Log AIFTT4 Segment 1 Larry Goldfarb (Weeks 1&2) Lior Pessach (Week 3)
Monday, 19 August 2013 AIFTT4 0001A Talk Introduction to the training part 1 What will the training be like: overview/orientation The training is a journey; everyone his/her own. AIFTT4 0002A Lab Introduction to the training part 2 Duets: Recounting the journey of getting here (to AIFTT IV) AIFTT4 0003A ATM REACHING LIKE A SKELETON 1 RM: shaking hands introducing self to colleagues, then w/partner in slow motion. Supine elongating R/L arm (SF 1975) Lunch
AIFTT4 0004A Talk + Lab Noticing differences and noticing versus correcting This work is not about changing the way people move, it's about helping people change what they notice, so that they can change the way they move. The way we use ourselves is based on self-image: the perception of self. Solo: Notice yourself in standing; what are 3 main things you notice? In trio exchange what 3 things you noticed. AIFTT4 0005A Lab + Discussion Everyone notices different things about themselves standing
What is noticed often has (emotional) connotation, like “being wrong”, etc. Lab in same trio: Tell what you like best about your body. AIFTT4 0006A ATM SEE SAW BREATHING 1 Breathing variations using expansion chest, expansion belly with inand exhalation. Alternating in different positions (supine and prone). See saw breathing with partner (duet) sitting back to back. (ATM Lesson 4)
Tuesday, 20 August 2013 AIFTT4 0007A Lab What you learned yesterday Duet: Something confirming what you know about the method, or something surprising you. AIFTT4 0008A Discussion First impressions first questions Q: How is touch in FI? A: By listening to the student you help student listen to him/herself. Quote Mary Daly: “Women listen each other into speaking”. Q: Perception can be deceiving, and self-image is inaccurate. What is accurate self-image? A: Accurate self-image fits the activity; allows to move easiest, most comfortable and efficient way. Feldenkrais Method is based on the belief that people can learn: “biological optimism” (R. Alon) Q: Usually noticing R-L sensation. Yesterday was different: Frontback awareness, and organisation in standing versus lying down. A: See saw m/m on front and on back contributing to this. AIFTT4 0009A Discussion First impressions first questions continued
AIFTT4 0010A Talk Establishing a baseline Scan: There are various responses to doing many ATM's in the training. It can be tiring, disorienting, etc. Sometimes it is “like waking up in someone else's pyjamas”. Yesterday we established baseline. We work w/comparison (what is same/different). Baseline is crucial to feel differences. Scan is measuring baseline. It is also kind of ritual, bringing attention inside, to self. AIFTT4 0011A Lab Scan as duet Duet. Observe where person is/is not touching the floor. First w/eyes, then w/hands. AIFTT4 0012A Lab Scan as duet continued Duet scan. Observe where person is/is not touching the floor. First w/eyes, then w/hands. Break
AIFTT4 0013A Talk Invitation to watch FI
AIFTT4 0014A ATM COORDINATING FLEXORS AND EXTENSORS 1 RM: Sitting w/hands at wheel (car) or steering bar (bike), look over R – L shoulder. Supine cross R leg over L leg, legs sink towards the floor. Same to other side. Arms in triangle to R, then to L. Arms and legs in opposite directions. While turned lift head. End of lesson: come back to RM. (ATM Lesson 5)
Lunch
