Monday, 10 November 2014

A workshop on "Use of the Eyes within the Use of the Self" with Brigitte Cavadias - Regina Stratil


On the 18th October 2014 I attended the Student Network workshop "Use of the Eyes within the Use of the Self" with Brigitte Cavadias and I am very happy to share my impressions and memories of it in this blog post.

Here is the official blurb for the workshop, Brigitte’s bio is at the end of this blog post:

WORKSHOP INFO

In this workshop we will address the following issues:

Can we / should we apply to vision improvement the Alexander principles of inhibition and direction? If so, how should we go about it?

Can our awareness of how we look at / see the world help us in applying the Alexander principles to any situation of our daily life?

By means of activities and games, we may, during these four hours, experiment together and find some answers.

Brigitte started out by asking us about any questions we might have, and there were many. I only remember one question now clearly, probably because it reflects my own situation: One participant said that the sight in one of his eyes is much weaker than in the other, and he has the impression that the stronger eye takes over most of the seeing. How could the Bates Method help? The answer was that the Bates Method can change your vision habits and so help to reeducate the ‘lazy’ eye to join in and do its part of the job - over time. This made immediate sense to me, especially coming from an Alexander Technique point of view, and with my own experience that my vision seems to be better on some days and worse on others.

That it is necessary to allow time for changes to happen was impressively illustrated by Brigitte’s own story. She had been wearing varifocal glasses constantly (“…just not for sleeping and not during a shower…”) for many years before starting with the Bates Method in her fifties. After two years of working on herself she was able to live daily life without glasses and after two further years read without glasses.

We continued the morning finding common grounds of the Bates Method and the Alexander Technique in relating quotes from Bates’s book to some Alexander Technique principles, for example regarding concepts such as psychophysical unity, non-doing etc.

The first experiment I remember was related to the universal habit of staring. Brigitte asked us to find a detail on our index finger, really stare at it and observe what happens. We stared the best we could, eyes drying and watering at the same time, holding our breaths, heads locked, and not seeing anything very clearly in the end. It was not surprising that we all agreed that a habit of staring is neither efficient nor comfortable and needs to be prevented.

A thorough tour through the anatomy of the eye followed. We located our own pupils and irises in pocket mirrors that got passed around and looked at a take-apart model of the eye. The most fascinating fact to me was that the only point of real clear vision is an extremely tiny spot on the back of the retina (at the back wall of the eyeball) opposite the pupil (which is basically a hole in the front of the eye). It is called the fovea centralis, and it is only at this very tiny spot that we have clear vision! So how comes that what I see seems largely to be in focus? The answer is that the eyes are scanning all the time and the brain puts it all together. Therefore eyes need to be free to move. But also the head needs to be free to move! At this point the concept of ‘Central Fixation’* was introduced: “Central Fixation is seeing best where you are looking.” We then experimented to look “with our noses”, meaning the nose points at what we are looking. One sentence I wrote down during the workshop with a big exclamation mark is “The first quality of good eyesight is the freedom of the neck!”

*Brigitte briefly explained that certain groups prefer the term ‘Centralisation’ over ‘Central Fixation’ considering the word ‘fixation’ as a ‘dirty word’. Brigitte then said in her lovely French accent: “But I am French, and I am NOT afraid of dirty words!”

We also learned that the side of the retina is better for seeing at night and that relaxation is important for good eyesight. A good way to give your eyes a rest is ‘palming’ – cupping your closed eyes with your own hands.

We explored all those elements and concepts with various games:

1. Holding up two differently coloured pencils and looking at one directly (with the nose!) to see it in focus, being aware of the other peripherally to get a clear sense of the difference between central fixation and peripheral vision.

2. Looking at an interesting picture (Brigitte brought loads and everyone could chose two of his/her liking) and painting one colour or detail with the imaginary magic brush at your nose, then closing your eyes and painting the same colour or detail with the magic nose-brush from memory. We all experienced some change afterwards: The colours seemed brighter, more depth to the whole picture, more detail, sharper, crisper.

3. We put on paper masks that only allowed us to use our peripheral vision and experienced how things appear to move backwards as we move forwards and how easy it still can be to navigate your way safely only using peripheral vision.




Photo by Liz Dodgson




Photo by Liz Dodgson


A set of games which was particularly interesting for us Alexander Technique trainees and teachers was as follows:

We experimented with three modes of vision: Fixed, peripheral and integrated. To get a feeling for these modes we had colourful toys all across the room and walked around using these modes, one after the other, in two groups (one group walking, one observing) and compared then the impressions of the observers and the walkers.

