LOG AIFTT IV Segment 5 Week 1 – Lior Pessach
18 August – 5 September 2014 18 August – 22 August
Monday 18 August 2014 AIFTT4 0401A Talk Short introduction to segment 5 AIFTT4 0402A ATM PELVIC LIFT WITH ARMS LEFT AND RIGHT On back w/legs standing: lift and lower pelvis, push from feet so pelvis moves U + D parallel to floor. Lift pelvis to put L hands/forearm behind the back and lift/lower pelvis. Repeat w/R/both hands. Both arms F, in triangle towards ceiling: make circle w/hands. Repeat w/only R leg standing. Legs standing, hands behind back: draw circle w/pelvis on the floor. R leg standing, arms toward ceiling, L hand holding R wrist: move arms in circle noting arms, chest, pelvis, legs. Knees bent, hands behind back, R holding L and opposite, make circles w/pelvis. Holding R wrist w/L hand, circle arms towards ceiling Repeat holding opposite. Come back to first m/m: like Jello. (Source: Amherst 8 June, 1980) Coffee AIFTT4 0403A Talk Moshe and ability to be present when needed as an ATM resource ATM-lessons as in Alexander Yanai were constructed for people wanting to get stronger/fitter. This came partly from background of fighting in Palestine and losing the battles; Jiujitsu worked in practice, but was not very effective in real combat. Moshe studied and wrote about the ability to fight and be present when needed; dealing w/fear when facing enemy. AIFTT4 0404A ATM + Demo LEGS PUSHING THE PELVIS AND ROCKING THE BACK On back: w/knees bent, push pelvis towards the head. Help w/hands alongside yourself on the floor. Move quickly, like jelly. Variations: repeat w/one leg standing and pushing, w/R/L/both arms over head. Note R/L arm getting longer when pushing from L/R foot. Intermezzo: Demo comparing people moving longitudinally, which makes arm overhead slide U, versus rolling pelvis to the side. ATM continues w/same m/m pushing w/R/L/both legs bent versus long. Repeat w/pelvis lifted. On L side: R foot standing, L arm long w/head resting on it, push w/R foot. Continue w/head and R arm lifting as you push. Repeat on R side. On back: w/knees bent, legs crossed R over L, R arm overhead, lift pelvis. Push w/L leg for jello m/m, helping w/L hand. On belly: push from toes w/arms F/long/in push U position w/head U/head turned L/R. (Source: AY #224) Lunch
AIFTT4 0405A Talk + Lab Observing variations of ATM Legs pushing the pelvis and rocking the back using SPIFFER Trio: A + B observe C doing m/ms of the ATM, describing them in terms of SPIFFER categories. Coffee AIFTT4 0406A Lab + Discussion Clarifying variations of ATM Legs pushing the pelvis and rocking the back How to detect elements of m/m while following the different variations of the skewering ATM.
Tuesday 19 August 2014
AIFTT4 0407A ATM SKEWERING THE SPINE IN THE CHEST On back: roll pelvis D/U arching/flattening low back. Initiate m/m from the pelvis w/o using feet to push. Note m/m of head being similar to m/m of pelvis. Repeat m/m w/one leg standing. Repeat m/m w/ interlaced hands behind head, head lifting/lowering as pelvis rolls U/D. Roll pelvis U/D again. Vary speed, slow versus oscillating. Repeat m/m w/both legs long, w/one leg standing. (Source AY #308) Coffee AIFTT4 0408A Lab + Discussion Exploring Skewering the spine with one SPIFFER category Quartet: 2 people are performing m/m of skewering the spine, 2 people are observing one SPIFFER category. Five quartet observe S/P/I/F/FE, all groups also look at Respiration. In 2nd part, the groups observing P + F team up and exchange their findings, same for the groups observing S + I + FE. AIFTT4 0409A Sharing experiences exploring skewering with SPIFFER Each group shares their observations of the m/m in their own quartet and in combination w/the other quartet(s). Lunch AIFTT4 0410A ATM EXPERIENCING DIFFICULTIES BABIES HAVE IN LOCOMOTION On back: notice contact of pelvis on the floor. Explore pressing the pelvis D at different places of imaginary clock, then go in circle around the clock, find center. Do this w/legs bent/long. On belly: arms alongside self, explore same m/m of pelvis, moving coccyx F/B, L/R, and describing a circle on a vertical wall. Note if/how to turn the head.
On back: explore pelvic m/ms w/legs long/spread sideways. Repeat in combination w/lifting head/ arms. On belly: explore surroundings w/mouth, eyes, ears, and nose. Notice use of the pelvis, back, legs. On belly w/arms alongside yourself, how would you move F w/o using arms or legs to push? Repeat on back. Coffee AIFTT4 0411A AIFTT4 0411V Videos crawling babies The videos show variety in the way babies locomote, including by crawling, both at different stages of the individual process, comparing one stage with the others.
Wednesday 20 August 2014
AIFTT4 0412A ATM + Demo SPINE SINKING BETWEEN THE SHOULDERBLADES Test m/m: Sitting w/legs spread long, leaning on hands B: Roll pelvis F/B. Repeat w/head moving U/D. On belly, leaning on elbows/forearms (Sphinx position): lower the chest. Demo of variations: w/shoulders over elbows, so upper arms are vertical, versus w/shoulders over hands or forearms, so upper arms are not vertical. ATM continues: On back: w/both arms toward ceiling, compare arms being vertical or not. On belly: explore different positions of elbows and forearms, (a)symmetrically, and the effect on carrying weight while lowering the chest. Find a position where the elbows are supporting and the head is free. On back w/arm towards the ceiling: explore the arm position, note m/m in spine and chest and m/m shoulder girdle in allowing shoulder blade to rest on the floor, helping arm to be vertical like a pillar. Sphinx position: variations differentiating chest and shoulder girdle. This includes sliding R arm sideways to R and back in w/straight elbow while leaning on L elbow and looking L. Note how scapula slides. Repeat while looking R. On belly, keeping arms on one line w/shoulders, variations lifting R arm: as if out of honey; lift arm and hammer D w/fist; lift and drop entire arm. Sphinx position: lower chest noticing difference between L/R. Test m/m. (Based on Amherst, 21 July 1980, pm 1) Coffee AIFTT4 0413A Lab Exploring arm and elbow support in the sphinx position Trio: A on belly in sphinx position, B and C observe how A supports self on elbows w/forearms parallel, how A's head moves U/D. Explore variations: change position of one elbow, look at L/R differences shoulder blades. Through variations, w/o touching, B directs A to find better position for arms to support.
