From the chapter Evolution of a Technique in Alexander’s third book Use of the Self
Supposing that the “end” I decided to work for was to speak a certain sentence, I would start in the same way as before and
1) inhibit any immediate response to the stimulus to speak the sentence,
2) project in their sequence the directions for the primary control which I had reasoned out as being best for the purpose of bringing about the new and improved use of myself in speaking, and
3) continue to project these directions until I believed I was sufficiently au fait with them to employ them for the purpose of gaining my end and speaking the sentence.
At this moment, the moment that had always proved critical for me because it was then that I tended to revert to my wrong habitual use, I would change my usual procedure and
4) while still continuing to project the directions for the new use I would stop and consciously reconsider my first decision, and ask myself “Shall I after all go on to gain the end I have decided upon and speak the sentence? Or shall I not? Or shall I go on to gain some other end altogether? “ - and then and there make a fresh decision,
5) either
not to gain my original end, in which case I would continue to project the directions for maintaining the new use and not go on to speak the sentence;
or
to change my end and do something different, say, lift my arm instead of speaking the sentence, in which case I would continue to project the directions for maintaining the new use to carry out this last decision and lift my hand;
or
to go on after all and gain my original and, in which case I would continue to project the directions for maintaining the new use to speak the sentence.
In this series, I will share ideas and activities to provide a practical context for Alexander’s 5 step process as written in the chapter “Evolution of a Technique” in his book “The Use of the Self.”
The Use of the Self is considered by many as Alexander’s most accessible and practical text, and I have heard it referred to as the “textbook” that he wrote to support the teachers-in-training when he began group training in 1931. Up until that point, he had trained teachers in an apprenticeship fashion.
STEP 1
“Inhibit any immediate response to the stimulus…”
For our purposes, you can choose any activity you like.
Alexander was particularly focused on speech and oration, his profession. He was suffering from chronic hoarseness which put his livelihood at risk. He began his exploration to solve problems with speaking, thus his stimulus was “to speak a certain sentence”.
I will choose reaching to lift my cup.
Inhibit any immediate response to the stimulus…
Translation: Aspire to think about the activity without beginning to do it in ANY way (muscularly, intellectually, physiologically).
Based on my studies, this is not entirely possible nor even entirely desirable. Our systems begin priming for many activities before we are aware we’ve begun action. This would include my stimulus of lifting my arm and whatever activity you have chosen.
Examples of inhibiting immediate response in the real world:
Competitive swimmers or runners waiting for the starting sound before they spring to action. They know the sound is coming, but they don’t know exactly when.
Waiting to scratch when you notice an itch.
"Stop and count to ten": Waiting to reply when you feel strong emotion in reaction to something just said to you.
Giving yourself time (minute, hours, days) before re-reading and replying to an email to which you have a strong reaction.
Waiting to check your calendar before scheduling something.
Taking time to gently accelerate your vehicle from full stop after the light turns green.
How you might learn and practice "inhibiting any immediate response to the stimulus" in an Alexander lesson:
During table work, where you are resting on your back and your head is typically on books:
Your teacher may lift your head. You practice not activating neck and trunk muscles the way you would if you were lifting your own head, AND not activating muscles in a way that would hold your head in position. Instead, you think of not doing any action in response to having your head lifted and leaving your head resting passively on the books.
Your teacher may lift your arm or leg and move it (bend/unbend, rotate, move towards or away from the mid line). You practice thinking that you have left your arm or leg in the position it was before your teacher lifted/moved it. You think in ways so you aren't holding it in any position, or deliberately moving it.
During upright work, when your teacher might guide your movement, OR you might initiate movement yourself:
Allowing your teacher to guide your movement from sitting to standing while you practice remaining in poised stillness. You are thinking in ways that help you stop or minimize any muscle action that would happen when you start the movement yourself.
Taking time before you rise from a chair to stand. During this time, you are practicing interrupting habits of movement by staying still with ease. Instead of tensing or bracing to keep from moving, you are learning to minimize habitual preliminary movements before you initiate movement for yourself.
How you might practice inhibition on your own:
Before you rise from sitting, pause and think of poised stillness, releasing into an upward lightness for 10 to 30 seconds. Then rise from the chair.
When you smartphone rings or you get a text alert, pause before moving towards your device, releasing into an upward lightness for 10 to 30 seconds.
Before you sit up in bed, take a moment to rest fully on the bed, your head resting fully on your pillow. Think about rising but don't do it. Practice prioritizing resting fully on the bed while you imagine getting up to lessen your habitual pattern.
Repeat the same process before getting up from the floor after yoga, exercise, or any reason that you may have been laying on the floor.
In conversation with someone, practice listening and postpone formulating your response. Just listen.
In the next blog, we will explore STEP 2, what it means to "project in their sequence the directions for the primary control"
N. BROOKE LIEB, Director of Teacher Certification from 2008 until 2018, when ACAT ceased operations, received her certification from ACAT in 1989, joined the faculty in 1992. Brooke has presented to 100s of people at numerous conferences, has taught at C. W. Post College, St. Rose College, Kutztown University, Pace University, The Actors Institute, The National Theatre Conservatory at the Denver Center for the Performing Arts, Dennison University, and Wagner College; and has made presentations for the Hospital for Special Surgery, the Scoliosis Foundation, and the Arthritis Foundation; Mercy College and Touro College, Departments of Physical Therapy; and Northern Westchester Hospital. Brooke maintains a teaching practice in NYC, specializing in working with people dealing with pain, back injuries and scoliosis; and performing artists. www.brookelieb.com