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50 Hortense St
Glen Iris, VIC, 3146
Australia
0490 126 293
Practice of Jeremy Woolhouse, pianist and Alexander Technique Teacher in Melbourne, Australia
Specialist in working with musicians, RSI, posture re-education, neck, back and chronic pain management.
Monthly blog articles by Jeremy Woolhouse. Alexander Technique for daily life, music performance, specialised activities, pain relief and management.
Inevitably, students of Alexander Technique become aware of previously unrecognised habitual tensions. When interference with easeful movement or balance of tone is recognised, change for the better can be initiated. It may be tempting to perceive practice of Alexander Technique as based on looking for excess tension, then removing it. This potentially limiting view calls for an evaluation of process in using The Technique.
Read MoreFor most of us, concentration is associated with tightening. When we see someone working and tightening - especially in the face - we may perceive this as concentration. It has been proposed that every thought leads to muscular action, but there is no prerequisite for this to manifest in a way which contradicts ease.
Read More“Get job done at any expense” is a modus operandi we’re probably all familiar with. Persistence of this attitude, the cost to ourselves wears us down. An upgrade to “Get job done without compromise to self” infinitely improves outcomes. Staying true to the principles of Alexander Technique transcends even this, and proposes a third paradigm.
Read MoreAt the end of an Alexander Technique lesson, students may comment on a sense of lightness or ease and a mild bewilderment at how it came about. There are few instantaneous dramatic changes in sessions. The profound outcome comes about through an accumulation of small change. Understanding this, gives an insight into how Alexander Technique achieves what it does, and how one can practice with efficiency.
Read MoreLooking to the root of stress, one common theme is that of not being good enough. Musicians might recognise this in the form of ‘not doing enough practice’. Alexander Technique identifies the struggle which arises and introduces practices which dissolve the context for such judgement.
Read MoreAlexander Technique process is centred around thought. Whilst we are asleep, most of us have no conscious voluntary thought, so the way Alexander Technique might influence the quality of sleep is indirect. Many students comment on improvements in sleep associated with lessons, so it is worthwhile considering just how we can change sleep habits.
Read MoreIt is quite easy to become absorbed in a task and lose a sense of body. After some time, the body may assert its neglect in stiffness or soreness. In early stages, it seems Alexander Technique trains us to be aware of ourselves - body and mind - whilst we undertake any activity. A deeper level exists where Alexander Technique becomes a force integrating technique, body, mind and artistry in action.
Read MoreWhen 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.
Read MoreDepending on a student’s condition, needs, goals and learning style, the frequency of a lesson may vary. Most students have a weekly session - sometimes other options are preferable.
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In my youth, I loved the rare opportunities for downhill skiing. There were what I considered inevitable bruises and soreness for days afterwards, but it was worth it for the thrill. After a twenty-two year hiatus, I returned to the slopes. the Alexander a Technique skills I have learnt during that time made an unexpected and remarkable impact.
Read MoreAlexander Technique cultivates skilful use of thought. It undeniably trains positive thinking. It differs, however, from other practices commonly grouped under the ‘positive thinking’ umbrella. Practicing Alexander Technique principles may help in assessing the value of other ‘positive thinking’ practices, and assist in making them constructive.
Read MoreExercise is touted as the key to sustained good health. For many, the practice of exercise is unfortunately failing to achieve healthy outcomes. One hour of exercise per day is often not the panacea to spending the rest of the day sedentary. Alexander Technique presents a wholistic approach both to exercise, and to purportedly sedentary routines. It can keep exercise healthy, safe and fulfilling.
Read MoreThe Alexander Technique has a remarkable relevance to any vocation - be it trade, art or sport. It deals with fundamentals of human coordination and has a set of principles which organise specialised skills into a constructive framework. Effective prioritisation of attention is a characteristic of positive coordination. Many attempts to find relief from pain, or to improve performance, fail because a certain hierarchy is neglected.
Read MoreA downwards orientation of the self creates a compressing, depressive force. Alexander Technique directions are sometimes abbreviated as “Think Up!” - a universal tonic to downward orientation. The upward direction may stimulate positive engagement with gravity and energise activity. A consideration of the distinction between ‘buoyancy’ and ‘opposition’ may add some refinement to the concept of ‘up’.
Read MoreIn any educational process, there are inevitable ups and downs. When progress stagnates, this is an indicator that some mode of thought is preventing further development. One of the most confounding barriers to a musician is when an intention for musicality inadvertently creates conditions which limit performance.
Read MoreAlexander Technique is a process of removing interference. Without interference, concept flows into action effortlessly. Restrictions of physics still apply, so a conceived ideal may not be possible, but performance will be closest to intended, and most rewarding to the performer, when interference is minimised.
Read MoreA threefold process is at the core of Alexander Technique. Together, these three practices offer a concise springboard to its application. The acts are simple, the effects profound.
Read MoreThe frustration of lost car keys presents us with an opportunity to examine reaction and considered response. I use this example as an insight into the indirect nature of Alexander Technique, exploring the ‘end-gaining’ and ‘means-whereby’ attitudes.
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April 2006 is when I graduated as an Alexander Technique Teacher and began private practice. The ten years since have pass swiftly and I’m taking a moment to consider what has changed in my attitude and practice.
Read MoreBy its nature, Alexander Technique is indirect. It deals with unfamiliar sensations, and proposes new ways of thinking. Since its effects may also be very subtle, especially in the early stages of learning, students may be unsure if their practice outside of the lesson is “right”.
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