical/observable to explore and maybe (hopefully) expand our relationship to God and to each other.  Participants from all faith and spiritual practices are welcome. Alexander Movement Technique is the tool we’ll use to physicalize the metaphor.  In this particular work, the Technique guides us to examine how we live in ourselves (mind/body fused – not as separate entities), by reconnecting to our self-awareness, pausing to interrupt habits, and using process (rather than focusing on the desired result) as the way to encounter these ideas in new ways. Please wear a pair of shoes, preferably that you really like, and that you are willing to remove during the workshop.

Workshop-Mini
Wednesday, 24 August 2022
14:15 h - 14:45 h
Room not yet assigned

CATEGORIES
Everyday Activities||Connections to other Modalities/Techniques

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Grow a Successful Teaching Practice

Morgan Rysdon

Morgan Rysdon
Georgia, USA

Grow a Successful Teaching Practice

We’ve all trained to become skilled Alexander Technique teachers. Long years refining our hands on skills, practicing our keen sense of awareness and observation, and honing our skills of improved ‘Use’ and “Direction’. But have we failed to better prepare ourselves for the work necessary to build a successful practice? How do we market ourselves, acquire new students, and retain long-time, existing students? What are the best practices we can employ to guarantee our teaching practices flourish? In this interactive workshop, you will learn the same tools I’ve used to grow my practice in NYC, Atlanta, and online.   You will learn: how to market and sell to your students systems you can implement to streamline your business skills for improving your communication of this Technique best practices to spark curiosity and interest in this work how to create lasting relationships that lead to business opportunities—even years later I look forward to helping you grow your teaching practice.  

Workshop-Mini
Wednesday, 24 August 2022
14:15 h - 14:45 h
Room not yet assigned

CATEGORIES
Communication/Verbal Skills||Business / Marketing

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

What Does AT Need to be Liberated From?

Kristin Mozeiko portrait

Kristin Mozeiko
Connecticut, USA

What Does AT Need to be Liberated From?

We are providing this mini-presentation and Q&A to introduce the AT Liberation Project (ATLP), formerly the Alexander Technique Diversity Coalition (ATDC), and to invite you to learn about this long-term project. During this session we will share who we are, our brief history, when and where we regularly meet, the topics we discuss, and the action projects we are currently collaborating on as well as individual initiatives. We believe that most AT teachers, trainees, and students value DEI, but many of us are unsure  how this impacts our work or are uncertain where to begin. We are here as colleagues, opening this conversation in order to support each other in taking constructive action. Join us!  — The AT Liberation Project (ATLP) is an international coalition of volunteers that curates space for those interested in the intersection of Alexander Technique (AT) and Diversity, Equity, and Inclusion  (DEI). ATLP is composed of AT students, trainees, teachers, teacher-trainers, and supporters. ATLP has tasked itself with examining how AT principles and practices align with DEI values  and goals. We gather to investigate how to create greater equity and accessibility in our  individual teaching practices, to uncover biases found in AT history and current teaching models, and to provide tools that help us move toward a more open space of belonging.  

Workshop-Mini
Wednesday, 24 August 2022
14:15 h - 14:45 h
Room not yet assigned

CATEGORIES
DEI – Diversity/Equity/Inclusion

5

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander technique as relationship to myself and my world

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Alexander technique as relationship to myself and my world

This workshop is based on the teachings of Margaret Goldie. Exploring ourselves and our use is a living process, and Miss Goldie taught that coming to quiet is the key to this. It brings us fully present, relating to ourselves and our surroundings simultaneously. By learning this you can: find quiet aliveness in everyday life achieve a quality of use that is more free, more real, more alive allow co-ordinated action to come spontaneously from intention find your comfortable space with others be at ease with yourself and others, and meet their eyes with confidence This is crucial in a world where we increasingly communicate by cell phone or online, and it is too easy to become afraid of each other through lack of human contact. We will experiment with coming to quiet in body and consciousness in order to explore open and authentic face-to-face contact, while also remaining totally present to the room. We will also seek to understand it by looking at the autonomic nervous system and the polyvagal theory i.e. how to move from states of fear and alarm to calmer states of balance and social receptivity. This is important to know for ourselves as AT teachers, and as supportive friends and family members. This work also enables us to bring our pupil to a state of safety and presence so we can work with them effectively in person and online. I also feel that relating to ourselves and our world in this way is key to relating to all people equally without judgement or fear.

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Learning-Teaching Compass

Jeremy Chance
Tokyo, Japan

The Learning-Teaching Compass

  A Compass to Navigate Your Learning & Teaching Benefit: Clarity on how to invent creative individual & group lesson plans For 10 years I was a chair-and-table teacher. When I asked students what they wanted to do there were two answers: chairwork or tablework. Of course, within those activities was the depth of Alexander’s Discovery and it was comforting to have a consistent form to lean into for that exploration. Then I met Marjorie Barstow and my teaching plan was blown to smithereens. When I ask students what they want to do – they can name anything: “My mother gives me a headache. I get scared in elevators. I don’t practice my music enough.” YEEKS. How do come up with a teaching plan for that?! Aside from the resulting identity confusion – am I a teacher, therapist or counsellor? – there is the ethical need to steer close to Alexander’s Discovery. And over time I understood it was my job to assist my trainees to understand how Alexander’s Discovery could support the unique challenges each individual faces in their physical, mental and spiritual needs. The Learning-Teaching Compass is the tool I developed over 36 years to answer this need – and I will show how it works in a practical lesson during our time together. Come with a weird request! BACKGROUND One of the strong influences in my evolution of teaching skills was Marjorie Barstow, the first teacher to qualify from FM’s training school. When I first met her in Australia in 1986, she carried around a copy of Use of the Self. It wasn’t even an original edition; it was the NEWEST version published by David Alexander, with an illustration of FM on the cover. And despite being the newest version, FM’s book was in tatters. Her copy of Use of the Self was falling apart. Marj had read, and re-read that first chapter “Evolution of A Technique” so many times that she needed a rubber band to hold it together. How many times have you read that chapter? Hidden within the exploration of FM’s story is a new tool, a tool unseen by most of the Alexander community. Today, it is only known and used by the hundreds of trainees and teachers of BodyChance in Japan. Today I call this new tool – The Learning-Teaching Compass – and I have been developing it for going on 36 years. It is based on the Enneagram – if you know it – however, this model is based upon Alexander’s story and is unique to me. After experiencing Marj’s teaching – and her intellectual commitment to understanding FM’s story – I started to study this particular writing again. The depth in this chapter of FM’s book is unfathomable and my development of the Compass is based upon this work. You can keep in touch with my ideas by reading my (not quite) Daily – find out what other teachers think and join them at this link: https://atsuccess.com/what-teachers-are-saying-about-jeremys-daily-email.html