Lunch AIFTT4 0414A Demo Skeleton and arm support in the sphinx position Demo w/skeleton on the back, showing the m/m of lifting long arm towards the ceiling, arm as a pillar when supported by scapula on the floor. Demo w/skeleton on belly supported on forearms, showing how skeleton can stay by itself when well supported, clarifying the role of arm, clavicle, and chest. AIFTT4 0415A Lab Observation movement and choice of position in prone Exploring and observing differences in half of the group: Class is divided in Group A and B. Trainees of group A lie prone on mats in a row, B observe how people choose to lie on belly, w/different organization of feet, legs, pelvis, breathing, arms, and head. Same w/variations, including lifting one foot, lifting entire leg, turning the head and adjusting arms & back. Alternate observing from head and from the foot. Coffee AIFTT4 0416A ATM BODY LIKE A WAVE PART 1 On belly: w/head turned to R, both arms alongside yourself, press various parts gently to the floor. Start with one at a time, then sequentially from feet to shoulder and head and back D. Towards the end, the head begins to lift and, little by little, turns to L. (Based on Amherst, 25 June '81 – am 1)
Thursday 21 August 2014
AIFTT4 0417A ATM SEEING THE HEELS Caro van Iersel On belly: w/R hand on top of L, head turned to L resting on R hand, lift head with R hand + arm. Repeat w/head turned to R, lifting L arm w/head. Repeat w/R knee bent, looking to see R heel out of the corner of your eye. Repeat on L side. Bend both knees and continue turning to L w/the intention to see L/R heel. Forehead on both hands, both knees bent, lift knee from the floor and return: L/R/alternating. Note how lifting knees pushes elbows R/L. On belly: w/head turned L, L knee bent w/lower leg vertical, L hand around L ankle, begin to slowly push L ankle, straightening the knee a little. From L ankle through L arm, L shoulder is pulled and head lifted. As head is lifting, look to see L ankle/hand. Support w/R hand pushing on the floor. Repeat on other side. Come back to lifting head w/R arm, looking to see L heel. At the same time, lift L knee; support w/L hand on the floor. Repeat on other side, repeat w/both knees bent, looking to R/L. (Source: AY #2) Coffee
AIFTT4 0418A AIFTT4 0418V Class Allowing or constraining personal interpretations in a lesson Talk: Moshe's ideas were ahead of his time concerning how the brain/nervous system functions, e.g. plasticity. Q & A: During lab, placing partner's forearms parallel made it impossible to move/sink the chest. Allowing an achievable approximation of the parallel position allows for easier m/m. Instead of correcting, start from what person can do comfortably. Demo w/Nataliya in prone, then same m/m while standing in front of the wall. (This part is also on videod.) AIFTT4 0419A Lab Finding comfort for partner in prone Duo: A lying on belly, B observes A and their comfort in prone. Lior guides during observation: First, B observes how A is lying and imagines A lifting the head; consider if it would be easy to lift, to turn L/R; look at (a)symmetry. Observe (a)symmetry when A is lying on back, then on belly w/head and arms in opposite direction. Then B looks for ways to make A more comfortable on 1st/2nd side, using change of position, rollers, or pillows. Lastly, A lies in prone w/head to less comfortable side, both hands as for pushing up. B sits at A's head and asks A to turn head to other side and back. Repeat as B places both hands on A's shoulder blades, following as a passenger, noticing and helping A notice differences in the m/m as A turns head L/R. Lunch AIFTT4 0420A Lab On belly following the shoulder blades while turning the head Part 1 Trio: A on belly, turning head to L/R. B is passenger, following A's shoulder blades, sitting at head. C is behind B, helping B to notice self-use. AIFTT4 0421 Not recorded! ATM GUIDED EXPLORATION OF THE RIGHT SCAPULA ON THE BACK On back: R arm long, pointing to the ceiling, test m/m of lifting/lowering arm. Arm in same position, move scapula/shoulder in circle. Move R elbow in circle, keeping R hand on forehead. Note m/m scapula. R arm to ceiling, hand staying still, move arm by making scapular circles. Both hands on forehead, one on top of the other, move only R elbow, then both elbows. Test m/m. Then make circle w/R scapula, w/L scapula. AIFTT4 0422A Lab On belly following the shoulder blades while turning the head Part 2 Second round. Trio: A on belly, turning head to L/R. B is passenger, following A's shoulder blades, sitting at head. C is behind B, helping B to notice self-use.
AIFTT4 0423A ATM LYING ON THE SIDE WITH LEGS CROSSED TO INCREASE SIDE BENDING Begin by revisiting this morning's ATM 'Seeing the heels'. Side lying: lie on R side, legs on the floor, L behind R, both arms long F together. Lengthen/shorten L arm. L hand on forehead, roll head and L arm F/B, L elbow pointing respectively more to floor/ceiling. Combine this m/m w/knees going apart (along the floor) as face rolls toward floor, and together while coming back. Pay attention to space between your side and the floor. Repeat w/legs on top of each other.
Friday 22 August 2014 AIFTT4 0424A Talk Feldenkrais had a view for individual development and growth in society Correction creates dependence on the teacher. Feldenkrais was looking for a developed society where people could live together as independent people w/consideration for society. When giving a series of lessons, it is important that it fits the participants. AIFTT4 0425A ATM REVISITING SKEWERING THE SPINE AND CONNECTION AY 224 AND AY 308 On back: w/legs standing, push/pull from the feet so the pelvis rolls U/D. Repeat m/m, initiating from the pelvis. Alternate initiation from the feet and from the pelvis; notice the difference. Variations of this w/R/L leg standing, w/both legs long. Repeat, initiating from the feet/pelvis, placing feet closer/further from buttocks. Play w/(a)symmetrical placement of the feet. Lift head slightly w/interlaced hands; push/pull from feet. Demo comparing relation m/m head and pelvis: head comes F/goes back D, when pelvis rolls U or D. (Source: AY 224 and AY 308) AIFTT4 0426A Talk + Discussion Questions and comments about adult and baby experiences this week Comments on: Learning how to push (on the floor). Importance of skin in sensing environment, e.g. sliding, contact w/the floor. ATMs on the belly give a different sense of back part. Different use of the hands: pushing vs e.g. writing. Awareness of proximal vs distal parts. Lior talks about babies developing proximal to distal. Adults need to rediscover the use of their proximal and the support/use of their hands. AIFTT4 0427A Hands-On Practice Guided FI in prone following pelvic and head movement part 1 Duo: A walks, B follows behind observing A, finding out if something attracts B's attention in the way A is walking/breathing. A lies on belly w/head to the side. B observes A turning the head, and A rolling pelvis F/B; B imagines where to put hands to feel m/m somewhere between coccyx and shoulder girdles, then B listens w/hands, minding self-organization. B sitting at head, reaching and placing hands on
A's back/shoulder blades, änd coccyx, listening to A's m/m of pushing U/D from toes/from hands, resting, rolling pelvis L/R. Repeat the first part: B standing/walking behind A, observing.