In the fixed vision mode we would fix the gaze on the toy of our desire and go for it. The experiences included feeling focused, determined, more tense, and it was observed as being fast, almost aggressive.
In the peripheral mode we would try to stay in peripheral vision all the time (not easy!) and felt a bit woozy, dreamy, not really interested in the toys and were observed as being slower, almost nobody touching a toy, but gentler, more open.

In the integrated mode we attempted to combine the two, so clearly fixing on something interesting, but keeping a sense of peripheral vision. We felt more present, connected to our surroundings, and we observed as being more coordinated, integrated, balanced.

These three modes were explored thoroughly with different games, alone and in pairs, until we had a good sense of them and were also able to judge which mode another person was in. We then paired up again, one being the receiver, standing with his/her backs to the partner who would put him/herself into one of the modes of vision, approach his/her partner from behind and touch their back. It was truly amazing what difference it made to the quality of touch! Being touched by a person in fixed mode could feel harsh, unsensitive, intrusive. Being touched by a person in peripheral mode could feel insecure, almost drawing you off balance, providing no safety or meaning. Being touched by a person in the integrated mode gave security, made you curious, and was a whole different experience. It seemed that the mode of vision of the person touching rubbed off onto the receiver.

I thought this set of games was particularly relevant and interesting to us AT trainees and teachers, for whom touch is such an important tool.

We finished the workshop lying in semi-supine while palming our closed eyes and being led through an imaginary journey through our eyes from the cornea right back to the visual cortex in the back part of the brain where the head touches the books.

I thoroughly enjoyed this workshop and took away a lot of useful facts and things to think about and work with. It was a lovely, welcoming group, and the workshop was well organized. Brigitte led us through the day with great expertise (and good humour!), which obviously is the result of lots of personal experience and work on herself and with others in both the Bates Method and Alexander Technique. Elisabeth Dodgson, also an Alexander Technique and Bates Method teacher, assisted during the workshop and shared generously from her own experience and knowledge. She studied the Bates Method with Brigitte in France (and in French!) and describes Brigitte as her mentor. It was a treat having her there as well.




Photo by Liz Dodgson


ABOUT BRIGITTE

Brigitte trained with Misha Magidov at his North London Teachers Training Course and with Miss Evelyn B. Sage in her North London School for teachers of the W.H. Bates Method. She qualified in both methods early 1992. Since then she has been teaching in Provence, in Paris, as well as in London, one to one lessons and groups.

From the beginning she has been keen on including the use of the eyes in the use of the self and devoting a special attention to the means of improving consciously and naturally eyesight and vision.

Within the frame of Altevi (Alexander Technique and Vision, www.altevi.com), she has run numerous workshops in many European countries and in New Zealand.

All theses years, she has never stopped teaching vision in AT Schools and, in the last three years, she has also co-run three Bates Professional Training Courses in France.

She is living and teaching privately in North London.

Wednesday, 10 September 2014

A workshop on Opposition with Avi Granit

Opposition: 'the small difference that makes all the difference'

Presented by Avi Granit at The Alexander Technique Studio, 6 Ravenslea Road, London, SW12 8SB
Sunday, 29th June 2014
By Jacek Kaleta

In this write-up I would like to share some of my impressions and what I learned from attending the workshop on Opposition with Avi Granit. The workshop was attended by 17 trainees and 1st year students and one visiting teacher, it was fully booked.

Here’s the blurb, Avi’s bio can be found at the bottom of this write-up.

Opposition is the vitally important direction that makes all the difference to the quality of our teaching.  It is essential that it is clear both in the pupil's mind and the teacher's. In this workshop we will explore and clarify the meaning of the term “opposition”, and how to use it in practice to improve the dynamic relationship between you, the teacher, and your pupils. We will see how it helps to create the “up” quality in the pupil to powerful effect. In this workshop I will provide practical tools, knowledge and ideas for teachers to use in their work. As my teacher, Patrick MacDonald, used to say, opposition is 'the small difference that makes all the difference'."

This wasn’t my first encounter with Avi and his way of working. We met for the first time about a year ago when he visited my previous training school. I must admit that that first meeting was quite challenging for me, in a good way. This is not a place and time for dwelling on details of that encounter, but I will just say: what a difference one year can make!

I very much enjoyed working with Avi again. This time his way of work resonated with me very clearly - I suppose receiving Madconald lineage transmission over the past year in my new training school prepared me for this.

Avi started his workshop with recalling the 5 principles of the AT as taught by Patrick Macdonald. I think it’s worthwhile to recall them here: Recognition of the Force of Habit, Inhibition and Non-Doing, Recognition of the Faulty Sensory Awareness, Sending Directions and Primary Control.