How-to
Wednesday, 24 August 2022
15:00 h - 17:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Science

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Embodied speaking – the secret to successful online work

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Embodied speaking – the secret to successful online work

Irene Tasker[1], one of the very first AT teachers, wrote: “I don’t think too much importance can be placed on the application of the work to speaking.… the ordinary give-and-take conversation of everyday life.  It is true that we teach with our hands to convey sensory experiences, but it is speech which conveys the ideas….” Embodied speaking is crucial for real communication, especially in a therapeutic relationship such as AT teaching. It helps to calm the pupil (and ourselves) and to create a safe and caring space for the pupil to engage with learning. In particular this is essential for teaching online, when an embodied and well-modulated voice allows us to hold the pupil in safety without being physically present. It enables them to risk moving into the unknown and feel supported as you direct them. We will look briefly at the neurological reasons for this that date back into early childhood, and why this is particularly crucial when working with pupils with history of trauma. In this workshop we will explore embodied speech, natural breathing and the process of coming present within our body volumes without interfering. We will also find a new approach to the whispered Ah that allows us to connect embodied speaking with relating to ourselves, to our environment and to other people. [1] Irene Tasker “Connecting Links.” The Sheldrake Press, London 1978. P. 22.  

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to exchange work in a constructive way

How to exchange work in a constructive way

Leaving aside the times when we work in silence or talking about something else, we can possibly talk about what happens: we can give instructions, receive suggestions, ask for feedback, express feelings. Which elements work best and how can we combine them to make our work exchanges truly constructive? Starting from the personal experience of each, we will explore various ways of interacting, trying to understand their spirit, motivations and effectiveness.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||Communication/Verbal Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

How to Feel

Portrait Nadia Kevan

Nadia Alexandra Kevan
NRW, Germany

How to Feel

In this session I would like to explore with the participants one of the the greatest human abilities we call “feeling”. We shall also look at the brilliant but widely misunderstood, even misused discoveries of F. M. Alexander “Faulty Sensory Appreciation”. Sensing, feeling and awareness are essential aspects of becoming conscious, but we must understand the differences and where our all too habitual interpretations can go wrong. Our focus will be a positive one, discovering how much we actually CAN trust! The vital process of learning what and how to feel and learning to trust our feelings is central to our healthy sense of self. This is an enormous area of study and experience so we will keep it simple and direct and in connection to our work as Alexander Technique practitioners. There will be time for questions and answers.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Connections to other Modalities/Techniques

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How To Help People with Scoliosis

How To Help People with Scoliosis

In this workshop you will get a deeper understanding of scoliosis; the causes, the myths, and the effects on their daily life while doing everyday activities. You will learn simple ways of help them to deal with working, standing, sitting, and a wide range of necessary movements. Many people do not realize scoliosis is a condition effect 2-3% of the population, and the most common age of the onset is between 10-15 (school years). The principles of the Alexander Technique are a most important tool in helping children to adults with their physical discomforts. Please note that although this session, we are also happy to discuss any other questions that you may have about other back problems that affect 49% of the population in developed countries. After this workshop, you will feel more confident in working with those who have scoliosis or anyone suffering with back pain.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Communication/Verbal Skills||Anatomy

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to promote and teach the Alexander Technique to the dental profession

Aniko Ball portrait

Dr. Anikó Ball
Victoria, Australia

How to promote and teach the Alexander Technique to the dental profession

The Alexander Technique is well known in the performing arts but almost unknown in medicine and dentistry. The transformative impact of the Alexander Technique is desperately needed by health professionals, especially dentists and surgeons, however a special translation of the Alexander Technique is required for effectiveness, both in promotion and teaching. The Alexander Technique needs to be presented in a different style and language than the way it is traditionally taught, to match the learning style of health professionals. Scientifically trained people require research evidence and clear factual explanations, otherwise they tune out. Learning how to present and teach the Alexander Technique as evidence based and cause oriented, will open the dental as well as other health fields to Alexander teachers. This workshop will lay the foundation for Alexander teachers who are interested in taking the Alexander Technique to the dental profession. This approach will be applicable to other health professionals. Anikó will discuss the methodology she used to translate the Alexander Technique into a language and learning style that is enabling the dental profession in Australia to hear the message and embrace the teaching.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Communication/Verbal Skills||Anatomy||Connections to other Modalities/Techniques||Business / Marketing||Science

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How to teach 'a quickened conscious mind'.

Peter Nobes

Peter Nobes
United Kingdom

How to teach 'a quickened conscious mind'.