AIFTT4 0428A Hands-On Practice Guided FI in prone following pelvic and head movement part 2 Hands on practice as in AIFTT4 0427A. Change roles. Variation in the beginning when one is following and observing partner: after observing, also mimic the partner's walking, trying to experience how it feels. AIFTT4 0429A Class Moving together as a group touching the shoulder Moving experience all together, leading/following w/eyes closed.
Log AIFTT4
Segment 5 Week 2 with Arlyn Zones - Monday 25 – Friday 29 August 2014
Monday 25 August 2014
AIFTT4 0430A Talk Introduction Arlyn segment 5 AIFTT4 0431A ATM EXPLORING THE MOVEMENT OF THE SHOULDER On belly: bend R knee, turn head to R, put R hand near face, L arm D. Test m/m: move R hand R/L + U/D, elbow needs to help. Lift R elbow, leaving hand on the floor. Lift wrist, fingers hang D. Move hand, lifting in/outside, leaning on little finger/thumb respectively. Test m/m. Move R elbow R/L, note what happens in shoulder. Move R hand in various directions: towards forehead/around the head/towards R ear/towards neck. Note m/m of elbow. Note when elbow lifts, chest softening. Test m/m. Move R hand towards touching the chest, lower ribs/side. Turn hand over to back of the hand and twist the wrist, so fingers are pointing to arm pit. Put hand palm on lower ribs from behind, turn hand: fingers along spine, pointing towards head. W/back of the hand and fingers explore the back. Bring hand to L side of the back and alternately lift fingers and wrist: see saw m/m. Test m/m. Move R hand, exploring the neck from above, in between shoulder blades, sliding L/R. Note m/m R elbow. Place R hand on the floor on palm and slide U. Turn hand over and continue the m/m, changing the body to adapt. (Source: The Master Moves) Coffee AIFTT4 0432A
Demo + Hands On Finding out what happens in the spine and ribs; drawing up the knee in prone In trio, find out about 2 hypotheses: 1. Lying prone w/R knee bent U is more comfortable for the neck than w/legs long 2. This position allows easier m/m R arm. In trio: A is in prone bending U the R knee. B places hands on A's back and, as passenger, notices what happens in the spine. C observes and coaches, e.g. ideas where to place hands. Arlyn shows demo w/Annemieke and w/Dina. AIFTT4 0433A Discussion Sharing what happened drawing up the knee in prone Experiences and findings of lab included noticing weight shift relating to use of the arm. The m/m changed, like in ATM, because of a shift in attention, a result of partner describing the m/m. Ideas about the hypotheses included: when drawing U the leg, the neck was less twisted, as the twist was more evenly distributed throughout the spine. The m/m of drawing U the leg is a combination of folding, side-bending, and rotating, which are combined differently for each person. With the R leg U the arm m/m was easier because the weight shifts to L. Arlyn tells story of a little girl w/hemiplegia who could not crawl, unable to get weight off of one side to move to the other side. After learning about shifting weight and counterbalance, she could crawl. AIFTT4 0434A Lab Find different ways to bring up the leg in prone In same trio: If you want to bend the leg U for someone, how would you do it? When looking at this, consider all 3 joints. Find 3 ways. AIFTT4 0435A Lab + Discussion Showing 3 ways to bring up the leg of your partner in prone Demo by Isabel, rolling Deniz's pelvis to L, facilitating R leg drawing U. Self-use is important: Isabel sitting at L side, moving pelvis towards self. Before drawing U the leg, it is good to check freedom of the hip. Arlyn shows how to move the leg U from the foot in various ways. Pay attention/listen to non verbal communication, e.g. tensing up means: it's not safe. Lunch AIFTT4 0436A Hands On Practice Trying out 3 ways of bringing up leg of partner in prone Duo: try out the 3 ways of drawing U the person's leg, i.e. 1. by tilting the lifted foot and lower leg inside, so pelvis rolls, and then slide leg U along the floor. 2. by rolling the pelvis to the other side making room for the leg to slide U. 3. by pushing through the foot. Especially for the latter, use following partner drawing U the leg themselves if the m/m is not clear/easy. Repeat w/different partner. Tea
AIFTT4 0437A ATM LIFTING THE ELBOW LYING PRONE Caro van Iersel Scan on back, then on belly. On belly: hands around the head or under forehead. Lift R elbow away from the floor. Notice what happens in chest, jaw, pelvis. Repeat w/L elbow. Does pelvis roll R or L? Both hands under forehead, move R side of the pelvis B, away from the floor. Note change in pressure of elbows on the floor, and m/m R leg. Move R side of the pelvis B, pushing R leg into the floor, then w/o pushing R leg. Repeat on L side. Alternate, allowing pelvis to roll from side to side. Note pressure on elbows. Lift R elbow. Leave elbow U and roll pelvis to one side. Note which side you picked. Roll pelvis to other side. Repeat on L. As you lift R elbow, press hand into the floor so wrist bends B. Repeat on L. Note m/m of the shoulder. Lift both elbows at the same time. Think of the shoulder blades moving together and apart, like sliding doors. Repeat moving shoulders towards ears, then D. Lift R elbow. As R elbow goes D, lift L elbow. Allowing the wrist to bend will leave the head in the middle; if you don't bend the wrist, the head will roll. Note what happens in the pelvis, which way does it roll? Explore combinations of lifting the elbow and direction of rolling the pelvis. Lift both elbows and roll pelvis from side to side. Faster, jiggle pelvis w/o moving the elbows. Come back to lifting R elbow, then L. Compare to beginning (Source: Combat Crawl series Larry)
Tuesday, 26 August 2014
AIFTT4 0438A ATM SPINE LIKE A CHAIN; HEAD AND PELVIS On back: lift coccyx, sacrum, and vertebrae “one by one” like spine is a chain. Variations include: lift spine like a chain w/R leg standing and L foot resting above R knee, vice versa. Lift head, vertebrae lifting ”one by one” from the top of the spine. Lift head + pelvis, move them U/D like seesaw. Back to initial m/m. (Source: London Workshop) Coffee AIFTT4 0439A Talk Theories of development by McGraw – Thelen – Bonnie Bainbridge Cohen McGraw describes infant behavior as born w/program: prescribed order, same for everyone, similar to animals. Esther Thelen brings Dynamic Systems Theory, the importance of variation in development. Some reflexes have survival value, can jump start the system. Different factors influence the development of intentional m/m: nervous system, skeleton, muscles, and environment. Affordance: environment w/possiblities (giving opportunities for development and creating neuropathways) versus environment w/o opportunities or invitation for development. Feldenkrais is compatible w/Dynamic Systems Theory, looking to connect with what is available.
