Teaching > All

Given F. M. Alexander’s background as a reciter and actor, it is understandable why he would emphasize the art involved in teaching his technique. ‘Art’ is here used to mean a conscious and individual approach, and the opposite of a mechanistic, impersonal, and stereotyped approach.   In his first article, in 1894, Alexander wrote he […]

The ‘application approach’ is a way of teaching the Alexander Technique by applying the Technique to an everyday activity, or an activity which is relevant to or common for the pupil. It is frequently used in group teaching. It was predominantly developed by Irene Tasker as an adjunct to private lessons, but only became firmly […]

Apprenticeship training here refers to individual, personal training which may involve assisting in teaching. For teacher training in classes see Teacher Training.   Apprenticeship Before the first teacher training course Alexander trained a number of people in his technique (year indicates first known year of assisting Alexander):   A. R. Alexander (1898?[1]), Lilian Twycross (1897[2] […]

F. M. Alexander There was a period in Alexander’s early years of teaching where his method focused on breathing. Between 1903 and 1909 he wrote short pieces such as ‘A Respiratory Method’ (1905), ‘The Theory and Practice of a New Method of Respiratory Re-Education’ (1907), ‘The Dangers of Deep Breathing’ (1908).   In ‘A Respiratory […]

Case histories here refers to reports on or by teachers or pupils of the Alexander Technique on the effects of the Technique.   F. M. Alexander F. M. Alexander relates his own story of the loss of voice while reciting and how the discovery of what is now known as the Alexander Technique benefited him […]

Chair work was Alexander’s favourite device for teaching his technique, and is used by many teachers of the Alexander Technique.   It allows the teacher, in a confined space, to put hands on a pupil and monitor the pupil during an activity. It traditionally includes the pupil sitting down and standing up, bending forwards and […]

‘Classical Procedures’ is a term used to denote the activities used by F. M. Alexander to teach his technique. Generally accepted as classical procedures are:   Chair work Going up on the toes Hands on back of chair Lunge ‘Monkey’ (a position of mechanical advantage) Squatting Table work Walking Wall work Whispered ‘ah’   (Some […]

The issue of communication here is chiefly divided into 1. the use of words, 2. the use of hands (see Hands-on work), 3. the use of observation, i.e. demonstration, illustrations, or video (see Observation work). This entry deals with the use of words in general.   F. M. Alexander on the use of words Alexander’s […]

This covers criticisms of Alexander Technique teaching in general.   Criticism of Alexander’s teaching Lulie Westfeld criticised Alexander’s teacher training course for not taking questions seriously:   Questions were not only not answered but were looked on as symptoms of bad use, and one was ‘reassured’ by being told that as one’s use grew better […]

The Dart Procedures refer to a series of movements which parallel the evolution of human infant movement and, to a lesser extent, the evolution of vertebrate movement. (This section also contains material on developmental movement patterns not attributed to Dart.)   Origin The initial series of movements rose out of experiments by Raymond Dart after […]

Diagnosis in Alexander’s writings refers both to medical diagnosis, and to people’s own diagnosis of their own problems. Alexander also uses it to refer to the assessment of a person’s use and functioning.   In UoS, in the chapter ‘Diagnosis and medical training’, Alexander argues that no diagnosis can be complete without considering the influence […]

A directed activity is the application of the Technique to a simple, everyday movement, frequently broken down into a progressive series. It may include the classical procedures.   Directed activities were developed by Walter Carrington after Alexander’s death as a teacher training course aid. He called them ‘games’, a name since used on some teachers […]

Distance learning includes correspondence courses and online (internet) teaching.   In recent years people have offered lessons or courses via the internet, also called ‘distance learning’.   Correspondence courses There was a correspondence course available in the late 1990s, but details are not available.   Online courses On-demand video introductory courses,[1] [2] and written material […]

F. M. Alexander trained at least three teachers through apprenticeship before starting the three-year structure for a training course in 1931. The three-year model has been adopted by many Alexander Teachers’ societies.   Apprenticeship A. R. Alexander, Ethel Webb, Irene Tasker were all trained by F. M. Alexander on the apprenticeship model. (In Melbourne, around […]

A procedure used by Alexander in his teaching, consisting of going from standing up to the toes. Its purpose is to generate more extensor muscle activity of the back musculature.   Description It is not described in Alexander’s writings, but he demonstrated it in the Bedford Physical Training College lecture in 1934. The write up […]