I love FM’s books. Every time I reread them, or even just dip into them, I find riches: new ideas; fresh ways of looking at things that I thought I understood. As Dewey said, ‘new meanings constantly open up.’ Why do so many of us have difficulty with them? I wonder whether those of us who don’t understand the books are not teaching what’s in the books. For instance, FM wrote ‘The centre and backbone of my theory and practice … is that the conscious mind must be quickened’ and ‘My Technique is based on … the inhibition of unwanted reactions to stimuli, and is therefore primarily a technique for the development of control of human reaction’. Are we putting inhibition, control of our reactions and an enlivened conscious mind at the core of our teaching? The emphasis seems to be on bodies and movement – and that’s not what’s in the books. Dewey says in CCCI that we observe the world, and ourselves, through ‘perverted consciousness’, and that affects all our actions. Our self-awareness, observations and actions will therefore all work better with ‘wholesome’ consciousness, but are we going to bring that about by asking our necks to free and our heads to go forward and up? Is it possible to bring about, not just the physical benefits that we all know and love, but also the mental and spiritual benefits that FM wrote about in his books, not by freeing our necks, but by freeing our consciousness? Spoiler alert – yes, it is! By freeing our consciousness, we free everything else. Working in pairs or small groups, we’ll have fun experimenting with this. I’ll show you how I teach ‘a quickened conscious mind’, and how that leads to A free neck (although you won’t care whether it’s free) The poise, effortless movement, etc, that we are all familiar with A matching ‘mental poise’, clarity of thinking etc Control of our reactions – it’s difficult to do things habitually when we’re fully conscious. Accurate sensory appreciation – faithful interpretation of what all our senses are telling us is simple when we are fully conscious. Please bring an open mind and a sense of humour. And, if possible, a bean bag or small ball.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

How To Teach a Situational Lesson

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

How To Teach a Situational Lesson

There are many ways to teach an Alexander Lesson. Sometimes you might teach through Classical Procedures, offering the student time to focus only on the quality of themselves in the moment in a deep and educative way.  Other times you might work through an activity – using your hands while a person is doing whatever they do, and thus meeting the student while they are also focusing on a task in real time.   Activity Work helps embed the Principles in a student’s relationship with the activity, outside of the special arena of the traditional Alexander Lesson. But this is still one step removed from a student’s actual experience in daily life – because in real life situations, there is more happening than simply noticing the quality of self in an activity. There is the reality of the particular moment in which the activity is happening.  For example, noticing yourself while playing a violin is a very different experience if you are alone in a practice room or standing center stage at an audition.  Yes, you can still focus on the activity itself, but it is likely that the conditions of the audition will effect your ability to access whatever you learned in your activity lesson on playing violin. In this How-To Session, you will learn how to teach a Situational Lesson, offering the student an opportunity to apply the Principles of the Work in their most challenging real-life moments.  You will learn very basic guidelines to help you create the situational stress, and how and when to add verbal cues and hands-on information.  From this one class, you will have enough information to begin practicing this essential 3rd style of teaching in your lessons or group classes, supporting your students in actually applying the Principles of the Work in the moments they need it the most. We will use real-life scenarios from participants, so think about some challenging situations in your life to bring to class for practice teaching.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

How to use your back

Portrait John Nicholls

John Nicholls
Isle of Man, United Kingdom

How to use your back

Anyone familiar with the diary accounts of lessons with FM, or who had contact with people who had lessons with him, will know he put a lot of emphasis on the back. There was much talk of “using your back” and developing a “strong back”, but in many Alexander circles this no longer gets much attention. I think this is regrettable as an understanding of what using your back means in an Alexander context is vital for understanding how to improve your own use in all activities. This How-to class will demonstrate how the seemingly arcane procedures of hands on the back of the chair and semiflexion (monkey) combine together to be the blueprint or template for using your back well in countless everyday situations, and also, of course, in hands-on Alexander teaching. The key lies in not letting the use of the limbs overwhelm the support musculature of your neck and back (or what we might call your spinal support musculature) so that the arms and legs become more like elastic connectors from the hands and feet to the back. This does not require much at all in the way of anatomical knowledge: what it requires is kinaesthetic experience to give a practical understanding of how to go about this yourself. So this will be an experiential class in which I will aim to guide you through practices designed to give you a better kinaesthetic understanding of how to use your back.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

How To Work with Animals

Jeremy Chance
Tokyo, Japan

How To Work with Animals

How To Work with Animals – Alexander Touch Communication Benefit: Develop your ability to communicate effectively through touch by discovering how various vertebrates communicate back their experience of your touch. This class is about communicating wordlessly with Alescovery touch. At her presentation in Oxford in 2004 – “Brain Basics of Touch and Direction” – neuroscientist Lucy Brown proposed a model for Alexandrian touch based upon the emerging scientific consensus that “emotional contagion” is a measurable phenomenon. For example: when you go into a room where there’s just been a fight, you pick on the “atmosphere” of the room. This is “emotional contagion” at work. Brown proposed a model of “motor-sensory contagion” for Alexscovery touch. Animals – including humans – know the difference between many different kinds of touch. Horses – in my limited anecdotal experience – can be patted, slapped or massaged on a tender spot without much reaction. However, try to touch them while attempting “sensory-motor” contagion, and their response is swift and definite – QUIT THAT! This session is less about me presenting ideas, more about all of us sharing experiences. I will open with a short presentation and then propose various practical experiments along the way. It will be playful and fun – be ready to play-act as a dog or a horse or any animal you choose. It is open to anyone who has worked with animals of some kind – even if only one of your pets – or wants learn more about how to do that. And bring a photo of your pet! (Or favourite animal) Animals of the world – UNITE! BACKGROUND I recently wrote about a series of sessions I had with Mason, a smart ageing Labradoodle who came to love his sessions with me. https://atsuccess.com/blog/2022/03/lessons-mason.html Come back to this summary, as I will add more reading material and preparatory tools so you can make the most of your attendance. Feel free to share with me any of your experiences that I can incorporate into the opening presentation by emailing to me at: bodychance@me.com Bookmark this page and come back as I will be posting more details and references for you to better prepare…