Photo by Jill Payne


He then asked for a volunteer to demonstrate working with a chair. One brave student came forward and Avi asked him to sit down and stand up – it’s not easy to be put on the spot like this, especially when other participants are invited to make comments! I noticed how much we also reveal something about ourselves when we give feedback about others.


UP

Avi used what arose during that experience as an opportunity to explain some important points in his way of teaching. One thing that stuck to my mind was the distinction between 3 different ‘Ups’.

1.     The first ‘up’ corresponds to the up in the head, as in the direction head going forward and up.
2.     The second ‘up’ corresponds to the lengthening direction of the back.
3.     And finally, the third ‘up’ corresponds to the vertical direction up towards the ceiling, the opposite direction of the force of gravity.

‘The Up’ is that special quality we’re after. Avi used the image of bubbles in a glass of water. No matter in what direction we move the glass,or change its angle, the bubbles are always going up. In the same way ‘the up should be in every cell of your body’. (Please note that all quotes in italics are Avi’s, unless otherwise stated)

There were some quotes attributed to Mr. Macdonald that related to that:

‘We have to learn the Art of Falling Up.’

‘Thrust your back up.’

‘Aim up, stay back under all conditions’

The next volunteer had the task of going up on their toes. In that particular case the challenge was: can I go on my toes straight up, without going forward first? I personally wasn’t clear why Avi made this request, so I asked for clarification: there’s nothing inherently wrong in going forward first, but is it really necessary? It’s possible to go straight up. It’s good to have an alternative (my paraphrase).
 
Photo by Jill Payne


Back and Opposition

We then moved to another core aspect of our Use: Back. Avi began with explaining that for him the back contains the pelvis and the neck. An image of a pentagon is helpful here. Two bottom vertices are hip joints, two middle vertices are shoulder joints, and the atlanto-occipital joint being the top vertex.

Continue to strengthen the ability to go back and up in front of the stimulus.

Avi shared with us how he works on himself everyday using the hands on the back of the chair procedure. This was also an opportunity for showing us how to work with opposition and where the most important oppositions can be found.

Here are some examples. Opposition between:

·         Me and the chair
·         Head and back
·         Knees and back
·         Hands and back
·         Elbows
·         Hands
·         Shoulders
·         Right upper arm and left lower arm
·         Left upper arm and right upper arm

There’s of course more…

Avi used the image of the hexagon (shoulders, elbows and hands being the vertices) All those dynamic oppositions within create ‘the power out’, or ‘centrafugalic’ force and are very important when putting hands on. I found this way of looking at it very useful and very much in tune with how I am taught the skill of hands on at my school.

Avi then showed us a possible extension of this procedure, always bearing in mind 3 important things:

Up – Opposition - Centrafugality

Or to put it in preventive terms: ‘we don’t want to fall heavy on pupil, loose the opposition and just work with the hands.’
Photo by Iren Laidma


The next step was to take it into putting hands on. There was a clear link between how we put hands on the back of the chair and how we put them on the person.
Photo by Jill Payne

Something interesting came up during this work that Avi felt strongly about commenting about. He saw something in one student that I can also recognize in myself: certain anxiety, fear and hesitation about putting hands on. He was very sincere and open about making it clear that it’s better to do a bit too much, and not be afraid of overdoing it. I valued his openness about it. He was clearly concerned and shared his advice from his heart.
I found it very beneficial to learn from Avi on that day. There’s something comforting in learning things outside your training school that are so much in tune with what I am learning from my HoT.

Avi’s style of teaching is very clear and direct. He’s quite clear about what Alexander Technique is for him and what is important in teaching it and he speaks about it with confidence and conviction. Also, he points out things in a direct way. My impression is that some of us get so used to receiving ‘nice’ feedback all the time, that when someone from a different, more ‘straightforward’ culture comes in with some straightforward comments it can be a bit of a shocker.

I’d like to finish this write-up with a quote from Patrick Macdonald:

“Opposition – it’s all what it is about”


Photo by Iren Laidma

 
Avi Granit’s Bio
Avi Granit studied the Alexander Technique with Patrick Macdonald in London; remaining an extra year after his graduation in 1983 and making regular return visits over many years to enrich his learning experience, understanding and powers of direction. 
Avi lectures and gives post-graduate AT workshops in Europe and all over Israel. He instructed Israeli Air Force pilots in the Technique for over a decade and has been involved in training teachers for many years. He currently runs his own training course in Tel Aviv, which he opened in 2006. 
© Jacek Kaleta 2014

Monday, 8 September 2014

Welcome to the AT Student Network Blog.  With the help of our fellow students we will aim to review each workshop we have and maybe throw in a few pictures.  This can help keep us all updated on what we are learning, especially those who are unable to attend the workshops.
Thank you for reading and if you would like to write something for the AT Student Network Blog then please just let us know!