This entry only covers teaching the Alexander Technique in groups. On the pros and cons of group teaching, F. M. Alexander teaching in groups, and a discussion, see Individual vs. group classes.   Books The Alexander Technique in Conversation by John Nicholls and Seán Carey contains a section on how John Nicholls see the role […]

Hands on the back of the chair (HOBC) consists of standing or sitting and with both hands taking hold of the top rail of the back of a chair, frequently involving a ‘pulling’ of the top of the back of the chair.   HOBC is the only procedure Alexander described in detail in his writings. […]

‘Hands-on work’ here refers to that part of teaching the Alexander Technique which involves the teacher using hands touching the pupil for the purpose of feedback and guidance.   History F. M. Alexander made several references to the use of hands by the teacher in his writings. The first reference appears in 1908:   I […]

The direction ‘head forward and up’ is part of a series of directions constituting new means-whereby. F. M. Alexander wrote about the development of his technique in UoS that he discovered that in order to prevent his head being pulled back and down, he needed his head to go forward and up.[1]   In CCC […]

This procedure consists of the teacher bending the pupil forwards and/or backwards at the hip joints while sitting. The forward flexing may also be used for getting from sitting to standing. This entry only considers bending forwards and/or backwards while continuing sitting with or without back support.   This procedure has no official or established […]

The issue of whether group classes, as opposed to individual lessons, is a better or an equally valid way of teaching the Alexander Technique, has been discussed since the 1970s. This entry only considers the debate on the pros and cons of teaching the Technique in groups. For teaching in groups in general, see Group […]

The direction ‘knees forward and away’ do not occur in F. M. Alexander’s writings, but he used the directions in his teaching according to both Marjory Barlow and Walter Carrington, and used it in two of his lectures. In his Child Study Society lecture (1925) he talked of the pupil to ‘allow his knees to […]

Lunge is a position of mechanical advantage, and can be seen as a variation on monkey. Whereas monkey frequently consists of the feet being placed fairly symmetrically, in the lunge one foot is in front of the other, and sometimes turned more out. It is often performed for the purpose of moving forwards and backwards, […]

Lying-down work is also called ‘semi-supine’, ‘table work’, ‘active rest’ or ‘constructive rest’; an earlier name, ‘inhibition work’, is rarely used today. It consists of a lying down and working on yourself, or having a teacher working with you while lying down. It is used by many teachers and frequently featured in books and articles […]

‘Monkey’ is a position of mechanical advantage. It is normally described as a bending position, where the knees are forward and (often but not always) the torso is bending forward from the hips. A monkey can be everything in between standing and squatting. Alexander called this a position of mechanical advantage, but the students on […]

‘Neck to be free’ is a frequent expression for the purpose of reducing excessive muscular tension around the head–neck–back area as a preliminary for the head going forward and up. Several other expressions exist in the literature. This entry considers all such expressions regarding the neck.   F. M. Alexander Before Alexander formulated any orders […]

Observation here refers to visually observing one’s own use or other people’s use, for the purpose of learning and teaching.   ‘Observation work’ is the training towards developing observation skill.   Observation work can be used for at least two purposes. 1. Learning about oneself; watching other people’s use can provide clues to general habits […]

Play or a playful attitude is used in the Alexander Technique by some teachers. However, there are scant records; only a few teachers have described this approach in writing. F. M. Alexander preferred an easy atmosphere while teaching on his training course. Erika Whittaker reports: ‘It was all great fun and was never allowed to […]

There is no single position of mechanical advantage or a single definition. (A ‘monkey’ is an example of a position of mechanical advantage, see Monkey.) Generally, it can be described as a position of balance, which will aid lengthening and widening and the giving of directions.   Origin The term originates from technology where the […]

Saddle work refers to working with a pupil who is sitting on a wooden horse and saddle. It was developed shortly after Alexander’s death in 1955 by teachers at Ashley Place. It developed as a teaching-aid for a little girl of four-and-a-half with spina bifida, first using a toy donkey. Walter Carrington relates   . […]

The description of a double-spiral arrangement of voluntary muscles in Raymond Dart’s 1950 paper,[1] have led a number of teachers of the Alexander Technique to investigate the spiralic arrangements of musculature and its implication for movement. Such muscle arrangements are frequently referred to as ‘spirals’.   Spiralic movements are obvious in such activities such as […]