AIFTT4 0015A Talk + Discussion Habit and habituation We help people (all of us) becoming aware of what we're already doing. When there's a trauma, there is an automatic unconscious response to move differently. Self-image is unreliable, because we stop noticing what we do: this is called habituation. (“you don't smell the shit on the farm”) Talk Moshe's journey AIFTT4 0016A Caro van Iersel ATM LIFTING THE HEAD SUPINE 1 Supine lift the head. Legs bent and standing, interlace hands behind head and lift the head w/hands. Attention to changing contact w/floor, direction eyes, folding chest and breathing, m/m sternum. (Amherst 1988)
Wednesday, 21 August 2013
AIFTT4 0017A Lab Your journey here Duet: interview partner about what they want in the training, and from which background. AIFTT4 0018A Discussion Introducing each other Introduce partner (whom you interviewed) in the group. Break
AIFTT4 0019A ATM LIFITNG THE HEAD IN PRONE 1 Prone; test m/m lifting the head to see how easily and how much head lifts. One hand on top of the other, cheek on back of top hand, lift top hand and head together. Same with head turned in opposite direction. Repeat w/other hand on top. In same position bend B legs (lower legs vertical), head turned, L side face on R hand; let feet sink to L side, then to R side. Same with head turned opposite. Reverse top and bottom hand and repeat. First legs separate, then legs together. Repeat test m/m. (Amherst 1980) Lunch
AIFTT4 0020A Lab + Discussion May I touch you Talk about safety as condition for learning, and about “knocking before entering”. Duet: ask partner “may I touch you?”, partner will respond “yes” or “no”, then say “thank you” (no matter what the response was), and touch – or not (depending on what the response was.) Partner has to say “no” at least 30% of the time. AIFTT4 0021A Discussion About May I touch you Interesting responses considering feelings of self and partner, e.g. “Feeling sorry for partner when saying “no”, when it is not so bad to receive “no” as an answer.” “Difficult to remember saying “thank you” before actually touching. Saying “thank you” means: “Thank you for telling me”. AIFTT4 0022A ATM LENGTHENING THE ARM LYING ON THE SIDE 1 On side arms long, in front, one on top of the other. Lift top arm toward ceiling (test m/m). Lengthen top arm, hand slides forward. Slide hand backward (w/o bending elbow). Alternate.
Lengthen top leg sliding knee forward on the other knee (feet stay). Backward. Alternate. Test m/m and RM. Homework: tonight (on your way home, etc.) observe people turning to look around. (Gaby Somathematics 1988)
Thursday, 22 August 2013 AIFTT4 0023A Discussion Noticing how people turn Responses homework: observing people turning to look around. Interesting and sometimes difficult to see, or to understand observations. Awareness: noticing what you sense and making sense out of what you notice. Break
AIFTT4 0024A ATM + Lab OPENING THE ARM LYING ON THE SIDE 1 + Being a passenger Lunch
AIFTT4 0025A Talk Larrys background and influences Transitional analysis, Gestalt therapy, Group facilitator, NLP. From NLP the idea to make a map of the Feldenkrais Method, however found that one map is not enough; too rich to capture in one map, rather would need an atlas. Interest in (self regulating) systems led to study and degree in cybernetics. Larry's perspective is one of systems, relationships, self regulation. We use these odd configurations to alter perception and self-image. Constraints are important tool.
AIFTT4 0026A Lab In and of OPENING ARM TO THE SIDE 2 Duet: ATM Opening the arm (on other side) with partner Noticing differences in m/m w/ and w/o the various constraints Break
AIFTT4 0027A ATM ARM TO THE SIDE, TURNING IN STANDING 1 MINI ATM: Standing: arm to the side (test m/m). Arm to side while looking at the hand. Same and stay to the side with arm, turn head back to middle. Turn both head (w/eyes) and arm, and bring arm back to middle following hand w/eyes. Move arm and head opposite. Test m/m.
