Log AIFTT4 Segment 3 Larry Goldfarb
Monday, 17 February 2014 AIFTT4 0201A ATM ROLLING REDUX 1 Sense self in standing. Scan re: comfort. Supine L knee bent/foot standing. R leg rolls out to side, knee coming over belly. REST R knee bent/foot standing. Imagination & then for real: L leg rolls out to side, knee coming over belly. Play both sides. REST 2 arms overhead. Play 1 arm: m/m: down/foreword/over chest, hand hangs on floor. REST Other arm. 2 arms. REST R arm&leg in arcs (as above). L arm&leg in arcs (as above). REST 2arms/legs. Both arms&legs over abdomen roll a bit R/L. REST Both arms&legs over abdomen roll a bit R. Both arms&legs over abdomen roll a bit L. L&R. REST R elbow&knee to R&unfold, Lelbow/knee come a little closer to each other. REST Repeat each side (starting on easiest side). (Caro van Iersel) Coffee
AIFTT4 0202A Talk Introduction to Segment 3 Recap: FAST TOM & why FKrais works in the context of ACTION (too difficult to effect change in the other fields). The 2 most important fields of where the FKrais Method comes from: 1: M/M developmentally. How babies/infants/children learn to move. Recognising & exploring the natural processes of learning. (m/m of body in relation to surrounding). Miriam Pfeffer: It’s never too late to have a happy childhood. 2: Martial arts (of daily life) – efficient human m/m under challenging situations (combat). How Kano changed martial arts (belts, pinning etc.) Successful ways of moving efficiently & effectively in the world. 1940s/’50s research into child development began in earnest. Assumptions made re: maturation of the brain/nervous system as the driving force of dev. = incorrect! Also incorrect = belief that there was only one fixed developmental path for all. In the last 25 years the discipline changed to looking at babies/kids over time, revealing that there is
not a critical path to development. Children who try the most varieties of exploration (trial & error) learn the fastest. The nervous system, muscles & skeleton all develop simultaneously: biomechanics & neurophysiology. Example of dev & use of FKrais: Story of (very premature) twins with no self generated m/m. 1 rigid, 1 floppy. Larry giving lessons whilst they were breast feeding. Developmentally the environment meant the desire to move was foiled (everything lovingly handed to them)… no motivation/desire/intention to move! Evt. they learned to roll, crawl, walk, run! BUT no speech by age 4/5years. There is a critical window for neuro. dev: if language isn’t learnt by 7/8 years language will always be problematic. Adults learnt sign language and started playing games with it with twins = the kids learnt sign language and suddenly they started speaking words and rapidly sentences followed but with the grammar of US sign language. FKrais creates puzzles for students to figure out… We work by understanding the mechanisms by which we learn & engaging them in FK lessons. We think of how the nervous sys./development works. Teaching (adding because there is a deficit) ‘vs’ Educating (bringing out the potential) Understanding the aspects of learning in order to develop potential! FKrais met Margaret Mead (anthropologist). She played with children in order to learn language/culture because they were better teachers because they were still learners…. 1 group didn’t know how to hop. FK knew that the kids never crawled because he knew developmentally hopping isn’t possible unless crawling has been learned. Qs/As & reflections: Q: about the critical windows of development… A: Ideals/pushing/allowing…. E.g. Einstein didn’t speak until he was 4! Examples of Olympic champions who didn’t walk until ‘late’. Q: Why language & m/m don’t have the same kind of windows of development. A: Organic learning/learning in a non-linear fashion. Suggestion = missing a part of the foundation means certain aspects of the whole will always be unstable or incomplete. F.I. learning will be about touching and letting go of the desire to make something happen. 3 aspects to being a FK educator: 1- m/m detective: how is someone really moving in relation to their full potential; intention into action. What their body image is. Allowing learning/discovery to happen together 2- somatic guide: how a student is moving now & how they could be moving 3- sensory motor coach: how to take the lesson with them into daily life Which aspects of m/m do you already notice?