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Remember Psycho-Physical Unity

Portrait Ulli Pawlas

Ulli Pawlas
Germany

Remember Psycho-Physical Unity

How to… Remember Psycho-Physical Unity… How to apply the Alexander Principles when working with patients with Alzheimer’s disease. A field report. Using film clips from the film : F.M.Alexander -Technik bei Alzheimer-Demenz, by Mechthild Rickheit and Ulli Pawlas 2004/2008, I illustrate the support approach and explain my way of working with the A.T. principles. To introduce you to the approach of my work, how I worked with the Alzheimer patients, I want to give a short practical introduction, where we bring Directions from the Support Approach into our own experience. Then I will show excerpts from the film that illustrate this work and I will talk about my experience. It seems as if through this work, access to the psycho-physical unity is regained. Afterwards there would be time for exchange and discussion.  

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Online Experience of an In Person Reality

Portrait of Tommy Thompson

Tommy Thompson
Massachusetts, USA

The Online Experience of an In Person Reality

‘The How To’ in Translating the In Person Experience to an Online Experience’ Since the beginnings of the Pandemic, from March 2020, I have offered online Zoom classes which have been based loosely on my recently published book Touching Presence. In each class a theme relevant to Alexander’s teachings would be introduced, then explored online through guided practical application both individually or on screen collectively so everyone on screen could observe.  During the ensuing week before the next class, each participant incorporated when possible the fruits of our exploration in their daily life. This would often include practicing teaching online and what eventually might translate to teaching in-person. My principal reason for offering online sessions is because only through the full expression of who we are, will we have the experience of who we are. Conversely, when denied the full expression of who we are, we will be denied the experience of who we are. Consequently, as teachers and those who are training to teach, only through the full expression of what we teach will we experience what we teach. When denied this we will have less of who we are as a teacher available to teach what we need to learn. Basically, when teaching we give to others the Gift of our Understanding. You have only to think of any artist, any dancer, physician, scientist, athlete, anyone who has chosen some way of life as an expression of who they are, and who, when denied that expression by external circumstance beyond one’s control they will be denied the experience of who they are. This is to live a life not chosen. And this is what has been presented to us by the Pandemic: denial through circumstance. By all reasonable accounts, this Pandemic and presumably the resulting Endemic, as well as the invasion of Ukraine will be affecting our lives personally and  professionally for an indeterminate length of time. Primarily for this reason, I will continue to offer Zoom classes hoping that all teachers who wish to explore their teaching in a manner in which they are allowed, can do so successfully; with confidence and good feeling about what they have to offer. In addition, we will have increased opportunity to interact globally, teaching a way of making peace with one’s self so one can be at peace with one’s self so you can be at peace with others; no exception. In this course I will ask each participant to bring their computer. I will introduce a series of teaching exercises with you in person, and then demonstrate how in-person exploration might translate to teaching online on zoom. We will cover a reasonable amount of commonly encountered scenarios that distinguish the difficulty in translating what we might experience in-person as opposed to during an online lesson. Sample topics Introducing the concept of use to a new person for their first lesson (‘Self’ Portrait exercise) Using the given person’s habituation to introduce them to their support (water exercise, Ocean and wave exercise) Inhibition and Withholding Definition (visual exercise) Kinesthetic Perception  (Sit-to-stand or activity work illustrating Frank Jones’ postural set that precedes and accompanies your movement, juxtaposed online with facial set and attention which precedes and accompanies movement, which can be clearly viewed online) On Compassionate teaching (holding hands exercise) On the personal narrative On the moment of change is a movement and the present is one’s choice to belong to that moment. ( Transitions–Observation online of change takes place in the ongoing present and its movement wherever the road takes you) Activity work (playing a musical instrument online)

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Universe in One Note, One Word, One Movement

Portrait Catherine Madden

Cathy Madden
WA, USA

The Universe in One Note, One Word, One Movement

Integrating the Alexander Technique directly into an artist’s, a teacher’s, a seeker’s dreams reveals the potent practical use of this work.  “The Universe in….”  practice is one way to invite them to discover the depth and creativity that a simple integrative moment unleashes. For many artists, this practice becomes part of their everyday practice. For Alexander Technique teachers, this exercise is a means to develop your omniservation and integrative practice skills. Participants are invited to come with a note, a song, or a movement – ready to play!

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||AT Games

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Trauma-informed Alexander Technique

Anthony Kingsley

Anthony Kingsley
United Kingdom

Trauma-informed Alexander Technique

Do habitual postural problems, pains and distortions reveal a psychological narrative? Does psychophysical Unity explain the impact of overwhelming distress, adverse childhood experiences, (ACE) and trauma in the body? And can a trauma-informed Alexander Technique enable the processing and integration of these emotional conflicts? How can we work in a way that supports our pupils in Emotional ripening as well as postural ease?

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Vicarious movement is an essential hands-on skill for teaching

Portrait Robin Simmons

Robin John Simmons
Wallis, Switzerland

Vicarious movement is an essential hands-on skill for teaching

In MSI Alexander writes “It is often necessary to break down …. preconceptions of mind by performing muscular acts for the subject vicariously.” When I mention to AT people Alexander’s method of using “vicarious movement” I am often met with a blank look. It seems that some vital teaching process may be somewhat under exposed. In this presentation we will examine what Alexander has to say about this way of working and we will go into practical ways, some rather novel, of implementing this approach. You are almost certain to gain something of practical value you can at once apply to your teaching. You will also realize that it is impossible to fully transmit the Technique Alexander created without some definite personal one-to-one hands-on experience.