Friday, 23 August 2013 AIFTT 4 0028A Talk Having an empirical approach How Moshe tested his ideas (recording and watching) Mini lesson: short part of ATM to give people a 'wow experience' (to get them interested.) Good to use when giving a talk/explaining the method. AIFTT4 0029A Lab Preparing to teach first mini ATM Trio: Reconstruct the lesson What were the steps of the mini lesson? Position (relationship to gravity) – Configuration – Action – Indications (questions what to notice, e.g. “Are you breathing”, and/or how to perform, e.g. “slowly”) AIFTT4 0030A Discussion About mini lesson
Baseline through scan or test m/m. Test m/m indicates what lesson is about, and helps to measure. Variety of m/m makes the difference. Differentiation of m/m arm and head. You can think of lesson as a play: it has acts and scenes, and it needs drama. M/m of eyes helps to get 'wow'; it influences righting reflex, which prepares change of tonus L+R sides. We use constraints, so we all ask the same Q, and only ONE Q. You can count on it to work; we are manipulating perception of the student. Pattern interruption. Break
AIFTT4 0031A Talk Homework for this weekend AIFTT4 0032A ATM ARM TO THE SIDE, TURNING IN STANDING 2 MINI ATM: Taught by Larry. Moving arm to the side turning. To L side, with extra step added: turn pelvis. AIFTT4 0033A Lab Practice run of first mini ATM Duet: Teach partner same mini lesson to R side. AIFTT4 0034A Discussion Refining first mini ATM Did it improve? Steps of the mini lesson. Balance and eye m/m. Break
AIFTT4 0035A Caro van Iersel ATM FLEXORS 1 Variations bringing elbow to knee in supine and in sitting. (Amherst, 6/10/1980)
Monday, 26 August 2013 AIFTT4 0036A Discussion What happened teaching TURNING IN STANDING Teaching TURNING IN STANDING (homework). Review of experience w/ that homework assignment. Importance of fulfilling the ‘recipe’ to make a great meal: Scan/steps/constraints/tests/rests… Archetypes & students. Contra-indications & medical conditions Break
AIFTT4 0037A ATM REACHING LIKE A SKELETON REVISITED (Miriam Pfeffer: “It’s never too late to have a happy childhood”) Supine. R/L arm long to ceiling. Variations: knees/elbows bent/straight, pelvis rolling, arms spiralling, head lifting. (San Francisco training, Year 1) AIFTT4 0038A Lab & Discussion Anthropologist from Mars Duet: Look at human skeleton -> clues/features that tell us how it moves. The skeleton is the blueprint for m/m. We are designed to move: 3 stacked upside-down triangles/pyramids= unstable. Shoulder girdle (can move on 1 side)/pelvic girdle (1 side doesn’t move without the other) = deceptive similarities. Lunch
AIFTT4 0039A Talk Meeting TOM Three aspects of action to consider:
Timing – when things happen, the order of things Orientation – the context of space. Relationship to space & in gravity Movement – m/m of the physical body. Brain->nervous system>muscles->skeleton AIFTT4 0040A Lab & Discussion How an ATM structures a learning experience according to TOM e.g. a constraint affects manipulation TASK – Ask 6 people to tell you (without demonstrating) how to move from sitting to standing. Sometimes noticing what you do makes it more difficult (self-conscious). Asleep/Awake/Aware. (Observe how TOM is in the coffee break.) Break
AIFTT4 0041A Caro van Iersel ATM THE FUNDAMENTAL PROPERTIES OF MOVEMENT 1 Supine. Lie in ‘X’. Lift R arm- lengthening/shortening/inhale/exhale Lift R arm/leg combinations Variations: Prone/supine. head/arm/leg/R/L/both (ATM, Lesson 3)
Tuesday 27th August 2013 AIFTT4 0042A ATM + Lab Beginning of OPENING THE ARM TO THE SIDE On L side, lift R arm. On R side, lift R arm. (Gaby, Sonoma State University, Somathematics 1988) LAB: teaching ATM – Partners/Instruct lying on side & lifting arm as above. AIFTT4 0043A Discussion Reflections on teaching OPENING THE ARM
How was it to teach/learn. Teaching => instructing painting. Give student tools, let them fill in the picture. (Moshe: “Imitation is the poorest form of learning”) AIFTT4 0044A Lab Skin muscle bone Partners: Seated side by side, place hand on thigh. Landing, forming, contacting. Shifting and directing attention to skin, muscle and bone. Break
AIFTT4 0045A Hands-On Practice Finding the shoulder blade Duet: Partners: locate scapula, tip, inner edge with hands. On skeleton: spine of scapula connects with line of collarbone. DEMO on Denise. Landing hand, finding edge, circling. Responses tell us something about the responder. Lunch
