The most profound learning of Alexander Technique does not happen during a lesson: it happens when pupils take the skills and sensitivity they are working on and apply these in ‘real life.’ Alexander Technique is designed to be used in action, whether at work or play. Yet when we are active - especially when it is an engaging or stressful activity - this is the time when students find it most difficult to remember to use the Technique.
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‘Whenever I use Alexander Technique, it helps. But I keep forgetting to use it! Sometimes I get to the end of a job and realise I didn’t think of it once.’
Even when we appreciate the benefits of Alexander Technique, remembering to engage with it can be a challenge. This is all the more difficult if we are unaware of ourselves in the moment in which we are moving or resting with poor quality.
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When studying Alexander Technique, each student will progress in an individual way. There are, however, some common themes students may be able to relate to. A consideration of progression can help to put into perspective one’s own experience and development.
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