How-to
Thursday, 25 August 2022
09:00 h - 11:00 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Exploring the science behind the Alexander Technique

Exploring the science behind the Alexander Technique

He will introduce several phenomena that are currently being studied in movement science and sport psychology and which might have a bearing on our understanding of mechanisms underpinning the Alexander Technique. These include such things as the einstellung effect, the kohnstamm phenomenon, ironic effects, the Quiet Eye and the Grenier Technique. We’ll have fun exploring how some of these phenomena might inform our understanding of the AT and might serve as profitable directions for further research and understanding. Professor Anderson will also briefly introduce us to a couple of the specific studies he has done on the AT. More Information and publications

Keynote Presentation
Friday, 26 August 2022
09:00 h - 10:15 h
Main Auditorium

CATEGORIES
Sports||Science

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Unconscious resistance – a jobless shoulder is complaining

Maike Lenz-Scheele portrait

Maike Lenz-Scheele
Hessen, Germany

Unconscious resistance – a jobless shoulder is complaining

How we can overcome persistence of old habits that show up over and over again and is working against the integration of new options in clients daily life. One part of our student I always served her well and now she wants to throw me away. How unfair. If you look back all the years what I did for her, I helped her writing, I kept her upright, I kept her together when it was freezing cold, my gesture let her say “I don’t know” witouth even opening her mouth. Yes, I am the hard working shoulder and my colleague from the left side and myself, we did a very good job. Now she learned about a new technique and we`re not worthy anymore. But we can’t leave her alone, we’re responsible for her wellbeing. She needs our help, now more than ever before.   Metathoughts of the Teacher How can I deal with this part of my student? There’s no such thing, called a good or a bad habit. How can I talk to this part, who is justifying it’s well done job? How can we integrate this understandable voice? What offer can I make if my client confounds herself with this voice and that reality.   The workshop Understanding the involuntary reactions in the body of our clients is the starting point of dealing with the resistance. Welcome, listen, name it and talking respectfully with it will make a big difference in the impact of your work. We’re going to collect stories like the above one, from other overworking parts of the body. We can talk to the intelligent student and how to inhibit habitual reaction. And we can talk to this inner voice, who speaks up for resisting parts of the body. We will experiment with this options in the workshop. It’s a benefit for our work, because it can be difficult if you and your student wish for a conscious change-process but involuntary habits are still working in the opposite direction. In the workshop we’ll look at this phenomena from a systemic point of view. As a teacher we’re always dealing with person-centered-systems as there are somatic-, psychic-, cultural- and interpersonal systems working together and melting into each other. We as humans are many and we have many different ego-states in ourselves. At the same time we’re dealing with all this parts in our client, as well. Understanding that there are always different parts acting with each other, makes teaching easier and allows the students to work better on their own. We’re going to work in small groups to observe ourselves, while teaching.  

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Alexander Technique for Musicians 2

Michael Clausnizer portrait

Michael Clausnizer
Baden-Württemberg, Germany

Alexander Technique for Musicians 2

20 years of experience with all types of instruments and singing For everyone who wants to get to know the Alexander Technique on the instrument/singing. First, I work on preparatory postures and movements for each instrument and singing. Then, on this basis, the instrument/singing is used to try out how making music in balance is possible. It is usually about simple sequences of notes, more rarely about elaborate works. Active and passive participation, maximum 8 active participants. Please bring an instrument with you ! http://www.michael-clausnizer.de http://www.musikschule-filderstadt.de/filum/lehrkraefte/michael-clausnizer/

Workshop-XL
Friday, 26 August 2022
10:30 h - 13:00 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Authentic Portraits with Ralf Hiemisch

Ralf Hiemisch portrait

Ralf Hiemisch
Germany

Authentic Portraits with Ralf Hiemisch

In this workshop one will learn to be natural and centered in front of the camera. In simple, straightforward steps, Ralf will show us ways to ground yourself and flow forward and upward from there. Discover how presence emerges from this flow and how you can connect through the camera with the person viewing your portrait. The viewer will feel invited to look at you. communication arises. In this workshop Ralf will show portraits of people before and after a portrait session. Ralf will photograph portraits during the workshop while explaining how to do it. What you learn you can implemented immediately. We will do simple activities together to get in touch with each other, photographing each other with professional cameras or smartphones and exchanging ideas. You can use the knowledge you learn in this workshop to photograph your own portraits for your website and your social media accounts. Or maybe you’re an art lover and you’re all about the art of portrait photography itself. Ralf is looking forward to meeting you. The workshop will be held in English 💫 PLEASE BRING Smartphone or professional camera SUITABLE FOR * Alexander Technique teachers who wish to have portraits for their website, social media and so on. * Camera shy Alexander Technique teachers. * Photographers and people who are passionate about photography and art. For those who after reading this think Ralf can’t write nice lyrics … this is an automatic translation made by this website. Powered by Google.

Workshop-XL
Friday, 26 August 2022
10:30 h - 13:00 h
Room not yet assigned

CATEGORIES
Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||Connections to other Modalities/Techniques||Business / Marketing

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

From primary reflexes to primary control

Elke Mastwijk

Elke Mastwijk
The Netherlands

From primary reflexes to primary control

From Primary Reflexes to Primary Control We know that, for some pupils, it is much easier to apply the Technique than for others, regardless of the number of lessons. Elke Mastwijk helps you understand the possible influence of the seven Primary Reflexes which are key to early childhood development. These reflexes organize a baby’s nervous system in the womb and after birth, and provide the foundation for attention, balance and coordination skills later in life. Primary Reflexes should be naturally inhibited through movement as the baby’s nervous system develops. If there are disturbances in early childhood (such as prolonged stress, feeding or crawling problems) Primary Reflexes may not be fully inhibited. This creates compensation mechanisms which disturb postural reflexes and fine motor skills in later life to varying degrees. In pupils with uninhibited Primary Reflexes there can be powerful reflex and muscular reactions which conflict with AT inhibition and directions. Elke Mastwijk can give you understanding of: Primary Reflexes and early childhood development the influence of an uninhibited reflex and how it affects activities such as violin playing, swimming and horse riding, and specific Alexander procedures such as monkey and chair work. In this workshop you will gain knowledge to guide “difficult” pupils” through lessons and will know when to refer.