AIFTT4 0046A Discussion Sensing our bones Q’s/comments from before a.m. coffee. -We construct a sense of the bones by what happens around them. -Nervous system only has access to changes in its own state. -What’s the line between real & imagined? (Erickson “you can imagine anything & master it”) -Knowing is the path ahead of time -Student allowing themselves to be moved in F.I. is not passive; they’re engaged in responding AIFTT4 0047A ATM OPENING THE ARM TO THE SIDE 1 L side, knees bent. Lift R arm. Head fixed/moving with arm. Hand/forearm on floor. Knee/foot/combi. lifting. Pelvis rolling/fixed
R side variations: in imagination/for real (Gaby, Somathematics 1988) Break
AIFTT4 0048A Caro van Iersel ATM THE CARRIAGE OF THE HEAD AFFECTS THE STATE OF THE MUSCLES 1 Supine. Roll head L/R Prone. Forehead on hands, knees bent, sink legs to R Variations: Head L/R. Mermaid legs. Legs L/R. Hands under/atop head. (ATM, Lesson 7)
Wednesday, 28 August 2013 AIFTT4 0049A Discussion Attending the AIFTT and making up Attendance/missing days/logging/make-up days (everyone is allowed to join). Who is joining the training later AIFTT4 0050A ATM DROPPING IN THE KNEE 1 Supine. Roll Head L/R Knees bent. Sink R knee to L foot. Sink L knee to R foot. Variations: foot on floor/rolling. Palm @forehead, rolling L/R. Back of hand @forehead rolling L/R. 2 legs sinking. Initiation variations: feet/pelvis. Fix head with 2 hands, 2 legs L/R. Hand variations: cupped/flat @forehead (Amherst Year1) Break
AIFTT4 0051A Discussion
Finding out vs. believing -About the last ATM -Stretching -It’s more important to find out than to believe. -FK is an empirical approach: experience & observation. AIFTT4 0052A Hands-On Practice Circling the shoulder blade Cloud Hands & circling along inner edge of shoulder blade (cont. from yesterday a.m.). Practice with partners. Demo on Evgeniia- circling along inner edge of scapula. Connecting by leaning weight through whole arm. 4th ‘mystery’ finger, no longer so relevant as most people now type.
AIFTT4 0053A Lab & Discussion Intro to FAST Vulnerability & Shame (TED video Brené Brown). 1st job of teacher -> make the student feel safe -> learning requires vulnerability. (Emotions can come up during the training - > have an outlet). Acting<->Sensing = the sensory loop. Feelings are comments on thoughts The 4 aspects of the waking state (always happening at the same time): Feeling, Acting, Sensing, Thinking FK teachers start with & work in the domain of ACTION. From moment to moment we can change how we ACT & then the rest can change. Lunch
AIFTT4 0054A Caro van Iersel ATM PERFECTING THE SELF-IMAGE 1 Seated, soles of feet together, R hand under R heel, L hand holds small toes. Lift R foot in arc away from head.
Supine, same configuration & m/m. Side sitting, same m/m. Rocking, lower head. Same in imagination/for real ->rolling to sit. Imagine all on L side. For real on L side. (ATM, Lesson 8) Break
AIFTT4 0055A Lab Rolling the head in FI Cupping/sticking/flattening hand. Turning around central axis, hand parallel to floor, moving from elbow AIFTT4 0056A AIFTT4 0056V1 (low def video) AIFTT4 0056V2 (high def video) Demo Rolling the head, first approximation On table (Henk) In F.I. we’re looking for FUNCTIONAL symmetry rather than structural symmetry.
Thursday, 29 August 2013 AIFTT4 0057A Discussion How perception relates to action Trio: Rolling the head & TOM from yesterday. BOOK: William Powers’ Behaviour - The Control of Perception Co-ordinated Action: big muscles make big m/m. Small muscles make small m/m For learning we begin slowly because: Motor Cortex ->brain->spinal cortex->nerve->muscle = (+/- )1/4sec Muscle->nerve->spinal cortex->brain =(+/-)1/2sec Break
AIFTT4 0058A ATM LYING ON THE SIDE REACHING FORWARDS AND BACKWARDS 1 R side, knees bent, L leg straight in front, L arm straight in front. R Hand slides forwards/backwards. R Foot slides forwards/backwards Lift L arm. Turn Head. L arm behind, slide R foot. Variations: Head/Hand/Foot/Pelvis still/turning and different initiation at these places. (Gaby 1988) Lunch
AIFTT4 0059A Discussion Developing sensory acuity Qs & Reflections on the Training so far. Try things out & make mistakes. Passenger on 12 people to learn the difference between the person & the lesson Sense, see and understand the Biomechanical Foundation: The SKELETON AIFTT4 0060A Lab Of and in Using unusual m/m in unusual positions=>dishabituating Each m/m in an ATM=>specific teaching device Duet: m/m OF the hand IN which joints? Passengering: 1 hand on shoulder, 1 hand on pelvis. 1 hand on pelvis, 1 hand on spine. Switch partners. Discuss in group of 4. AIFTT4 0061A ATM TURNING TO THE SIDE IN STANDING 1 MINI ATM: Moving arm to the side turning. To L side, with extra step added: turn pelvis.