The 7 dimensions of actions and awareness. (Larry’s Example of friend who thought he didn’t know what muscles moved elbow to knee… he could see folding, which body parts came together, the trajectory of the bodyparts etc and thus he could figure out the muscles).
Lunch
AIFTT4 0203V Demo + Hands On Introduction to the anatomy of twisting part 1 (F.I.) There’s the initial evaluation with a student & another evaluation when they lie down. Feldenkrais said “we neither diagnose nor treat” but he also said “ we don’t make a distinction between diagnosis & treatment”. There is an ongoing process of diagnosis/assessment within the lesson because FI is a composition of Qs & what we do next in a lesson is determined by how the student responds. Use WHOLE hand to find the anatomy of the pelvis/iliac crest/greater trochanter. AIFTT4 0204V Demo + Hands On Introduction to the anatomy of twisting part 2 How do you touch someone so that they feel themselves? Henk on R side lying on table: rolling pelvis. Hands on top (L) of pelvis & bottom (R) leg showing the pelvis moving in the R hip joint. Go for a ride: hand on rolling pelvis & other places to discover how much of the chest moves (ribs, spine, shoulders). Hands will show where twisting is happening.
AIFTT4 0205V Demo + Hands On Introduction to the anatomy of twisting part 3 Beware: our own experience of m/m & body image informs but following steps will build our understanding. Understand how the skeleton moves; the mechanical structure reveals all the possibilities of m/m. Coffee AIFTT4 0206A n.b. Josh this is currently a VIDEO FILE! Please strip the sound to make it into an AUDIO FILE ONLY! ATM ON BELLY LIFTING AND TRANSLATING THE HEAD Scan supine Prone, hands either side of head.
Lift head, turn head to 1 side. Turn head L. Move face to hand. Use nose/tongue/lips/forehead/chin. REST Turn head R. Explore as above. R knee bent, explore as above. “listen” REST Forehead on floor, lift head. Hands under forehead, roll eyes down to belly button.. R eye/L eye. Hands either side, lift head REST Hands either side, head L. Move face to hand. L knee bends simultaneously with face moving forward. Looking to L knee. R arm long. L hand standing to see knee as it slides. REST (PRONE) L knee bent, head L, hands either side of head. Face to L hand, think L ear forwards, R ear backwards whilst moving. Think of back of head moving to L hand. REST Hands either side head, head turned to comfortable side. Translate nose/tongue/lips/forehead/chin to hand. Other side. Alternate sides & look to knees. Lift head. REST (New Jersey Training, Anat Baniel) (Caro van Iersel)
Tuesday, 18 February 2014 AIFTT4 0207A AIFTT4 0207V Talk + Lab Finding the hinges Denise lies on floor: m/m of L knee in R hip-joint. m/m detective: with a partner (lie on R side, L knee in front, L hand in push-up), gather evidence both visually & via sensing with the hands, go back & forth between these two. If the knee (doorknob) is moving, in which joint(s) or hinge(s) is she moving? Evt. Which muscles is she moving? Also shown on skeleton. The sacrum is wedded to both the spine & pelvis. The sacrum is the keystone of the pelvic ring. The pelvic ring allows for force from the legs to move through the skeleton. S.I. joint; short talk on m/m possibilities. Bottom of spine is lower than top of pelvis. During Lab: move both knees/alternate knees. Q to detective: what happens right before they move their L knee?
AIFTT4 0208A AIFTT4 0208V - Josh please stitch the two short videos together to make one! Discussion Finding the hinges and the beginning How Katheline does it, how Saskia does it. Notice Preparatory m/m & inititation = reveals the habit (m/m signature) Awareness = ability to notice. When you notice you become aware.
Nervous sys is a closed loop. It only senses changes in its own state. When there is change to nervous sys. activity nothing is added or taken away. FKers help students to make sense (understanding and sensorially) of all that is happening. Sensation has meaning = understanding. Our noticing (hands on) changes a students noticing = co-discovery. We look at pattern/overall (whole) not at 1 place.