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Connections to other Modalities/Techniques

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Jeremy Chance Practical B

Jeremy Chance
Tokyo, Japan

Jeremy Chance Practical B

Practical Individual Lessons as a Group Learning Experience – B Benefit: A chance to personally experience the ideas being presented in my daily How-To Sessions & Whatever I am busy presenting a daily How-To Workshop – which leaves me precious little time for good old-fashioned teaching! I received my first lesson from Alan Murray in 1969 – that was more than half a century ago. I also trained thrice as a teacher: first on a STAT course in London in the 1970s; then again with Marjorie Barstow in the 1980s; then finally as I started training teachers in the Oughts by attending workshops with the many different visiting teachers I invited to Japan. This is an (almost) unstructured class – orientated to giving individual attention as a means for group learning experience and answering random questions – based on the needs and wishes of those who attend. I will present different ideas and teaching plans as the occasion calls for them. I will start with one of the many different AT games I developed for my trainees, then take your requests from there. Please come ready with an activity request. I will both teach, and explain my teaching as I teach – something I am used to doing for my trainees. I have been teaching like this for most days in my Japanese training school for the last two decades. I ticked every category for this session except the diversity one – I still get into trouble with my Gen-Zener daughters, so I best keep away from issues like that. I am getting better though… “OK, Boomer” LOL

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Sports||Practical Teaching Skills||AT Games||Anatomy||Connections to other Modalities/Techniques||Business / Marketing||Science

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Teaching the A.T. to Children with Special Needs

Portrait Gal Ben-Or

Gal Ben-Or
Mate-Ehuda, Israel

Teaching the A.T. to Children with Special Needs

“Give a child conscious control and you give him poise” f.m.Alexander A practical way for working with children Many teachers of the technique would love to work with children or are interested in this domain bur are reluctant to do so for all kinds of different reasons. In the workshop I will discuss about different aspects of working with children (focusing on children with spaicial needs) and share my 30 years of work in this field. The main motivation in giving this workshop is to assist Teachers Bridge the gap between wanting and actually doing it as well as helping those with experience find new possibilities and develop their skills. I will show a few privet films not accessible to the public of case studies of my work and explain the different approach to each child. During the workshop I will talk of many different aspects of working with children such as: Preparing the room First conversation with the parents and how to create a partnership with them First lesson with a child Different approach to different ages Timing Giving directions during playing games Working in a kindergarten and plenty of space for questions and discussions. http://vimeo.com/13422781  

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills

6

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Alexander Zoo – The Totem Pole of Personal Use

Portrait Robyn Avalon

Robyn Avalon
New Mexico, USA

The Alexander Zoo – The Totem Pole of Personal Use

Discover this delightful way to introduce people to the most common interference patterns in personal use! Explore whether you are more like a slumping dog, a strutting duck, or a sighing dinosaur….or discover a lively totem pole of ‘personal use’ animals, including a snake, cuckoo, gorilla, turtle, cobra, eagle, and whale. Experience this unique, non-judgmental, and fun way to introduce students to the idea of noticing habits of personal use and coordination through play and lots of laughter, as we each build our own Totem Pole.  

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||AT Games||Anatomy||DEI – Diversity/Equity/Inclusion

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

The Art of Self Direction, Part Two: Joints and How to Use Them

The Art of Self Direction, Part Two: Joints and How to Use Them

Pupils often come to us asking for help with different activities—getting in or out of a chair, walking, writing, using their voice, hitting a tennis ball.  While it might be nice to know what muscles we use for any activity, it is much more effective (and efficient) to know what joints to use. In this workshop, we will have fun meeting the biomechanical challenges presented by everyday tasks.  Consideration of joints and their structure as we “direct” makes any task much easier and simpler.

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Anatomy

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

The Experimenters Union: A place to find your unique teaching voice

The Experimenters Union: A place to find your unique teaching voice

Are you looking for a rigorous but warm-hearted environment where you can test out your unique teaching ideas and get high-quality, supportive feedback? Do you want to find and clarify your own unique teaching voice? This workshop, hosted by Clare Maxwell and Eleni Vosniadou, creators of The Experimenters Union, is for you. We will share our simple yet rigorous formats for teaching and giving feedback; you will bring your courage and your beautiful teaching ideas. Put those two things together, and magic happens. At least one of the following is necessary for participation: A willingness to learn and explore A teaching idea or experiment for a group or an individual We will provide the rest! If you don’t have a teaching idea to share, no worries! Your presence in the “student” role is just as valuable and needed as the “teacher” role, no matter what your level of experience. If no one is ready to step into the “teacher” role at first, we have several different ways to generate teaching ideas on the spot. Our two simple formats, researched and developed over the course of the last three years, are as follows: A teaching moment has 3 parts: 1)  Beginning 2) Middle 3) End Feedback from each individual participant may include, in no particular order: 1)  What did I sense (multi-sensory experience) 2) What did I feel (emotional tone) 3) What did I think (cognitive associations, connections and context)  Feedback (led by our facilitators) begins from the bottom up, with sensations, emotions, and then thoughts. We call this a non-hierarchical format because no individual is an authority on anything other than their own experience. The workshop will begin with gently guided open time to arrive and settle into the space together, and end with a quiet moment for integration and rest.  