In addition: many variations sitting with legs standing: elbow in between the knees/arm going underneath the (same) leg/exploring the floor all around/elbow behind the knee (hand in the air), and lifting the homo-lateral leg with the arm. Then from sitting (with both legs standing) towards lying down, holding knee with one hand and going down via elbow other side.
Friday, 30 August 2013 AIFTT4 0062A Caro van Iersel ATM FLEXORS TO SITTING part 2 Review variations bringing elbow to knee in supine and in sitting. In sitting cross arms, hold hand behind opposite knee, move backwards until feet start leaving the floor – find balance relaxing arms & shoulders. Explore placement of arm suitable to lean on elbow. Holding on to knee with one hand, move back towards leaning on elbow (alone and with partner, who assists by guiding the knee). Sitting to lying down – holding on to knee & using other elbow – and vv. (Amherst, June 10 1980) Break
AIFTT4 0063A Talk Larry and his background Feldenkrais created the method & had to make a place for it in the world. Question to trainees to think about what place they will create for the Feldenkrais Method; whom would you be interested to work with . . ? Unlike Moshe Feldenkrais trainees will have other people to talk about the work, bounce off ideas, etc. AIFTT4 0064A Lab + Discussion Study groups and homework Form study groups – based on geographical situation (Amsterdam/Utrecht/Veluwe/Various – Far away)
In study groups discussion about how and when to meet and work together. Study groups and ways to get in touch with the Feldenkrais community. AIFTT4 0065A Lab Making a map to your house Individually: Make a map of how you go from the training to your house (at home). Duo: Explain to your partner how to get to your home, and show your map.
AIFTT4 0066A Discussion People make and use very different kinds of maps People use narrative, list of directions, outline (with compartments), pictures, etc. How do you take notes? How do you give instructions? How you take notes makes a difference for how you can remember! Writing down ATM in compartments – like scenes and acts in a play – helps. How will you give instructions in ATM teaching – everyone needs different kinds of instructions! Break
AIFTT4 0067A ATM REACHING LIKE A SKELETON - COMING TO SIDE SITTING 1 Supine elongating R/L arm, noticing trajectory vs noticing how “beans inside you” will move as your arm gets longer and chest is moving, etc. Side lying (L) bringing scapula towards the floor, and rolling to back, maintaining arm toward the ceiling. Roll back to side and vv, with R arm up. On back elongate R arm and continue until sitting up in side sitting (L leg in front, R leg bent back) all the time keeping R arm towards ceiling. Same on other side.
AIFTT4 0068A Talk Week 2 wrap-up Larry on importance of learning from different teachers at the AIFTT IV; looking over the past two weeks and looking forward to the rest of the training.