Coffee
AIFTT4 0209A ATM + Lab ON RIGHT SIDE HEAD AND KNEE UNDER THE FRAME OF THE LEFT ARM Scan in supine Lie on R side, L knee bent, L hand push up. L knee, pull up. Begin looking to knee with m/m of knee up. REST R side etc, hand rests on R palm. R elbow through window of L elbow t’wards knee. Slide head along arm (arm still). Slide R arm & head together. Slide knee only. REST. Knee & elbow sliding towards. Knee still, just head/elbow. V/Versa. Both together. REST. Knee & elbow slide together & stay. R knee slides up/down. R foot behind (knee angle doesn’t change). Elbow & L knee together. REST. Head & knee (stick between) up/down simultaneously. R hand holds L inner thigh same ‘stick’ m/m. R hand under head, elbow/knee together. REST. Forehead/nose/chin/lips to knee. Elbow & knee together. R leg & elbow together. R foot t’wards behind. Both legs together to elbow & behind. Play! REST. (AY#548) Lab: back to partners & go for a ride… what changed?
Lunch
AIFTT4 0210A Talk The three aspects of sequence How was this morning’s lab before & after lesson? More/clearer m/m after the ATM. More ‘hinges’ appear, less unnecessary m/m. Effect of lesson depends on where you’re coming from. There are 7 dimensions of action/awareness. 1. SEQUENCE – chain of m/m through the skeleton Thinking in patterns/systemic thinking/seeing relationships because the whole body moves at once. The 6 functions of the skeleton: protection, support (gravity), motion, hemopoesis (birth of blood cells), storage of calcium (the nervous system runs using calcium), transmission of force. -transmission of force
-distribution in which/how many joints is m/m happening in? Ideally every joint has a little work/strain rather than a few with a lot. 210 bones. 170 axial/hinge joints. sutra joints 610 muscles (like rope: bundles & bundles of fibres that can contract) -formation the shapes the whole body can make. The body is a machine for folding, bending, fending, twisting, arching, twarching etc. Larry shows Buckminster Fuller’s Tensegrity (tensional integrity : not dependant on gravity to keep the form) Cuboctahedron (8 triangular sides. 6 square sides). The spine is NOT a tower reliant on compression! The vertebrae are suspended in/from the ligaments (hammock-like) each vertabra is hanging in the next. Tension (not only compression) can be used for support. Larry shows triangular constraint of arm from this morning’s ATM. The triangle is stable thus the neck does not change shape. Constraints temp. change the distribution of m/m. With a constraint the sensation shifts to the place that is moving, the perception of m/m becomes different, The final shape of the skeleton has to do with the forces on the skeleton over time. (Wolf’s law). Examples: man in automated bakery pulling a lever the same way every day for 37 years. Polio sufferers. etc. Connective tissue changes first but eventually the bones too. Every 7 years every cell in the body (except nervous system) is replaced – including the bones. Coffee
AIFTT4 0211A ATM ON LEFT SIDE HEAD AND KNEE LEAD TO ROLLING Scan On L side, R hand in push up, R knee on floor in front of L knee. R knee slides: under arch, outside arch, to wrist, under arch. Head under arch. REST R knee to head. Nose to knee. Head & knee together. REST Elbow & knee to each other. Lift R foot. Lift L foot. 2 stacked legs lift. R knee in front. R/L feet alternate lift. REST L elbow lifts to ceiling (with head). L hand lifts (with head). Alternate. Elbow to back, look to floor. Elbow to ceiling look up. REST. L elbow to ceiling alternate with 2 feet lifting. REST. L elbow & 2 knees together, alternate feet lift & back of head rolling. Grow m/m towards belly roll. Interlace fingers behind head, roll to belly, cont. to other side. REST
Wednesday, 19 February 2014