Bonnie Bainbridge Cohen is dancer and occupational therapist, developed Mind-Body Centering. She looked at human m/m and development from many perspectives, including ontological/fylogenetic development, role of reflexes, and stages of development. Alan Fogel looked at interaction between mothers + children: co-regulation/mutual regulation. Development is one way to look at the Feldenkrais Method. Other lenses can be Martial Arts, biomechanics, etc. Lunch AIFTT4 0440A Class Forming groups for ATM practicum Form a group of 3: work and prepare together for ATM practicum. Pick the ATM lesson you want to teach. AIFTT4 0441A AIFTT4 0441V Demo In prone moving the shoulder finding easiest direction Demo w/Mai: Prone w/R leg drawn U. For people/dancers w/flexible hips like Mai, place roller under R hip. Find out what m/m is possible in shoulder and scapula. Take scapula towards spine, looking for path of least resistance. Demo repeated w/skeleton. (Romina V-recorded this demo w/skeleton) AIFTT4 0442A Hands On Practice Prone finding easiest direction shoulder Duo: move partner as in demo; find in what direction shoulder blade moves most easily. Then move it in circle. Change role. Change partner. Tea AIFTT4 0443A ATM APPROACHING PRONE Caro van Iersel Instead of L + R, we'll talk about floor + top arm. Side lying on comfortable side w/knees bent: put top arm on the floor. Note how leg is resting. Straighten/bend the top leg. Foot stays in contact w/floor or w/floor leg. Note breathing. Side lying w/knees bent, on top of each other: straighten top leg at the knee, foot slides along the floor. Move the top hip joint; keeping top knee bent, leg slides B, ending up behind floor leg. Come back to moving top knee and hip evenly, ending up w/straight top leg behind bent floor leg. Then, w/top leg straight, roll top foot so heel/toes take turns pointing to the ceiling. Support w/top hand for stability. On same side: repeat the above steps, moving floor leg instead of top leg. On same side: fingers interlaced behind head, elbows in front, move top elbow towards ceiling. Note what happens in wrist, in shoulder girdle. Repeat while keeping top forearm to side of the head so nose and elbow move towards ceiling together, head rolls B. Repeat, moving both elbows towards ceiling.
Side lying w/hands interlaced behind head, floor leg bent, top leg straight and in line w/top ear and shoulder: roll straight top leg, turning heel/toes towards ceiling. The head doesn't move. Note changing contact w/floor. Continue rolling top leg; when toes turn to ceiling, elbows turn to the ceiling, too. When turning heel to ceiling, move both elbows towards the floor, the top elbow coming in front of the floorside elbow. More variations include rolling side to prone while lengthening arms and legs. (Source: Combat Crawl series - Larry)
Wednesday 27 August 2014
AIFTT4 0444A ATM + Discussion BRIDGING PART 1 Short discussion about self image. Looking at your baby/youth pictures you may see things that you still recognize as an adult. Things you do/don't develop have influence on your self image and m/m. Influence of injury on sensory-motor image of self. ATM: On back: place R hand for bridging. W/help of L hand, move R elbow U. Repeat w/R leg standing. Take elbow L/R, D, then in circle. Note if weight bearing on R hand is changing and if forearm is more vertical. W/R hand in bridging position, R leg standing: begin to lift R hip, m/m goes U through the spine and arrives at R elbow. Elbow and knee are moving away from each other. Note the back of the head getting lighter and beginning to move towards the gap formed by the standing arm. Repeat on L. W/R hand in bridging position, R leg standing: lift the hip, the shoulder lifts later. The shoulder return to the floor first, the hip last. Repeat m/m, lifting/lowering hip and shoulder in opposite order. Repeat on L, starting small, allowing m/m to grow. On easiest side, repeat the m/m, elbow and knee moving away from each other and the middle lifting. Back of the head moves towards the gap. (Source: Amherst, July 6 1981) Coffee AIFTT4 0445A ATM BRIDGING PART 2 On back: knees bent, place both arms in bridging position. Lift pelvis and gradually let spine follow. As pelvis lifts higher, note how you lean more on upper back, between shoulders. The elbows move away from the knees. Lift pelvis and keep it U; rock the knees F/B. Bringing knees F, further over the toes, the head becomes lighter. On back: w/legs long, arms alongside, press B of the head into the floor and stop. Lift both shoulders away from the floor and stop. Alternate like this. Lift the head a little, then press; alternate. Let your breathing be free. W/legs standing, take small steps D w/R hand and shoulder blade, then L, and walk D towards feet. Then walk back U. Repeat w/legs long. Note m/m chest, sternum. Arms in bridging position, legs standing: lift pelvis and lean high U in spine; take small steps w/your hands towards feet and back U, also using shoulder blades. On back: press B of head + both heels to the floor and stop. Note what lifts as you press D. Alternate pressing head + heels.
Press w/R heel and R side of the B of the head. Repeat L. Alternate. Press both heels + B of the head. Press R shoulder blade + R heel. Repeat on L. Alternate L/R. Legs standing: gently take step w/R hand + shoulder blade, then L, and walk D towards feet/back U. (Source: Amherst, July 6 1981) AIFTT4 0446A Talk Constructing abilities Cerebral palsy: there is a lack of inhibition. Random m/m doesn't make it to successful and repeatable action. Moshe substitutes himself for the environment, so repeatable action becomes possible. Reference to square model of: 'muscles', 'skeleton', 'nervous system', and 'environment' at the 4 corners. The influence and/or substitution can come from each corner. Example of substituting for environment is the artificial floor. Lunch AIFTT4 0447A Class Video and talk about Jonathan Tea AIFTT4 0448A ATM PRELUDE TO COMBAT CRAWL Caro van Iersel On back: explore placing R hand on the face, little finger along the nose, heel of the hand near chin, fingertips on forehead. Fingers and thumb together. Repeat w/L hand, w/both. W/both hands on face roll head R/L, elbows staying same distance from each other. Repeat, placing R hand along the jaw, heel of the hand on chin, fingertips near R ear. Repeat w/both hands, like Kevin from “Home Alone”. Like this turn head L/R. On back w/R leg standing, L leg long: both hands along the jaw as before, move L elbow towards the floor on L. Use R leg to push. Repeat, going slowly to L, coming back home fast. Repeat to R. Soles of feet together: hands on jaws as before, move both elbows as if to touch the floor above your head. It is a symmetrical m/m. Note how you need to move upper chest. Repeat m/m, sitting w/soles together. Explore air space and different trajectories for the m/m. W/each elbow, touch knee on same side, then opposite knee. Prone: head in hands, lift + lower R/L elbow a little. Tilt head to R, weight shifting to R elbow. Repeat to L. Alternate. Note weight shifting to the side the head is tilting towards and opposite elbow getting lighter. Repeat, lifting the lighter elbow. Roll R heel in/out. Make this small m/m gradually faster, like a jiggle. Repeat L. Lift R elbow. Lift and place elbow a small step F/B. Repeat L/R. Lift one elbow to place it F, other elbow B. Face will turn R/L. On back: head in hands again, elbows make a circle in the air, parallel to the ceiling. Note connection and small circle in sternum. Sitting: repeat, making circles, this time parallel to the wall. (Source: Combat Crawl series - Larry)