Week 3 Trainer Lior Pessach Monday, 02 September 2013 AIFTT4 0069A Talk How Lior discovered the method How why turned to how for him. Cycling & swimming improving. AIFTT4 0070A ATM ROLLING THE HEAD BETWEEN THE HANDS 1 Supine:1hand@forehead, roll hand palm up/down Prone: forehead on back of R hand, L hand@back of skull. Roll head. Hands vv. Legs lifted. Variations in sitting, kneeling, upright on one knee, standing. Lifting/lowering eyes/head Supine, bent knees, lift & roll head. Standing, roll head, head drops to floor & come up (AY 8) Break
AIFTT4 0071A Discussion About ROLLING THE HEAD BETWEEN THE HANDS 1 Re the ATM – it asks for rolling, not turning On table, cushion & roller (head & spine or as DrFK said periscope & submarine engine). The musculature is arranged for the direction of m/m. Theoretically the head turns 90deg. Total, or 45 degrees in either direction (between atlas & axis). We gain an extra +/-20degrees with the other vertebrae. Plus hips, chest etc. Swallowing & turning emphasizes swallowing habits
AIFTT4 0072A Demo Observing the motion of the head On table. Lying prone, how does she lift her head? We can CHOOSE how. AIFTT4 0073A Hands On Practice Rolling a roller in trios 1 each end of roller, 1 in the middle. Everyone places a hand on roller & rolls. Switch hands. Switch roles, switch who leads/passengers etc. After – rest & roll own head, 1 hand at forehead, 1 hand at back of head. Back to trios & roll again. Lunch
AIFTT4 0074A Hands On Practice Exploring cardinal motion of shoulder and pelvis Duet:Exploring the cardinal m/ms on the side: shoulder/pelvis. Lying on side, partner, hands on shoulder/pelvis & explore m/m possibilities. Swap roles. Both sides. AIFTT4 0075A Class Self-ish directions (Mini) lab: ½ class lying down, 1/2class standing up. Finding what arms up/in front means. AIFTT4 0076A Talk The cardinal directions A common language of direction. Up, down, front, back. We (the self) are the centre of our universe. 360degrees of m/m. If one of the directions isn’t available first we clarify that, then we connect it. We are analysing m/m in a simple way for clarifying. Break
AIFTT4 0077A ATM FOUR POINTS part 1 Standing, hands on floor in front. Lift 1 foot/the other. Lift 1 hand/the other. On 4 points: lift 1hand&1foot (same side). On 4 points: lift 1hand&1foot (diagonally opposite sides). Head lifting/lowering. Sitting with 2hands on floor, come up to 4points, lift 1 foot then other, quickly => hopping. (Amherst 1980)
Tuesday, 03 September 2013 AIFTT4 0078A Discussion Admitting mistakes Directions from yesterday, taking the wrong train. What is right/wrong, admitting mistakes =the process. 4xJewish archetypes. Naieve, Wise Guy, Evil, Accepting FAST re-explained. Opening out for questions/turning in to digest. Being alert in the moment. Practice/learning takes time. Parasitic movements. Confusion in life/wholeness. AIFTT4 0079A ATM BENDING THE HEAD TO THE SIDE WHEN SITTING 1 Side-sitting, TM: tilt head R + L, side-sit, tilt head with hand or elbow on floor. Reach behind, differentiate eyes, and eventually reach forward to lift palms. (AY1) Break
AIFTT4 0080A Discussion How was AY1 How a lesson can ‘touch’ you. Scales of looking, little can make a big difference. Suffering. Student: Patience to invest in research. In 3 groups: how your first ATMs were for you: strategies, emotions, feelings, sensing.
Everyone: small grows too big. Expectations. Pleasure (or not). Wow moments. “good/bad” “right/wrong”. Not just one way. Curiosity. Connection to daily life. Lunch
AIFTT4 0081A Demo Moving the shoulder and the hip FI demo: On the side, moving the shoulder and the hip joint – from the ATM of this morning in sitting. Side lying. Hand @ shoulder/pelvis. How does he move? Is fore- or backward more easy? Different hand positions. Observe global m/m too. Her hand at forehead. Back of head. Differentiation of pelvis/shoulder. Shoulder/neck. The 4 directions. Short/long. Quick/slow. AIFTT4 0082A ATM FOUR POINTS 2 Standing, R hand @floor, walk, L hand “cutting”. Other side. 2hands on floor “walk” On all 4s “walk” Stand, walk homolaterally/normally On all 4s walk homolaterally/normally Walk on all 4s. (Amherst 1980) Break AIFTT4 0083A ATM FROG MOVEMENT WITH THE LEGS AND THE ARCH 1 Supine, knees bent, interlace fingers behind head, lift. L knee sinks L, straighten, come back. Repeat R side. Variations: L/R/both side(s). Retain/allow change in arch of lower back. R hand @R knee, L hand@back of skull, bring towards e/other. L hand @R knee, R hand@back of skull, bring towards e/other. I-lace fingers @R knee, bring towards e/other. I-lace fingers @ back of skull, bring towards e/other. 2legs frog. Repeat above on opp. Sides. (Diagonals & interlacing) 2 legs frog. R leg frogs. L leg frogs. Alternate frog legs. (AY 3)