AIFTT4 0212A Talk The connection of the ribs to the spine and pelvis We did outlining the ribs with Stephanie last segment. Everything except the head is hanging from the spine. The limitation of twisting in the lumbar spine connects the pelvis to the chest: There is very little twisting in the lower back, (between bottom of ribcage and top of pelvis the form of the vertebrae prevents it). The twisting of the spine is the engine that drives upright locomotion. In walking, only 1 minute of twisting happens at the pelvis and 11.5mins in the chest. The rotation of the pelvis arrives very quickly in the thoracic spine; the pelvis twist makes the chest twist happen: the pelvis has a lot of power! This is transmission of force. Walking – feet spread and bounces back = potential energy returned (ligaments/tissues). The twisting and untwisting of the spine stores (ligaments/tissues) and releases potential energy too. FKrais Meth. takes advantage of these mechanics: lots more twisting in ATM than in other m/m classes (also in martial arts) & in that the force we generate in our centre arrives in our hands F.I. Book: The Spinal Engine Serge Krakovetsky. The Journal Spine probably has online articles by him. Facets between ribs & vertebrae = hardly any m/m, thus, the spine moves & the ribs move almost instantaneously. Force from pelvis can only get to arms: Pelvis/spine > ribs > breastbone > collarbone > shoulder > arm or Pelvis/spine > sternoclavicular/shouldergirdle > arm This is efficient because the big muscles towards the centre of the body are doing the work. V/versa the arm connects to spine via shouldergirdle > breastbone > ribs > spine BUT this is less efficient because the big muscles are not doing the work. Purposefully inefficient m/m examples: Dance/Expressive, working out at the gym etc. Neck: Cervical Spine. 7 vertebrae (Atlas =C1. C7=lowest ‘neck vertebra’) Ribs attached: Thorassic Spine. 12 vertebrae Lowerback: Lumbar Spine. 5 vertebrae The joints of the spine are numbered ‘from above’ Skull 7 atlas joint = C0
Coffee
AIFTT4 0213A Josh the recorder was left running for the whole session so there is a lot of ‘space’ that needs taking out of this file! AIFTT4 0213V Josh there are 2 short videos of the 2nd exercise only. Please stitch these together to make 1. Hands On Practice Review finding and circling the ribs Review of hands on: outlining the ribs (sitting behind 2 different) partners in side lying. Circling with middle finger (supported by surrounding finger(s)) Short discussion re: discoveries: e.g. the valleys are not the same width/depth, some ribs have different angles. Partners: a is Sitting behind: 1 hand on pelvis, 1 hand on ribs, listening to m/m of pelvis, hip joint, echo in ribs. b is Side Lying: slides top knee forward & back lifts top knee away from other knee lifts top foot away from the other alternates lifting of foot/knee lifts toes/forefoot lifts heel alternates lifts whole foot lifts top knee Lunch
AIFTT4 0214A ATM FROG LEGS TO ROLLING Scan supine R leg rolls out & up. L leg rolls in & up. R leg rolls out & up. REST R leg rolls out & up until outside R foot on floor, slide up. L knee bent/foot standing, lift L pelvis. R knee bends out, slide foot up towards R sit bone (stay). Lift L side pelvis. Lift R toes. Lift R heel. Roll R foot. REST. R foot stands, roll L leg, knee bends, L heel to pelvis. R foot pushes into floor. Let R knee tilt towards L knee. Lift L toes. Lift L heel. Draw L knee out towards L shoulder/chest, R knee stays straight up. REST. L leg straight, R leg circle. 2 legs circle. towards knees to chest, hold just under knees, take knees towards chest & away. Use inhale exhale for this m/m. With knees together, roll pelvis by moving knees away & towards. With knees apart, roll pelvis by moving knees away & towards. Keep pelvis still, move knees away & towards. Keep knees still, move pelvis away & towards. Roll pelvis with the knees away & towards. REST. Opposite. REST 2 legs frogging. REST
Frog both legs over chest, hold under knees with hands. Take R knee to R. Take L knee to L. 2 knees apart. Keep big toes together, separate knees. Keep knees together & separate feet. REST Knees over chest roll R. Knees over chest roll L. Roll R/L. Let head join in. Stop head joining in. REST (Ruthie Alon The Boulder Workshop 1972) Book reference: The Psoas Book by Liz Collins
Coffee