Thursday 28 August 2014
AIFTT4 0449A Demo Live demo working with child on the use of the arms for weight bearing and locomotion
AIFTT4 0450A ATM BRIDGING PART 3 On back: bring R arm + leg in bridging position. Repeat on L. Begin to lift hip and let m/m spread U towards shoulder. Both arms and legs in bridging position, alternate R/L side lifting hip, middle of spine moving and head starting to move through the gap. Repeat, starting from hand + shoulder. Prone: w/head turned to R, L arm D, R arm in bridge position, draw U R leg and note when the head gets lighter, how R arm is standing, m/m shoulder girdle, and ribs on R side getting closer. Repeat on other side. Prone: both arms in bridge position, move the head through the gap once R + once L, bending knee at same time, moving from the pelvis; torso moves the head. Coffee AIFTT4 0451A Demo Differentiating movement of the arm and scapula in prone Demo w/Suzanne: 1. On belly: draw U knee, allowing head to come through the gap. 2. Explore m/m shoulder/shoulder blade + standing position R arm. 3. Fix distal (elbow) and move proximal (scapula). Repeat vice versa, moving arm w/shoulder blade fixed. 4. Go back to 2, comparing m/m and connection. 5. Observe head through the gap, drawing U the knee. Demo of same steps w/skeleton and w/Katheline. Lunch AIFTT4 0452A Demo + Hands-On Practice differentiating movement of arm and scapula in prone Duo: follow steps of demo as described in AIFTT4 0451A. AIFTT4 0453A Discussion Experiences practicing differentiating movement of arm and scapula in prone Comments included: It's good to remember everyone's shoulder blade moves differently. It was nice to sense and feel for m/m of the shoulder blade w/o knowing or having to know exactly what is happening. The proximal-distal reversal can be a good strategy when trying to do something novel; you go around habit.
Tea AIFTT4 0454A ATM RIGHT EYE LIKE A TELESCOPE Internal sight seeing w/R eye.
Friday 29 August 2014 AIFTT4 0455A ATM PRELUDE TO COMBAT CRAWL 2 On back: scan, roll head, roll R/L leg in/out. Begin to roll easier leg outwards, gradually increasing m/m into frogging. Repeat w/other leg, w/both legs. On belly: w/forehead on hands, lift R/L side of the pelvis. Lift L side of the pelvis and lift L elbow; explore different timing of lifting. Keep L elbow in the air as L side of pelvis lifts and lowers. Lift L side pelvis and lift R elbow. Alternate R/L elbow. Only lift L side pelvis. Allow L leg to roll and be drawn U towards L elbow: similar m/m to the frogging you did on the back. Repeat w/R leg. Alternate R/L. Sphinx position: w/head resting in hands, tilt head to one side, making R elbow lighter. Then slide R elbow F, pivoting around L elbow. Arms, hands, and head move as one unit. Repeat sliding L elbow F. Stay w/L elbow F and lift R/L side of pelvis. Repeat w/R elbow F. Sphinx position: w/head resting in hands, lift R side of pelvis, drawing U R leg. Repeat on L. Repeat smaller and faster. Stay w/R leg drawn U, resting on inside. Lift R heel, rolling towards big toe, then lift opposite, rolling towards heel. Alternate. Lift R foot, then lift R knee. Repeat on L side. Test m/m of rolling pelvis R/L, rolling the head, rolling the R/L leg. (Source: Combat Crawl series - Larry) Coffee AIFTT4 0456A Demo Influencing the shoulder by mobilizing the ribs In prone: support of the arm and connection to the spine. Demo w/Romina: Test m/m: Observe C-curve while Romina is bringing head through the gap + drawing leg U on easy side. Work w/ribs to help the bending on the preferred side: supporting C-curve. Find out how the shoulder blade can move, help R side pelvis to lift, lift pelvis and ribs (notice direction of ribs), touch spine, shorten R side (bringing ribs together and B), move shoulder and ribs together and go back to lifting R side of pelvis, noticing if m/m of ribs changed. Test m/m: Go back and compare head through gap m/m. AIFTT4 0457A Lab Movement observation and working with the ribs in FI constellation in prone Duo: In prone, observe bringing head through the gap. Note connection between arm and spine, look at primary directions person uses. Repeat on the other side. Experiment w/variations of demo AIFTT4 0456A on easy side w/leg drawn U. Then work on other side.
Coffee/tea AIFTT4 0458A ATM SCAPULA SPINE RIBCAGE CONNECTION On back: legs standing, lift pelvis starting at the coccyx, rolling U through the spine. W/legs long, let arms come in/out of bridging position. Repeat w/legs bent. Arms in bridging position, legs standing, lift pelvis; note relation upper ribs and arms. Stay w/pelvis U, resting on upper back, and oscillate; knees come further over toes. W/arms D, pelvis lifted, walk D w/shoulder blades towards feet. Continue and hold R/L/both ankles. W/pelvis lifted, move knees further over toes and note if/when head gets lighter. Sitting: lift R arm as if to bring R arm in bridging position; repeat while flexing/extending fingers. Repeat w/L arm. Standing on knees: start reaching back w/L hand towards L heel, then R, then find one heel w/one hand and the other and hold. Note m/m shoulder blades. On back: arms for bridging, repeat m/m of lifting pelvis and head getting lighter. (Source: Amherst, July 8 1981) Week 3
Arlyn Zones
Monday 1 – Friday 5 September 2014
Monday 1 September 2014 AIFTT4 0459A ATM WORMING ON THE BELLY On back: lift R shoulder, R leg, head. Repeat on L side. Lift the head, the pelvis, and both head and pelvis, looking for folding in the middle of the back. Prone: forehead D, press both hands into the floor so the shoulders lift. Repeat w/head to L/R. Repeat w/head in the middle while lifting both legs. Note how the lower belly pressing into the floor helps lift the shoulders, legs. On back: bending in imagination. On belly w/head to R, arms D: lift pubic bone away from the floor and let it go back D. Where do you lean to lift the pubic bone: knees, chest? Alternate lifting pubic bone, lifting shoulders, lifting head. Begin to locomote like a worm. Is the head in the middle or L or R? On back: locomote w/same idea. Then try out asymmetrical, then cross lateral. On hands and knees: place top of head in interlaced hands. Round and arch spine as a wave, moving from the pelvis, then first rounding in neck, continuing D the spine. Coffee AIFTT4 0460A Talk How ideas about learning and development influence our work We act according to our self image. The first year of life influences and forms our self image a great deal. Organic learning: learning through experience and exploration, at one's own rhythm, discovering. We all can learn if the conditions for learning are there. Story of Emmi Pickler: she allowed children to develop at their own pace, taking next step when ready.
