Welcome to the Pre-Recorded Workshops area! These are available throughout the entire conference, so you can watch them at your convenience. Click the workshop title below to access the workshop!
`My story how I have many AT students` Seong-Eun Kim
Workshop language: English (Korean & English text of the presentation - German and French texts are translated by: https://www.deepl.com/translator - Please use this free translation link as well for your language. E-mail & Website:[email protected] / www.atikorea.net
This is the story of a Korean teacher how she got many students. There's a happening that one of the famous Korean movie stars taking Alexander lesson on TV. She has luck and persistency to have many students. Hopefully, this story can be inspiring to teachers, especially for young teachers.
Seong-Eun Kim has a background in studying Korean traditional dance and Literature. She graduated from Tommy Thompson's AT school in 2010. After learning more teaching experience for musicians, dancers, and acting people in Boston, she came back to Korea in 2014 and started to teach as a full time AT teacher in Seoul Korea. Now she is a director of AT training school named Alexander Technique Korea and does many private lessons for musicians, acting people, and people who need help as well as group class. She has taught AT at Myung-Ji University for 4 years.
Japanese Archery And The Meaning of Standing In Our Own Structure Akemi Kinomura
Have you experienced Japanese culture? For example, Japanese Tea ceremony, Japanese Art flowers, Japanese Archery and so on. Each thing has its own “KATA”. That is, rules of how to move in the shape. How to move the hand from here to there, what is the shape of a hand when the hand touches a tool...
Do you feel a “Rule of the shape” might bring stiffness? It does not; we find the opposite. “KATA” is learned for structure, it trains us to move in the natural structure of our own body. By learning “KATA”, we can notice our own habits. Above all, Japanese Archery is based on an interesting and unique idea. The aim is to aim at the target with a bow and arrow, but not aim at the target .The reason is that "the target is placed where we can hit it if we use our own body correctly.”. In order to be able to use the structure of the body as it is, the senses are refined and trained .Let's experience a little what it looks like.
It would be nice if each participant had a space where they could move with their hands and legs spread out. Please bring a long towel or rubber band. This will be used in place of a bow. Be sure it is long enough to have both hands open and have the length from one hand to the elbow of the opposite arm. If the towel is too thick, it is difficult to grip, so it is desirable to use a thin towel.
Akemi Kinomura majored in Shape and Material at Art University. There, she learned tea ceremony, archery, etc. to deepen her understanding of space and body structure, tools and actions, patterns and consciousness. In 1999, she started working as an Alexander Technique teacher. In 2010, she started a teacher training course which became a corporation in 2013. In 2018, she published the book Illustrated Guide to Using a Body In A Way That Does Not Tire You. This book has become a bestseller in recent years, after it was said the book could not be sold.
Like many ATI members who offer the Alexander Technique in universities, each in their specific fields of study such as music, dance, movement, acting, science, I offer the Alexander Technique in business. Directly on site, I accompany people at work in their specific activities. - I would like to present my work to the ATI community, which I offer in the context of health promotion in various fields of work: such as production, office work, management, social or medical institutions, education, etc.
Priska Gauger-Schelbert, Schwyz, Switzerland has been an Alexander Technique teacher since 1995. She has extensive practical experience in individual work and in workplace health promotion. Between 2001 and 2003 she developed the pioneering adaptable concept balance-time® at Victorinox on the basis of the Alexander Technique, which has since been successfully introduced in numerous institutions and companies throughout Switzerland and has led to the development of a competent team.
Peter Nobes qualified as an Alexander teacher in 1993. He is based in central London and has taught the Alexander work in twelve countries on three continents. He has been a Sponsor for ATI since 2005 and has been training teachers since 2013.
His book, ‘Mindfulness in 3D, the Alexander Technique for the 21st Century’, was reviewed as‘…a wonderful little book…’ The one he is currently writing will, he hopes, be reviewed as ‘… a very controversial little book….’
When he’s not teaching the Alexander work, Peter builds wooden boats and then rows, paddles and sails them.
Lucia Walker - I qualified in 1987 after 3 years training with my parents Dick and Elisabeth Walker at the Alexander Teacher Training Centre Oxford. I teache the technique to individuals, groups and on teacher training programmes and residential workshops internationally. Working with performers is a particular interest and i works regularly with classical musicians, singers actors and dancers. I continue to work as a movement teacher and performer. For the last 6 years I have been based in South Africa where Sharyn West and I directed Alexander Technique Learning and Teaching Programmes. Since the pandemic lockdown in March 2020 we have been in Oxford England from where we continue to deliver a blended learning approach.