AIFTT4 0215A AIFTT4 0215V Josh this is a very short video just to give an impression of the class. Lab Sensing back to back Partners side lying back to back. 1st Mover: rolls pelvis, shoulder, pelvis & shoulder, 1 of these 3 options. Discuss 2nd mover. Lift top knee with feet together. Leave knees together, lift top foot. Lift top foot, alternate touching heel /big toe down. Top arm in front on floor, keep palm on floor, arm straight, sweep palm in arc towards legs & up towards top of head. 1st Mover: SeeSaw breathing: Expand chest. Expand belly. 2nd Mover: SeeSaw breathing: Expand chest. Expand belly. 2 movers do opposite SeeSaw action Listen to rhythm & reach of breathing – own & partners. Rest on back How was it? Were you surprised by how much you can feel? Feeling further than you are touching: Feeling m/m through their skeleton even though you’re touching the back only. You feel whole person even though you only touch part of them. We can fill in the gaps, we are made to do that, to live together!
Thursday, 20 February 2014 n.b. Josh this is currently a VIDEO FILE! Please strip the sound to make it into an AUDIO FILE ONLY: AIFTT4 0216A ATM ROLLING AT THE RATE OF STRETCHING AND BENDING Scan supine. On R side, bring together 2 elbows & 2 knees. Same m/m into extension. REST Repeat above on L side. REST Supine, bring together 2 elbows & 2 knees. Same m/m into spread arms & legs. REST Supine, L arm & leg stay bent, R arm/leg fold together & extend away, allow rolling to R, allow head to move back. REST
Supine, R arm & leg stay bent, L arm/leg fold together & extend away, allow rolling to L, allow head to move back. Alternate L/R sides. Leg on floor goes back, head goes back, side on floor gets longer, short side stays short. REST On R side, lengthen R arm & leg, then L arm & leg, head goes back, leg under goes back, straightening, arms & legs spread in the air, belly protruding. REST Same on L side. REST Alternate sides. REST Same on R side until rolling to belly with arms & legs in air. REST. Same on L side. Alternate sides, rolling in synch with your neighbour. REST (Caro van Iersel)
Coffee
n.b. Josh the following two classes are recorded in one audio file. Please split it into two files as follows: one for the talk: 0217A and one for the lab: 0218A AIFTT4 0217A Talk Two hats, the teacher and the student In the training you will experience what you will be asking your students to do. FKrais, Alexander etc came to their methods via their own suffering/challenges. The training gives your own process of discovery, applying the method to your own challenges/actions & m/m. We learn to see our own habits & we work with this in others too: what we cannot stop doing. The voyage of the training confronts our challenges in learning. Having a personal FKrais practice is about incorporating what you learn in FK class into your own life. The training is experiential – the experience of unfolding of learning over time. 2 tracks: participating as both a student and a future teacher and these roles are fluid during the training, sometimes you are clearly wearing the students hat, sometimes the future teachers hat 7 sometimes you seem to be changing these hats continuously! Encouragement to start failing as soon as possible… so start teaching as soon as possible! How do you keep a lesson interesting? (Dina Q) e.g. use of SPIFFER (we’ve been talking about Sequence)to observe, listen to & analyse lessons. ‘dramatic’ structure. dependant on group ability. The training will give you maps for lessons. SPIFFER is a de-coder for lessons as well as a way of listening to students and their questions. -observation of another body moving -how people describe their own experience - constructively interfering with students (teaching/facilitating learning) After class how can students continue to do the lesson on their own? (Denise Q) Write some, record some lessons. BUT what does it mean to have a practice? It’s not just doing the ATM again… the m/m in daily life! Coaching aspect of FKRais teaching! The Awareness in daily life part! For actors – moving from self to neutral to character and back to neutral/self.