Arlyn talks about development of well organized adaptation to gravity. AIFTT4 0461A Lab + Discussion Experiences with learning and development influencing our work Quartet: talk about your experiences. Comments from the discussions in the quartets included: - There are no mistakes, it is learning. - After FI on connecting the shoulders to the ribs, I felt a great difference in balance, gaze, and perception of the world. - Is inner/outer image balanced or not? More erect goes together w/feeling confident. - Self image is complex, existing on many levels. - Moshe would say about a diagnosis or inability: “Maybe it's not true.” Giving self negative/positive suggestions, the brain organises itself to do it. - Organic learning opens up a dialogue between old and new self image. - Ontological security: Having had a chance to be upright, standing on your own feet gives more inner security. - Importance of head being up w/eyes on the horizon. - Messages in early life influence the self image, e.g. the way you think about yourself.
AIFTT4 0462A Talk Similarities in Baby movement and Martial arts movement The same principles go for baby motor development and martial arts. E.g. when fixing the distal, you have to move proximally.
AIFTT4 0463A Demo Three different people and their comfort lying in prone We look at Rio, Yael, Henk and get a sense of their comfort lying on the belly. Some aspects playing a role in the comfort: Freedom of the neck/head. Direction of the head in combination w/which arm is U/D. C-curve in the spine helps neck to be free. Pulling U the leg on the side the person is facing can help free the neck. AIFTT4 0464A Lab Movement observation and improving comfort in prone Trio: A lies on belly, B is practitioner. B turns the head to check freedom head/neck, lifts the shoulder and looks for turning of the spine. C only observes.
AIFTT4 0465A Talk + ATM TONGUE Sitting: move lower jaw D and upper jaw U. Repeat while fixing the chin, moving only upper jaw. This means moving the skull, which hinges at TMJ and at atlas. On back: open and close the mouth. Note what path the chin takes. Open the mouth and move the jaw L/R w/fingers on the chin.
Open and close the mouth again, is it different? Sitting: move lower jaw F/B. Repeat in supine. Move lower jaw L/R, then F/B. Compare. Sitting: move tongue U/D, towards nose/chin. Where does the tongue begin? Lick the lips w/tongue. Reduce effort. On back: w/tongue, feel upper teeth B, then F side. Repeat w/lower teeth. Sitting: stick out widened tongue and sense the back. Repeat w/narrowed tongue. Move upper lip U: show teeth. (Source: Esalen notes)
Tuesday, 2 September 2014
AIFTT4 0466A ATM CRAB WALK 1 Scan on back, notice 5 cardinal lines of the body. Bend knees, stand feet, roll U spine, and translate pelvis L/R. Repeat and drop L/R buttock. Bend knees, stand feet, roll U spine, and translate pelvis L/R, lifting opposite foot. W/pelvis lifted, walk feet to the R (circle C7). Walk full circle R/L. W/straight legs, press into heels to lift pelvis. Shift feet/shoulders in opposite directions. W/pelvis lifted, walk in circle around C7 again L/R. Table top position (feet and hands on floor, knees bent): translate pelvis L/R. “doing something well gives a feeling of lightness.” Table top position: move pelvis towards R/L heel. Table top on elbows & feet: shift pelvis L/R. Walk a few steps. Table top position, 3 ways of locomoting: Jumping/homolateral/contralateral. Bend knees, stand feet, lift pelvis, dance a bit! (Source: Amherst, 21 July 1981) Coffee break AIFTT4 0467A AIFTT4 0467V Demo + Hands On Prone; Circles along the spine looking for the C curve Demo w/Peter Duo: A lies in prone, B observes: how do they lie? Look at breath, positions arms and legs, what is comfortable? Does what you see match what you feel? Observe C-curve. B follows length of spine w/hand, makes small circles of 2 fingers along inside (concave side) of C-curve. AIFTT4 0468A Discussion Experiences with circles along the C curve in prone Comments included: Calm/quiet. Better distribution of curve throughout spine. I stopped thinking about technique (wrong/right) and allowing person to feel their spine. Arlyn talks about FEEDBACK… just showing ‘this is how you are’ sets a change in motion; a re-organisation begins to unfold. Developmentally, C-curve is one of the earliest patterns in the womb.
Lunch AIFTT4 0469A AIFTT4 0469V Talk & Lab Relating ATM lessons to different developmental stages The asymmetrical tonic neck reflex. Direction of eyes and the connection w/tone form basis of hand-eye coordination. Reflexes get the system going with basic responses for survival. This happens in lower level of the brain. References: Amazing Babies & YouTube (The Legacy of Feldenkrais: Jonathan Hughes lesson). Instead of a reflex, we’re organizing an intentional action (happens in a higher level of the brain than reflexes). Humans are born with less and develop more. Animals are born with more and develop less. In groups of 5: think of ATMs relating to the stage of development. Each group takes a different developmental stage (per 3 months). Evgenia shows months 1, 2, and 3 Inge shows months 4, 5, and 6 Annemieke shows months 7, 8, and 9 (and so do Arlyn & Henk). A feeling of agency develops. Louise/Denise/Arlyn show months 10, 11, and 12 Reference to Legs pushing the pelvis (AY # 224): oscillation, head higher in 3 different positions. Babies involve themselves with purposeful m/m related to the world. Older beings involve themselves w/abstract m/m. Coffee break AIFTT4 0470A Class Larry via Skype Larry explains the homework for teaching ATM: In the coming half year, every student will teach 2 different ATMs to a group, leading towards certification for ATM teaching. Homework: in a trio, write the script of the lesson you’re going to teach. The script will be discussed with Larry. Between now and mid-October, work on scan and send the written scan to Larry. By end of year, send full lesson transcript, so it can be discussed in January. The 1st on is , the 2 nd taught in February one in May. Larry apologizes for delays because of technical troubles with online stuff… hoping to work it out in the next month!
AIFTT4 0471A ATM COMBAT CRAWL WITH HEAD IN HANDS Caro van Iersel Prone w/forehead on hands: roll pelvis L, allow your R knee be drawn U. Repeat on other side. Sphinx position w/chin in hands, R knee drawn U: lift heel/toe.