Workshop-XL
Friday, 26 August 2022
10:30 h - 13:00 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||AT Games||Communication/Verbal Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

Unlearning hierarchy in our learning-teaching spaces

Unlearning hierarchy in our learning-teaching spaces

Creating Non-Hierarchical Learning Structures for individuals and groups In this workshop, we offer to circle together and sense as a team of learners how we can allow our knowledge and experiences to be in the center of the space, where it is available equitably to all who are present. The experiences and knowledge that emerge belong to everyone. How can we embody this teaching paradigm where the student doesn’t need to go through the teacher to reach the knowledge or understanding? How can we all be learners in this process? Our intention and responsibility as facilitators is to create and hold a safe space together as a circle. This is essential for the process of exploring ways in which we might let go of our familiarity with hierarchical ways of teaching our work. Might letting go of this paradigm lead us to a more nurturing relationship with our work and each other? We wish to use the principles of the Alexander Technique to explore in depth the ways hierarchy resides in our (AT) teaching spaces and allow new ideas to emerge. Breathing, movement, and small group activities, will be used as a means-whereby to embody Alexander technique principles in our relationships with a learner or a group of learners. Through these activities, the group might choose several principles which we will then put into play together during this co-created workshop. I whish to present this workshop with Corinne Cassini who will register soon

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||DEI – Diversity/Equity/Inclusion

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

What you say?

What you say?

What happens when you don’t just say or sing words but your words sing and speak you? As a singer I have been fascinated by the moments when “I” don’t sing but “it” sings. Through Alexander’s work we enter a realm that is beyond words from which you will be surprised to find spot-on words that really meet your students or any other audience.  I will offer group interactions and demonstration with a few participants in real-life situations.

Workshop-Medium
Friday, 26 August 2022
10:30 h - 11:45 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Addressing and Challenging Patriarchy With / In the Alexander Technique

Karin Heisecke

Karin Heisecke
Berlin, Germany

Addressing and Challenging Patriarchy With / In the Alexander Technique

This workshop will explore the impact of patriarchy on our work as Alexander Technique teachers, the potential of the Alexander Technique to challenge patriarchy, and practical ways of doing this. Issues and questions that will be explored theoretically and through practical experiences include our and our pupils’ habits related to gender dynamics, gender stereotypes that we may unconsciously reinforce through our teaching style, and our (potential) role as Alexander teachers in the context of broader efforts for societal change towards gender equality. The workshop will provide an opportunity for participants to explore ways to consciously and proactively integrate and address this issue in our work, whether as trainer of future Alexander Technique teachers or as AT teachers working with individuals or groups. We will explore ways to apply our skills in different contexts of our lives to contribute to a society free from discrimination and harmful gender stereotypes. Participants are invited to share experiences and good practices, and to join a conversation on the way forward (and up).

Workshop-Medium
Friday, 26 August 2022
12:00 h - 13:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||Communication/Verbal Skills||DEI – Diversity/Equity/Inclusion||Connections to other Modalities/Techniques

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Finding Our Place in Time: The Art of Anticipation

David M Mills

David M Mills
Washington, USA

Finding Our Place in Time: The Art of Anticipation

You are living in the past. What you experience as the present is a result of several milliseconds to seconds of integrating sensory information. You are also living in the future. Your perceptions are shaped by your beliefs about what might be coming next. As the American psychologist, George Kelly said we are all “living in anticipation.” This practical workshop is based on two ideas: Our brains are prediction machines. We commonly think that perceiving and moving are two different activities. We are wrong. Through a series of practical, playful activities, we will explore the recent science behind those two ideas. As we do, this new perspective will fundamentally shift your understanding of Alexander’s concepts and principles, and in turn, deepen and enrich your practice.

Workshop-Medium
Friday, 26 August 2022
12:00 h - 13:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Practical Teaching Skills||Science

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Let's look at the skeleton – and discover directions

Portrait Andreas Dirscherl

Andreas Dirscherl
Bavaria, Germany

Let's look at the skeleton – and discover directions

In this workshop, I will offer yet another way of exploring our basic Alexander directions – just by looking at the (human) skeleton. In working with students and trainees over the years, I’ve discovered that the skeleton can directly teach us very useful practical connections and directions. Every observation will be “put to the test” as we explore the immediate practical effect on use, in ourselves, and when putting hands on. I would like this workshop to be a lab for exchanging ideas and playing with directions My intention is not to challenge your tried and established ideas, but expand your toolbox and give you additional ways to instruct your students. Disclaimer: We’re alive, human beings, not just matter. And it is definitely not about posture! Yet there are positions of mechanical advantage. Especially useful for beginners. We’ll be looking at The skeleton as a whole from all sides – what do you notice The line head-spine-legs-feet From the sternum to the sacrum Position of the arms in relation to the legs Hands-arms-shoulders Inherent balance vs. inherent imbalance What’s in front of the spine, what’s behind From 4-footed animal to supported biped Looking at the “monkey” from a skeletal perspective … and more!

Workshop-Medium
Friday, 26 August 2022
12:00 h - 13:15 h
Room not yet assigned

CATEGORIES
Everyday Activities||Practical Teaching Skills||Anatomy

3

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Everyone

Touch, but not shape. Co-regulation as a means whereby

Carsten Møller

Carsten Møller
Denmark

Touch, but not shape. Co-regulation as a means whereby

Is it possible to work hands on without conditioning the other, without correcting, and yet support and guide towards more presence and understanding, towards a better use? This workshop is an invitation to approach hands on work from a non-invasive perspective. Over the years many AT teachers has renounced the use of touch due to possible corrective and manipulative elements of that practice, which can hinder the pupil to own or to really learn something for themselves. I can fully understand this position, but I believe that the use of touch is a cornerstone in teaching the AT. Touching and being touched is a basic act of human relationship, and through touch, it is possible to communicate on deep level, verbally and non-verbally. Co-regulation in this context means that the individual behind the touching hands, is continuously regulating the self towards presence: Whatever is sensed or perceived in the ‘pupils’ system must at first be dealt with in one’s own system, to be able to be fully present with the other. This brings a sense of being there together, teacher and pupil, exploring possibilities. Touching means crossing personal boundaries. In order to assure safety, it is necessary to negotiate boundaries before and during a session based on touching, so that the individual being touched is always in control of the situation. This workshop is based on the perspectives that: – Whatever the state of use of the pupil is in, it is the perfect version of that specific model of use. – To step out of the zone of the known/control, there must be safety – The teacher must always work for establishing a safe environment    