Henk Q re: transmission of force… where does the force go?! Larry shows pulling on 1 end of scarf: unfolding, straightening out, keeps on moving. If you hold 2 ends it stretches and stretches until it breaks! Or: 4/5th lumber or 5thlumbar & sacrum is the place where most people hurt their back… people try to fold there instead of at hip creases (distorted self image), like metal being bent back & forth back & forth until it breaks. Energy moves through and creates m/m or the structure is worn down until it breaks. Efficient m/m is the least amount of force lost in transmission. Which lesson to choose for starting to teach ATM? Yael likes ‘REACHING LIKE A SKELETON’ 2 Study groups transcribed ‘CO-ORDINATING FLEXORS AND EXTENSORS ‘TILTING THE LEGS’ (not so easy for people who can’t lie on their belly) Helpful questions to ask potential students ahead of class (also sets up a rapport): What positions are you comfortable in? What position do you sleep in? What are you interested in? What do you want to learn?
AIFTT4 0218A Lab Finding the Of and the In for CO-ORDINATING FLEXORS AND EXTENSORS In groups of three: Look at the ATM COORDINATING FLEXORS AND EXTENSORS in terms of Sequence. Go through as many steps of the lesson as you remember and in each step of the lesson how is the distribution of m/m being affected by the teachers instructions? (in which joints is the m/m happening: a movement of knees in which joint(s)) Every step of the lesson changes the “hinges” A joint is a space between 2 bones where m/m can happen. It serves 2 functions: Distribution of m/m and transmission of force. A joint can be an intersection which goes one way or a number of ways, permitting m/m and transmitting force. The surface of each bone is covered with cartilage and usually there is a joint capsule filled with fluid between the bones. There are non articular joints which don’t have capsules but in articular joints there are always capsules. The whole area is innervated.
Lunch
AIFTT4 0219 [Recording not Available] Lab
Continuation of Finding the Of and the In for COORDINATING FLEXORS AND EXTENSORS Lab continued in same group of three as before lunch
AIFTT4 0220A Talk Finding the configurational constraints Book reference: Mount Analog by Rene Daumal Metaphor of people moving through life like a scarecrow (robots) going through the motions of life… sleepwalking. “The door to the invisible must be visible” (also: A Night of Serious Drinking) Both books metaphors for a spiritual journey. Learning to move by making sense out of what is happening in the body (kinesthetic sense). Teacher directs what moves & doesn’t move & influences how a student experiences themselves. Aim of lesson is how to navigate m/m in a conscious way, a way that they can choose (not how to move better). With R over L knee, legs tilting to R. M/m of legs/knees/pelvis in: L ankle joint(s), spine & chest, (much of it happens in thoracic spine & chest- ribs, breastbone & vertebrae) The hip joints ‘disappear’ by using the constraint of the knees crossed. They disappear both mechanically & sensorially (because there isn’t any m/m… the sensation is now in the chest. By changing the dynamics of m/m we change the dynamics of sensation = experiential learning. Larry’s first step in this lesson includes keeping foot on floor = seatbelt to prevent hurting lower back). Later, when the foot starts to roll = no m/m in ankle meaning m/m goes to spine more directly. Chest twists around shoulder girdle. Chest turns around sternoclavicular joint. The addition of a limitation or configurational constraint (the way the body is held) means that the place that m/m happens can be directed. In FKrais, the path to freedom is limitation! In this lesson we are Twarching (twisting + arching; a spiral) which gives more m/m in the lower back than just an arc. In this lesson, the big triangle with arms, palms together & the arms tilt to side. Without constraint the arms & hands move in the shoulder joints. BUT with the constraint there is m/m of shoulder blades around ribs, and even more so a m/m of the hands in the thoracic spine (the vertebrae of the chest). Understanding the constraints means you will understand the lesson; in a lesson we make things worse to make things better. The three constraints:
Positional – your relation to gravity and the kind of surfaces you are resting on e.g. lying supine on the floor, you can’t move head backwards Configurational – your relationship to your self e.g. knees crossed, palms glued together Instructional - Everything you say in the lesson All Joints have specific and limited ways of moving which you need to understand for FKrais. E.g. The three ways of waving: Bye bye (wrist joint) Windshield wiper (wrist joint) Queen of England wave (happens at the radial-ulna joint) Tacit knowledge is implicit knowledge – we dress ourselves etc which means we know how all the joints move…. to understand how people move it has to become explicit In FKrais m/m is indirect/tricky and thus the students discover m/m possibilities for themselves. Choice is taken away in order for learning to happen, keeps people engaged. Config. constraints change distribution of m/m in skeleton by getting rid of some chains of m/m in skeleton. This is directly linked to what FKrais learnt in Judo. Which m/m are taken away, which are highlighted and where = decoding of the lesson! Some lessons have very few config. constraints (e.g. REACHING LIKE A SKELETON). Think over a few lessons and recognise the constraints.
Coffee
AIFTT4 0221 ATM SIDEBENDING TO ROLLING Scan supine ('take off the teacher's cap'). Notice contact, breathing: where do you feel m/m when breathing in/out? How does contact change w/breath? How long is inhalation/exhalation? Roll L leg in and out; small amount, notice beginning. Same w/R leg. Slide R leg towards L leg; notice beginning of m/m, moving R leg around pelvis. Do you turn R leg? Can you move R leg w/o turning; same aspect of heel touches the floor. Slide L leg toward R leg. Different? Supine w/hands on the floor along sides. Slide hand along the floor up towards shoulder height. Same continuing above head. Do you start w/palm of hand on the floor, is there a point where your hand turns over? Same w/L arm. Bring R leg to middle and back. Same w/L leg. Do you notice moment when pelvis starts to move?
Leave L leg out to the side, take R leg toward L leg. Leave R leg to L, and move L leg further out to L. Leave L leg there and move R leg toward L foot etc. (going more to L, 'becoming a banana'). Stay there w/R foot visiting L foot. Slide R hand up along the floor. When R arm is over the top of your head, continue moving R hand toward L. Stay w/R arm to L, and slide head L and R; do not turning, only slide. Then slide the head and R arm together L and R. Stay to L, and slide L leg to L and back. Leave L leg to L and bring R foot to visit L foot. Leaving head and R arm to L, slide R leg to R. When R leg visits L leg again, slide B legs R and L. Leave B legs to L, and move R arm to L, allow arm to go over your head and roll to L side, arms and legs can bend. Then roll back to back. Rest and notice L and R side; like banana or straight? Supine, arms long at shoulder height. Move B legs together to R. Do you notice when L side gets longer; L side pelvis moves down. Continue to move legs to R bending to side w/o rolling. Leave legs to R, begin to bring L arm over head towards R hand, and roll to side bending legs and arms. Then move your arm back to L leaving legs bend and on top of each other. Notice how you need to move in chest. When you can't move arm further, allow legs to lengthen and roll back to back. Roll this way from side to side. End
Friday, 21 February 2014 AIFTT4 0222 [Recording not Available] Lab Reviewing different ways of rolling in trio/quartet, go over the different ways of rolling we explored during the past week?
AIFTT4 0223A Discussion Review of different ways of rolling. Distinctions were made between rolling with flexion and extension, with side-bending, and with twisting. One group had made a table combining these 3 different ways with the timing(?)