Lift foot. Lift knee. Roll pelvis to lift knee. Repeat on other side. On L side w/interlaced fingers behind head: roll elbows to ceiling. Repeat m/m and straighten legs so you roll from side to back. Go to side/front, back and forth. Repeat on R side. Sphinx position w/chin in hands: draw U R/L leg, head stays F. Draw U R leg, push w/R foot, lift R elbow, and take 'step' F w/R elbow. Repeat on L. Alternate so you begin to crawl. Crawl B. (Source: Combat Crawl series - Larry)
Wednesday, 3 September 2014 AIFTT4 0472A ATM BRINGING THE KNEES UNDER THE BELLY FOR CREEPING AND CRAWLING Caro van Iersel On belly, w/head to R, hands on either side of head, elbows tucked: slide R hand U along floor. Repeat w/L hand. Alternate R/L hand sliding towards opposite elbow; elbow comes to standing. Sphinx position w/R leg drawn U: slide L hand up. Repeat w/R hand. Alternate R/L. Repeat w/L leg drawn up. Sphinx position, L leg drawn U “underneath”: shift weight w/help of arms, bringing pelvis over L leg and sitting on heel. Remaining seated on L heel, roll L + R moving to L + R of heel. Repeat on R side. Sphinx position w/easy leg drawn U: roll pelvis L + R of heel and find “middle’. Stand toes of opposite (long leg) foot, push through (skewer spine) and oscillate. Repeat on other side. Explore sitting and creeping from this position. (Source: Chava Shelhav, Child’Space) Coffee Break AIFTT4 0473A AIFTT4 0473V Talk & Discussion Action and Perception are constructed together From the elusive obvious: I hear and I forget, I see and I remember, I do and I understand. Parasympathetic nervous system is connected with flexors. An organism/animal must feel safe in order to rest, reflect, restore, fold forward, yield. Sympathetic nervous system is connected with extensors. Up! Out! Action! Feldenkrais also addresses our perception of life/world and how we are in relationships. If we have a narrow range of choices, how does it affect our perception of the world? The earlier we work with people, the better, since neural networks – our mapping of the world – start immediately from birth. Story of a woman who did not crawl: communicating with her was like being in front of an immovable object or being run over by a truck. Perhaps, as an infant, she was a 1-note samba. Variability in how we explore as infants gives us variability in communication and in being in the world. Arlyn about herself: in her training, she was opinionated and judgemental and looking for absolutes and perfection in teachers. Moshe was amazing, but, when he would do something like tell a dirty joke, it was hard for her. He would always argue both sides. After her training, Arlyn’s rigidity was gone.
Story: early in Arlyn’s practice, she worked at a physical therapy clinic. She worked with a very intelligent woman in her early 20’s. Every time she was just about to finish something she would get sick, have an accident, etc. Arlyn saw that she moved homolaterally. Her walking was without transmission of force, eyes and head only F. She worked on balancing on all 4's (Arlyn thought the woman had probably not crawled in her infancy). Eventually, the woman found an ontological sense of security. Feldenkrais can restore confidence in lives and open new vistas. Biomechanics is a means to something bigger. We provide the conditions for this and ask the question ‘what are you interested in?’ What is it like to be more ontologically secure? Trying a new way of moving through life means we also start to perceive it differently. Having moments of confusion in the training means we have opened ourselves to new ways (no more cozy habits). Parents prepare us for the life they live. What if you were free of your conditioning? Moshe said, if you change too quickly, you lose your identity. We perceive through our actions by moving through the world. More and more, the thought prevails that cognition is built through sensory-motor action. In groups of 5 discuss: What has been explored. Attitudes to exploration and learning. Perception/action/development/learning/self-knowledge/FK Method. What does all of this material have to do with my (attitude to) learning?
NOT RECORDED After the discussion in groups of 5, the entire group comes together for discussion. Comments by Arlyn: Arlyn talks of not (yet) living in the 3D world. She notes the use of language/body metaphor. Arlyn: “happy to be where I am”. Normally, people know their attitude, but not necessarily the physical manifestation of themselves. Arlyn: Moshe put emphasis on how we perceive our 5 cardinal lines and self-direction/body image. How we go straight ahead or not. To wander through life also has its place… choice! Arlyn: When there’s less noise in the head, we’re open for learning. Moshe: if you stop mucking about, the learning will come straight in. If we forget to bring all the attitudes we usually bring with us, the learning just comes in. Arlyn thanks everyone for stepping out of habits and sharing in the group. Lunch AIFTT4 0474A AIFTT4 0474V
Demo + Hands On Review of FI prone in three contexts The 3 contexts of FI can be: - being comfortable on the stomach - the function of the arms - accessing the world around yourself Ultimately, the question is: what is it that you want? If the way you’re going about it isn’t working, then another approach might help. There are choices. Moshe also said that life is a process, not a thing. Processes go well if there are many ways to influence them. A dominant eye can influence the whole use of the skeleton. Demo w/Henriette in prone: Knee is drawn U to facilitate rotation and the thigh is supported. Move the shoulder B, while looking at the ribs. Where there needs to be extension; the hill needs to be more like a valley. Taking shoulder blade B, supporting the arm in circling, her arm moves behind her back. Her ribs are moving B too. Arm overhead: the long lever of the arm turns the shoulder. Connect the arm via the shoulder and the shoulder blade to the proximal: to the spine. W/one hand supporting the shoulder, make a tiny circle of elbow and arm in the shoulder joint. Both arms in push-up, lift head, shift weight to one arm, bring knee U, and look over shoulder. Eventually: ‘sphinx’ looking U to ceiling. Duo: Take one piece of the lesson and explore the m/m of the shoulder (blade). Start with bearing weight on one hand. Coffee break AIFTT4 0475A ATM CRABWALK 2 Caro van Iersel On back w/arms alongside self, palms D: place legs standing. Lift both legs and swing yourself U to sitting, keeping the hands the same. You come to sitting w/hands on the floor, feet spread. In this position, lean on both hands and move pelvis to sit closer to feet/to sit next to hands. Move further B each time, coming to sit behind the hands. Sitting the same way: lift pelvis U/D. Head does not move B. Stand on entire foot. Sitting w/L ankle on R knee: slowly lift pelvis. Place pelvis F/B. Repeat w/legs crossed opposite. Sitting w/feet close together: lift/lower pelvis. Keep pelvis in the air and roll it L/R. Note how one knee goes F, while other goes B. Note differences L/R; make it more even. Sitting w/feet spread: lift pelvis and move R foot + R hand F. Repeat L. Alternate and walk like this w/pelvis lifted. Repeat w/head B. Lift pelvis and lift both feet, together, F/B. Repeat w/both hands, use small m/m. W/pelvis lifted, hop: hands and feet go U. On back w/arms overhead: roll to side, bringing elbows and knees together, and return. Roll from side to side like this. (Source: Amherst, 16 July 1981)