Standing is one of the most fundamental human activities, and one of the most basic activities the Alexander Technique is applied to. Alexander addressed the issue of standing principally in pre-1910 articles and in MSI, often criticizing the ‘stand-at-attention’ position adopted.   The application of the Technique to standing is first mentioned in a 1908 […]

This entry covers support and supervision for Alexander Technique teachers, i.e. after graduation.   Some teacher training courses have a kind of informal support by allowing and encouraging qualified teachers to visit regularly. Some courses offer (or offered) a paid post-graduate teaching term for newly qualified teachers as a way of supporting them into their […]

This entry covers a formal or structured Alexander Technique teacher training, typically taking place in a class and taking 2–4 years to complete. (For individual, personal training, see Apprenticeship training. For details of individual training course see Institutions > Teacher training courses.) The entry does not contain societies’ internal debate on teacher training policies.   […]

This entry covers methods which involve some kind of equipment and other aids used in teaching and learning the Technique. This entry excludes table and chair which are listed under ‘Classical procedures’. The use of a wall, a staircase, books and other readily available aids are not included.   Anatomical aids See Use of Anatomy […]

F. M. Alexander discouraged stereotyped, imitative approaches to the teaching of the Technique. It is generally realised that teachers can only teach from their own experience and so any teaching is highly influenced by the individual’s understanding and experiences. Having said that, there are still some approaches to the teaching of the Technique which are […]

This entry deals with Alexander Technique terminology (‘jargon’) in general. For the use of words to communicate the Technique, see Communication – Words.   F. M. Alexander on the use of words Alexander’s terminology changed over the years as he developed his practice and theory.[1] There are several instances of Alexander alerting the reader to […]

On people’s vision and concerns regarding the future of the Alexander Technique.   F. M. Alexander Alexander mentions in several places, especially in MSI, his vision for the future, generally the development of conscious guidance and control for everybody. For example:   Looking to the future and to the development and elaboration of this method, […]

This entry covers the use of anatomy and physiology both for understanding the workings of the Alexander Technique and for the purpose of teaching the Technique.   History – F. M. Alexander F. M. Alexander did not refer to anatomy in his writings, except for two very simplified explanations (on how ‘the thoracic and abdominal […]

Alexander started his first three-year training course in 1931 and, apart from the interruption by World War II, it continued until his death in 1955. The three-year model has been adopted by many Alexander Teachers’ societies.   History The first teacher training course started in 1931 at 16, Ashley Place, and continued until 1940 when […]

When A. R. Alexander left the US in 1945 one of his trainees, Dolly Dailey, took over the training course and ran it until 1949. (It is not clear whether this course was condoned by A. R. Alexander.)[1]   Lulie Westfeldt (possibly together with Alma Frank) trained some teachers, including Judith Leibowitz, in the late […]

The use of mirrors as a teaching aid or for self-study; it is sometimes referred to as ‘mirror work’.   History F. M. Alexander reported how he used a mirror – and later mirrors[1] – to study the cause of his vocal trouble and for the development of the solution. The use of mirrors was […]

Visualisation here refers to generating mental images that simulate or re-create sensory perception without any immediate input of the senses. Imagery refers to using visually descriptive or figurative language, for the purpose of changing people’s ideas, beliefs and perceptions about themselves. As there is considerable overlap between the two terms (and they are frequently used […]

Alexander provides a description of some of the factors involved in walking in MSI:   The whole physiology of walking is, indeed, perfectly simple when once these fundamental principles are understood. It is really resolved into the primary movements of allowing the body to incline forward from the ankle on which the weight is supported […]

Wall work, or wall procedure, consists of using a wall (or other flat surface) behind you in standing, for observation, support or as a reference point.   It is first described as ‘Door Exercise’ in Alexander’s 1910 pamphlet ‘Supplement to Re-Education of the Kinæsthetic Systems’:   The pupil should stand from 6 to 12 inches […]

The whispered ‘ah’ in the Alexander Technique is producing the sound of an ‘ah’ in a whisper while thinking of something that may produce a smile.   History The ‘a’, ‘ah’, has probably a long history in singing, in bel canto in particular. For example, Domenico Crivelli’s L’arte del canto (1841), English edition 1859:   […]

At least one teacher training course requires students to write essays on the Alexander Technique (for example, on Alexander’s books) as a mandatory part of the course. Other training courses have writing as an optional extra.   Training courses can be accredited by The Open College Network (in the UK), where writing is part of […]