“My main aim in teaching is to inspire others to explore, apply and enjoy their full potential. I use the medium of music extensively through my piano teaching practice, but find I can reach a greater diversity of people, and influence them more profoundly throughout the form of the Alexander Technique. These two forms are what have most inspired me, and certainly the Alexander Technique has enabled me to do some much more with myself than had I not taken the opportunity to explore it.
I feel rather passionately about the technique because it has made such a dramatic impact on my own life. I want the technique to be practical and available for all who are interested in it. Alexander Technique is rather elusive in defining. It is an aim of mine to be clear and concise about the Technique, however challenging this is.
I enjoy the experimental process of teaching the technique. I am honoured when students come to me and are willing to have me share the exploration of their ways of being. Having had many experiences myself of pian, breakthrough, artistic frustration, relief and joy I feel I have much to offer the student. My perspective from years of study of Alexander Technique – firstly in application to myself, then in teaching others, gives me the tools to guide students through the journey of explorations. To me Alexander Technique is an or artform, or perhaps it’s play!
Lessons in my opposition need to be highly interactive. The very nature of the technique demands this. I like to engage as many aspects of the student as possible, to have them physically and intellectually engaged in the lesson. I am fascinated about how students relate to the subject matter of the technique, so verbal conversation is of great interest to me.
We work with the principles of the technique. I adopt a casual approach to the form this takes. Every individual presents different requirements and has various ways of learning. The classical procedures will be present in each lesson in some form, usually with a few more contemporary ways of working. Having studied as an improviser, I feel quite confident in creating learning situations to adapt to the individual. Planning is an essential part of teaching, to ensure a structured, yet flexible progressive learning is facilitated.
When the student leaves a lesson in an improved state of co-ordination, or has made some discovery to aid his or her exploration, I consider the lesson may have been successful. When the student returns and has more discoveries of their own to share, then I know it was! It is very rewarding to see students make potentially life-changing discoveries about themselves. When a student gains independent use of Alexander Technique skills, it is very empowering for them. It great to see students leaves knowing what they can do themselves, believes they can do it, and can’t wait to!”
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