Train Journal: Classes with Judith Leibowitz #20
February 17th, 1978
A question came up about how one can be certain that he/she has really understood an idea or experience and can repeat it. Judy said that you cannot learn it by trying to hold onto it. The learning may not be possible to verbalize. Judy can get quick results because she is clear about objective: neck, head relationship, back, etc. She also sees before she touches. This cuts down time required to work period these skills are required over the years and they develop as you teach. First thing is to establish the primary control (poise of the head on the neck, and spine) then get on to the rest of the work. Judy says that she takes the student ahead of the previous experience and knowledge (a preview) to where the student will go, thus it will feel to the student that the use is “odd” or wrong.
Read moreTraining Journal: Classes with Judith Leibowitz #13
January 17, 1978
“Don't get bored. You are on a spiral of change. “
“When working on hands, start by dealing with the totality, out of which you move the hand.”
Think of the hand as being open and free. It is one of your most precious tools. Be nice to them.
Stretching often uses tension. Allow it to release. Direct it to release. She [Judy] used the example of reaching an octave on the keyboard. First stretch to reach it. Then allow your hand to release to reach. Think of the hand as material that has no bones. Your hand can be full of energy. When placing it on something, allow the energy to “flow” to that.
Read moreAn Approach to Training Teachers: start with Alexander's means-whereby
by Brooke Lieb
This week, a student on the ACAT training course (trainee) commented that there didn't seem to be specific instruction on the nuts and bolts of teaching: where to put hands, what to say, and the sequence in which to do things.
Read more