Thursday 4 September
AIFTT4 0476A Talk + Lab The voice as part of the self image Introduction to Kristin Linklater, a voice system developed for actors: freeing the natural voice. When first working w/voice, just experience it w/o judging. Duo: talk to partner to establish base line to compare use of voice/self to. AIFTT4 0477A ATM PALATE; MOUTH; TEETH Explore the dome of the palate w/fingers, w/tongue. Explore the teeth on in + outside w/fingers. Focus your attention on differents part of the inside of the mouth and throat. Press tongue wide against upper palate + D. Imagine small balloon in abdomen expanding in all directions. Repeat w/balloon behind chest bone. Explore lower jaw. (Source: AY #23) Coffee AIFTT4 0478A EQUALIZING THE NOSTRILS Sitting: with one breath, count and see how far you get. Do this 3 times to find baseline. Make the lowest sound you can comfortably make w/mouth open. Repeat w/mouth closed, w/L nostril closed, and w/R nostril closed. Compare and find which nostril is stronger/weaker. Repeat w/both nostrils open, w/mouth open, using inside space of mouth. More vibration? Repeat w/mouth open while lying on the back. Make a sound as high as is comfortable. Follow variations similar to the ones above. Supine: alternate between highest + lowest sound w/mouth open. Repeat in sitting w/mouth open, closed, and w/one nostril closed. (Source: AY #5) Lunch AIFTT4 0479A Talk + Discussion Consideration for a scan Scan helps people: Orient, develop accuracy of self image, the floor helps us to feel ourselves, bring the attention to here and now, coming into a different state, changing tonus, and quieting D. Quartets: talk about what questions you would ask in a scan for a flexion lesson. Example: what places press into the floor, what is away from the floor? Note: when using too many details, the main idea gets lost. AIFTT4 0480 Not recorded
Lab Composing a scan for a flexion lesson Individually, write notes for a scan for a flexion lesson. Later on, you'll give the scan to one person. Short break AIFTT4 0481A Class Linklater Warm Up; Finding a channel for sound First thing in the warm up is to find a channel for sound: the spine. Begin w/spinal drop D: stand w/knees bent and head hanging; let one vertebra at a time go D. Coming back U, place pelvis on the legs and build up one vertebra on top of another. Repeat, going D + U, sounding out w/mouth open. Then repeat while humming. Sitting: open mouth, helping jaw drop. To stretch tongue, put tip of tongue inside of lower teeth and let middle of tongue come forward while sounding out. Make sounds: bwrrrr; letting lips move (like a horse), and mimimi, mémémé, mamama. Lilili, lélélé, lalala. Pretend to yawn; the reflex picks U the moment the yawn comes. Feel palate lifting + widening. Make high ki + ka sound: lift palate and stay D in pelvis while sounding out. Make sounds like badagada and own variations of baby speech. Make sound and note resonance in the teeth, note vibration. Repeat while head goes U/D, feeling channel changing. Keep channel open. Stand w/hands on upper legs, just above the knees: expel air in “ha”. Expand in all directions. Note how floating ribs are light and flexible. Come back to spinal drop D: demo w/Louise Walk around w/soft sound, then send it forward and 'hit' someone with it. AIFTT4 0482A Lab + Discussion Performing a scan for a flexion lesson with warmed up voice Duo: find a new partner; A lies on back, B does the scan. Topics of discussion after the scan: An actor needs to fill his text, e.g. “feel how your heels are on the floor”: you need to make skeleton-to-skeleton contact w/what you are saying, at the same time staying inside yourself. Pacing: how much time/pause is needed for a person to (realize what they) feel. When practicing, partner can help by giving a sign that they have felt it and are ready for the next question. AIFTT4 0483A Class Voice harmony with Inga
Friday 5 September AIFTT4 0484A ATM FOOT BREATHING On back: scan length of spine; note places where you are shorter. Notice breathing, where does in/exhalation start? Push both heels to the floor & let force go U, through hip joints. (test m/m: foot breathing)
Push and let go: oscillate, like jelly pudding. Follow rhythm of breathing. Oscillate separately from breathing. Push w/feet together. Note the m/m going through vertebral bodies. Push w/feet apart again, compare m/m and breathing. Push w/feet pointing inward, w/R leg crossed over L, and w/L leg crossed over R. Test m/m. Note feet working together and transmission of force compared to beginning. Both knees bent: lift pelvis, explore spinal m/m as in SPINE LIKE A CHAIN. Place both arms & hands behind the middle of the back and lift/lower pelvis. Repeat, lowering R/L buttock to the floor. Go back to foot breathing, test m/m. Go back to spine like a chain. Compare m/m, breathing. (July 5th, 1977 - partial San Francisco, Yr 3) Coffee AIFTT4 0485A Talk + Discussion Closing comments segment 5 Book recommendation from Karin: Daniel Siegel – The Mindful Therapist, a book about bonding. Arlyn also talks about the Mindful Brain by Siegel and explains his idea of a resonance circuit which fosters self-attunement AIFTT4 0486A Demo + Lab Help lift sternum and ribs in prone Demo w/Ann-Kristin There are different ways to make the head/neck more comfortable, e.g. translating the head, rotating head + neck, lifting the shoulder to see if it moves the spine, C-curve. Ann-Kristin on belly: there is a large space between her sternum and the floor. When lifting the shoulder, there is no response in the spine. This puts strain on the neck. Go underneath the chest and support the ribs and/or the sternum. Follow the breathing, notice letting go. Duo: Lift shoulder and look for m/m in spine. Find out freedom head/neck. Contour your hands to the clavicles/ribs in front and lift; match/support their lifting. AIFTT4 0487A ATM ON ALL FOURS TO SITTING Caro van Iersel On hands, spread knees, & feet: slowly move the pelvis B towards sitting on the heels (test m/m). Note where the head goes when you go B/F. Allow the head to hang D when going B; look at horizon when going F. Repeat w/toes in + heels out when pelvis goes B. Repeat m/m w/R ankle crossed over L heel, then w/opposite crossing. Test m/m. Repeat m/m w/knees & heels together. Test m/m. Repeat m/m w/head going U when pelvis moves B and vice versa. Repeat m/m w/opposite combination. On hands, knees, & feet: pull stomach in & lift lumbar region while moving head D, then push belly D and arch small of the back as head goes U. Note m/m of the eyes. Test m/m. On hands, knees, & feet w/knees & ankles together: sit B towards outside of R heel & come back U. Then also move R knee F and L knee B so you come to sit on the floor. Hands stay in place. Bring knees B to the middle as the pelvis comes back U. Repeat on L. Alternate L & R.
Sit B w/feet flexed. Lift R knee, cross it over behind L knee, and move towards sitting B. Note the feet moving apart; note the m/m of the head. Repeat m/m, crossing L knee behind R. Alternate slowly/quickly. Cross R leg in front of L leg and take it back. Repeat opposite. Cross R leg in front of L and put it on the floor, then cross L leg in front of R. This is the Feldenkrais crawl. Crawl F. Then crawl B. (Source: London Workshop, lesson 14)