Sharyn West - I have worked in the field of education for fifty years in formal and informal circumstances. I was born into the colony of South Africa in 1951 and schooled by the Apartheid state that formed as I progressed from infant to second school. This conferred odious burdens to those of us racially classified as ‘white’. At the same time, however, these circumstances enabled in me an early, persistent appetite and commitment to social development and change.
The university I attended in the late 60’s retained the influence of F.M. Alexander’s contribution to experientialist/constructivist educational practise and theory. Irene Tasker’s work and influence continued to resonate through the faculty of education regarding schooling methods, Dart’s work challenged the false and separative story of white supremacy, and he was an active advocate of Alexander’s work in the department during my student years. Dick and Elisabeth Walker took up Tasker’s work and taught many of the stalwarts of the struggle against Apartheid . F.M.’s means whereby outflanked the separative in personal and political life. I trained in Oxford with Dick and Elisabeth Walker and carried the work into my university teacher training courses in the School of Education, and later the School of Health and Social Care at Oxford Brookes University where I taught between 1990 until 2007. I taught for a period on Elisabeth’s training course, and as visiting teacher on other training courses. I steadily built a private practice that included teaching AT in adult education colleges. In 2013 Lucia Walker and I returned to South Africa, established Alexander Technique Learning and Teaching Programmes (ATLTP) which included training teachers of AT. We are now a growing community of practitioners who are ATI members. We currently are an ATI contingent comprising 2 sponsors (Lucia and myself), 4 teaching members, 3 graduates in various stages of sponsorship, and a further 4 at different stages of training.
Learning to teach by practising principles This event involves a poster to study. An audio-file is provided for the viewer’s orientation. There is also a transcript of the plenary session of the workshop where participants comment.
This workshop was an on-line event in early October to orient and introduce to the participant group of a three year Action Research project. One product of that project is a poster that depicts the influence on the delivery and content of the AT teacher training programme that we, Lucia Walker and Sharyn West offered to participants in Johannesburg, South Africa between 2014 and the present. We offer a range of programmes under the auspices of the Alexander Technique Learning and Teaching Programmes (ATLTP).
Our work involves a range of training events for a wide variety of purposes in different venues, for our own purposes as well as the purposes of organisations/events we are tasked to work alongside.
The teacher training programme includes all these events for training purposes, on-line events, digital materials all of which involve specified tasks. Guidance is tailored and trainees are each assigned a personal tutor. This style of blended learning training includes on-to-one, and group activities in regular contact sessions and extended retreats - the latter currently curtailed by the pandemic.
This is the second of a three posters showing what we found by continuous reflection on how we were able to do develop and implement training that expressed what we learned and found to be typical of teacher training internationally. The first poster (available on request) shows how we ‘found’ expression for the process F.M. described as underpinning the evolution of his technique. In this poster we depict the influence on our training practice of the learning journey having the ATI criteria and sponsorship process as a destination. Action research as a methodology involves continuous reflection as personal and group practice in order to systematically identify, apply and explore the principles that are present in the performance of discreet activities. This reflective practice yields patterns that present more phenomenon and events for further inquiry into what can be found to be underlying principles.
Please feel free to ask questions and engage in any further conversation with us by e-mail.
Do you ever wish there was a way of including more of the emotional and psychological in your work as an Alexander Teacher? The chakras are an embodied way of doing this, and in this workshop, Glen Park will share some of the insights that they can bring. Participants will explore the chakras through working on themselves. The chakras will be explained, with each lower chakra representing a different stage of development from infancy and childhood through adulthood, and the Heart Chakra playing a central role in awakening the spiritual potential of the upper chakras. The explanations will be linked to research in neuroscience, developmental psychology and to spiritual teachings. The pre-recorded video will include on-screen images to illustrate her talk. The first forty minutes of this workshop will be explanatory, and the final twenty minutes will be a guided visualization working through the chakras from the Base Chakra to the Crown Chakra.
You’ll need a chair for this guided visualization.
Glen Park worked in the professional theatre for ten years as an actor, scriptwriter and director before beginning her Alexander Training in 1980. This experience has contributed to her deep interest in the psychological and energetic patterns that interfere with good use. Her first book, The Art of Changing, published in 1989, was an introduction to the Alexander Technique, and also explored the way the technique can be applied to emotional and energetic patterns of use. In October 2020, her new book Chakra Healing Therapy will be published. In this in-depth guide to working with the chakras, she draws on her decades of experience as an Alexander Teacher and Chakra Therapist to explain how the chakras can be understood as an embodied map of the psyche. She shows how the connections between the chakras and developmental stages are paralleled in the findings of Western psychology and neuroscience and how our collective expressions of the chakras influence cultural trends in society. Glen has led many workshops for actors, musicians, Alexander teachers and trainees exploring these energy centres and finding ways to encourage integration and flow in the body through awareness of psychological as well as physical interferences.