Wednesday, 04 September 2013 AIFTT4 0084A Discussion About FROG LEGS Lior says this is one of the most useful lessons for practitioners. Pelvis stable, legs are differentiated from pelvis/back. 2 kinds of listening: Focused (foreground) & Attentive (background/global). AIFTT4 0085A ATM MANIPULATING HEAD WITH THE HAND 1 Supine. Roll head one hand at a time. Roll head without hand. In sitting. R foot closest.L hand@forehead. R hand@back head. Roll. Opposite hands. Opposite feet. Interlaced fingers @skull. Look up/down. Roll head in hands both sides. Supine.Same hands, lift head, roll head with each hand. Roll r leg- shorten & lengthen. Add L hand @forehaed. Roll undifferentiated & differentiated.Repeat on R side. Add eyes undifferentiated & differentiated. Seated. R foot closest. Choose hands @ fore/backhead, roll. Switch feet. Supine Roll head with both hand variations. (Amherst 18/06/80) Break
AIFTT4 0086A Hands-On Practice Rolling the head with a partner Partner is supine, make them comfortable. Sit above head. Practice rolling head, 1 hand, opp. Hand, both hands. Swap x3 partners. Come back to original partner. AIFTT4 0087A Discussion Was it a dialogue
The sitting position. ATMs in training prepare body of practitioner for giving FI. Comparing & clarifying. Lior tells story of man with knee operation & lifting leg troubles until the surgeon put a flame behind leg!! Lunch
AIFTT4 0088A ATM FROM SITTING TO STANDING 1 Sitting, L in front of R foot. Imagine: where to put your hand to stand? Supine, 1 foot crossed over leg, how to prep to stand? Repeat other side. Roll R leg to R, bent knee, roll pelvis. Seated L in front of R foot, L hand beside/under L knee, R hand on floor, look R, stand foot. Eyes R/L. Rest Supine. Same position, R hand @ floor. Look R/L Rest Supine. Same position, R hand @ floor; turn towards standing Seated R in front of L foot/ L in front of R foot, turning R/L to stand. Supine, legs fall R/L Seated R in front of L foot, L hand @ floor, look L, think of coming to stand. Differentiate head/eyes. Standing. Somehow turn to sit down. Break
AIFTT4 0089A Discussion Is it easier to stand up or sit down
AIFTT4 0090A ATM FOUR POINTS 3 On 4 points, Lift R heel Standing, Fold R knee under to sit Seated, Stand R foot, Lhand turn L. R hand near L, let pelvis lift. All 4s. Lift R foot, fold under, Look L, sit Standing, Lift R knee, turn, look L 2hands on floor, turn, look L. Lift R hip
Standing L&Rhand @floor, lift R foot, slide under ‘bridge’ >sit/stand. 4points, R foot, slide under ‘bridge’ Imagination – how to do this? 4 points, lift R foot, slide under ‘bridge’ >sit/stand. Alternate R/L. (24.6.80 Amherst)
Thursday, 05 September 2013 AIFTT4 0091A Hands On Practice On all fours lifting head 4points Lifting head (short) AIFTT4 0092A ATM HOLDING THE CHIN 1 Supine, lift spine to ceiling/move to floor. Roll L/R Roll head L/R Seated, legs crossed.R hand @back head (towards ear/chin/jaw) , L hand holds R elbow R elbow m/m forwards to floor. M/m up>forward>floor. As above, L hand on floor. Side sitting, L foot behind, elbow to floor. Side sitting, R hand behind head @chin, elbow to floor. Legs crossed, same arm position, repeat m/m Supine, same arm config., imagine turning L. Roll L >sit Supine, same R arm position, Lhand@ r elbow>floor, roll>sit Side sitting, L foot behind. Same R arm position, L hand2floor in different places, R elbow explores floor. Allow back of head>floor>lie down & sit.. Let head come to back of mat when lying down. Seated, 2 hands in front, reach. (27.6.80 Amherst) Break