Workshop-Medium
Friday, 26 August 2022
12:00 h - 13:15 h
Room not yet assigned

CATEGORIES
Practical Teaching Skills||Communication/Verbal Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees

30 – Minute Experiential: Breathing Lie Down in Prone

Kristin Mozeiko portrait

Kristin Mozeiko
Connecticut, USA

30 – Minute Experiential: Breathing Lie Down in Prone

This thirty minute experiential workshop is open to all. Starting with everyone in semi-supine or in a chair there will be a brief explanation of the benefits of lying in a supported and directed prone position. A foundation will be provided to learn for ourselves and teach others to lie prone with the breath in both virtual and in-person AT private lessons and classes. Additionally, participants will be given some research regarding hospitalized COVID patients and lying prone. We will also explore how, anecdotally, breathing in prone can help with COVID recovery, breathing illnesses, and as well as how it can assist wind musicians, singers, and actors.   In this session the participants will be guided into the supported prone position and asked to experiment with lying down and breathing. Some simple breathing exercises and controlled exhalations will also be explored in this position. Participants who want to experience the lie down in prone are encouraged to bring a few pillows (or an extra yoga mat) and a towel for this session. Participants who do not wish to lie down will be asked to observe and, if there is interest, to use listening hands on the individuals who are lying down. Finally, there will be some time to discuss individual experiences, the benefits and pitfalls related to lying prone in an AT context in-person and online.

Workshop-Mini
Friday, 26 August 2022
12:45 h - 13:15 h
Room not yet assigned

CATEGORIES
Performance/Music/Acting/Voice||Everyday Activities||Practical Teaching Skills

1

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander Technique and Mindfulness

Malte Holstad
Germany

Alexander Technique and Mindfulness

In recent years there has been a boom and widespread adoption of mindfulness aka meditation practice in almost every context one can think of. This trend was mainly driven by scientifically backed up and accordingly promoted teaching formats. Many Alexander teachers find themselves confronted with this development and try to find their place in this surrounding – especially since it can be argued that AT is a mindfulness practice, or at least involves aspects of it. As a long term Zen practitioner and Alexander Technique teacher, who is also certified for MBSR (mindfulness-based stress reduction), I have a special relationship to this topic and can see the interrelations, differences and potentials in the approaches. They can inform and enrich each other on a quite profound level. When it comes to external perception, Alexander work can only benefit and learn from the professional appreciation, widespread success and legitimacy mindfulness practice has achieved in the last years. This has opened the door for many related approaches and AT is definitely one of them. In this small workshop I will: give a basic overview and common used definition of mindfulness as it is taught in contemporary programs, as well as its historical background, dating back to a man named Buddha 2600 years ago draw connections to AT practice and identify similarities and differences between these two reflect on how each practice can inform and enrich each other and why I think they are a perfect match be guiding a meditation

Workshop-Mini
Friday, 26 August 2022
12:45 h - 13:15 h
Room not yet assigned

CATEGORIES
Connections to other Modalities/Techniques

4

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Flowing the breath in daily life

Portrait Penelope Easten

Penelope Easten
Clare, Ireland

Flowing the breath in daily life

Are you aware how often you hold your breath?  You may be doing it all the time – even gripping your whole body – when you go to do the simplest thing, such as open a door or chop a carrot! In this workshop we will use a simple game that teaches us how to interfere less with our breath and the movement itself, and flow them together in synchrony. We then take this into simple daily activities, where the strength required for the activity can be found in a dynamic and flowing way that links the whole body and awareness. In this way you learn to apply the AT as a living process in your daily life. As with all my workshops, you will learn skills and activities that you can apply to teaching online or in person, with individuals or groups.

Workshop-Mini
Friday, 26 August 2022
12:45 h - 13:15 h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills||AT Games||Communication/Verbal Skills||Science

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone

Alexander Technique Principles

Portrait Theodore Dimon

Ted Dimon
NY, USA

Alexander Technique Principles

Among the various approaches to Alexander’s work, there are few, if any, detailed curricula for learning F.M. Alexander’s work, outlining the various steps involved in learning, and clarifying what each is for. In this workshop, Ted Dimon breaks down Alexander’s work into six distinct stages: 1. Observing the Body in Action 2. Directing 3. The Primary Control and How it Works 4. The Means-Whereby Principle 5. Inhibition and Subconscious Action 6. Conscious Control The six stages we will look at roughly follow the journey Alexander took (as described in his famous account in ‘Evolution of a Technique”) and combine analysis of these stages with insights and discoveries from Dimon’s personal experience learning and teaching this work over thirty five years. These stages are outlined in Dimon’s new digital project: www.AlexanderTechniquePrinciples.com. As we examine each of the stages, we will define key terms and concepts and how they evolve as we advance through the work, and we will participate in hands-on exercises to explore the principles of the Alexander Technique.

Continuous Learning
Fri 26 & Sat 27 (Session 2)
15-17h & 9-11h
Room not yet assigned

CATEGORIES
AT Principles and Procedures||Everyday Activities||Practical Teaching Skills

2

WORKSHOP STYLE

Fully Practical

Lecture

OPEN FOR
Teachers||Trainees||Everyone