AIFTT4 0093A ATM HOLDING THE CHIN 2 Seated, look R/L. R arm overhead, fingers to Ljaw. L hand @floor m/m R elbow>floor, towards lying with head @back of mat. Supine, Same arm config. Turn R (head stays), legs stay long
Seated, look R/L. R arm overhead, fingers to Ljaw. L hand @floor m/m R elbow>floor, towards lying with head @back of mat. Side sitting, Lfoot behind. 2hands@floor, slide R, turn pelvis 360degrees, rest & repeat. (Amherst 1980) AIFTT4 0094A Hands On Practice Finding turning in standing Duet: standing behind a partner, hands @ pelvis(illiac crests): rotating in standing. Lunch
AIFTT4 0095A Hands On Practice Observing preferences for turning Duet: With a partner, side lying. Sit behind observer pelvis rolling back- 7 forwards. 1 hand at Iliac Crest, partner repeats rolling m/m. Add 1 hand on self. Remove hands, observe m/m in partner New partner (‘bodies’ stay lying). Observe differences, Global m/m? Differentiated m/m? 1 hand @ shoulder, 1 hand @ pelvis. Repeat with 2 more ‘bodies’. Swap roles. Break
AIFTT4 0096A ATM FROM STANDING TO SITTING WHILE TURNING 1 Sitting with soles of feet facing each other, holding arms in circle in front – fingertips touch. Move arms (circle) and head to R, notice weight shift, allow legs to move with. Same to L, and L+R. Continue turning to R, knees go R to floor, continue to come up on knees and reverse – come up and go down smoothly; back rounds, head goes down. Same to L, and L+R. Do m/m slowly, as if holding cup of tea, then do m/m more swiftly. Then continue further and from kneeling bring back leg forward to half kneeling, continue moving pelvis and come to standing. Go back same way. Same to other side, then R+L. Use hand to help balance. Same keeping hand on the floor and head down – notice m/m of pelvis. From sitting get
up and down in same way, using hand for balance coming up to standing. (AY 145)
Friday, 06 September 2013 AIFTT4 0097A ATM HAND HOLDING CHIN part 3 Scan and recall what happened in this first segment; what do you remember – good and bad? And thinking of the positive things, can you remember how you got there? R hand holding chin (L side); supine to sitting (facing front). Use pelvis to initiate the m/m. Move from supine to sitting and reverse. Come up via L side and then also via R side. Same with L hand holding chin (R side). Go back to first hand holding chin m/m: (sitting Indian style or side sitting) and one hand on chin, other hand leaning on floor, bring elbow towards the floor, then continuing forward and up, so elbow will take you up to standing – following trajectory we used getting up in Caro's ATM (05 Sept – AY#145). Then let go of chin and come to standing and get down same way. (Amherst 1980) Break
AIFTT4 0098A ATM SITTING TO STANDING – KNEES TILTING 1 Knees to side L+R, sitting leaning on the hands behind. Find distance between feet to fit lower leg. Same m/m leaning on elbows. Same supine. Slowly moving legs to side, faster coming back home. Standing: put L hand on the floor next to L foot, let knees go to the L and sit down. Find how to do this. Same to R side. Side sitting knees to L, different side bending variations lifting R hip while leaning on L hand, and lifting L hip while leaning on R hand. Alternate lifting R+L hip with B hands on floor. Repeat sitting down from standing letting knees drop to L+R, and come back up to standing. (Amherst 1980)
Break
AIFTT4 0099A Lab Observing preferences for turning revisited Guess on which side partner will choose to lie on. Ask partner to turn to side-lying. Help partner be comfortable (support with pads). Ask partner to move hip backward and forward, observe with eyes, then put hand on pelvis (iliac crest) and be passenger. Same with other hand on shoulder. Same with other hand on sacrum (back of the fingers, bent at the base of the fingers – mcp-joints). Same with other person, on other side. Walk together with partner, one behind other with hand on sacrum. Change roles. Walk together with partner holding hands – who is leading and who is following? One person leads in moving together (turning, going down and up, etc.) Start playing with leading and following, and dance together – leading and following.