AIFTT4 0224A Lab + Discussion Ways to catch up what you miss
In same groups as before, talk about How might we help the people who aren't here catch up? What would you like to learn about this week, if you wouldn't have been here Answering the question What would you like to know about this week if you would have missed it? Responses included: Have a summary. The theoretical framework. The experience of the lab sensing back to back. Looking at body as moving machine, since idea of transmission of force etc. Larry: Looking biomechanically and thinking systemically Coffee
AIFTT4 0225A Josh please stitch the two recordings together to make one ATM + Lab REACH AND ROLL FRONT TO BACK Duet: A lies down on back, B rolls A over; holding leg, holding arm. Change roles. Scan on back. From the contact you make w/the floor you can tell something about your skeleton; from the part your head is resting on the floor, you know which way your face is turned. From the lack of contact of your low back, you know that your back is arched. Skeleton has only pain receptors. Our perception of skeleton is constructed from everything going on around it: joints, ligaments, tendons, which are innervated. Gravity is also not sensed directly, but constructed from the consequences of gravity. Thus sensation is developed rather than given. Sensation, mind-body coordination are a potential that we can develop. Roll to your front side. Notice if rolling m/m was continuous? How many times did you stop? Prone, w/arms around your head. Head to side. Scan your front. Leave head the way it is turned, open eyes and look at your hand; w/hand begin to reach along the floor for your favourite toy. Follow your hand w/your eyes. What do you do w/head? Then reach and don't move your head. Note if scapula is moving. Leave hand in beginning place and move the head as if following the hand; head is going backwards to shoulder behind. Then bend head and move chin to shoulder in front. Alternate and notice m/m in spine. Return to reaching w/hand following hand w/eyes and head: easier? Rest on back. Prone. Head turned in easy direction. Lift foot and bend knee of leg you're facing; note what happens in back etc. Leave foot up in the air, notice weight on thigh bone, then slowly lower foot until close to the floor, and let it drop letting gravity work. Bend knee 90 degrees, so lower leg is perpendicular to floor, and lift knee from the floor. Which direction is foot
going; straight up, sideways? Put foot down and lift whole straight leg. Notice that when you lift the leg, you have to push down somewhere else. Can you use breathing to make m/m easier. Supine, tilt head to side move R ear to R shoulder and L ear to L shoulder, no turning. M/m may be smaller than you expect. Now turn your head to same direction as it was in prone. Keeping same part of the back of your head in contact w/the floor, move the head L and R; notice how m/m starts to happen between the shoulder blades. Prone, head turned same as before, arms around head. Begin to reach for something a few centimetres above the floor; follow head w/eyes. Put palm of reaching hand on floor and head on top of it; lift arm and head together, elbow reaching away from pelvis and backwards. Notice what needs to happen in chest as elbow moves more and more towards ceiling, and weight starts to shift to other side on the floor. Lift the foot at nose side, backwards toward ceiling, then reach w/foot backwards. Notice how you come back; when does foot come back, when does pelvis return? If foot returns before pelvis, you fall. Rest on back. Prone, head turned in other direction on top of hands, B hands on floor, hand you're facing on top. Lift arms w/head. Note breathing, note where you push into the floor when you begin to lift. Lift head and arms a little, and tilt your head and chest; bring R elbow towards R foot, and then L elbow towards L foot. Do not turn, arms stay at constant distance from the floor. Lift head and arms in same configuration and turn, alternate moving one elbow down and other one up and v.v. Same w/feet up in the air; is it easier w/legs long or bent? Rest Lift foot of the nose side, first bending the knee, then with leg long. Continue lifting leg and at same time lift the elbow of same side. Then put back side arm up, and lift nose side foot and elbow backwards and roll. Foot reaching backwards is leading. Turn head the easy way, arms around head, and move nose side hand toward ceiling; begin to roll leading w/hand. Play w/leading w/hand and w/foot, rolling prone to supine and v.v. Scan, has the sense of your skeleton changed? Contact w/the floor? Lab Roll your partner over again, and compare what it is like: how do you do it now? Coffee AIFTT4 0226A ATM + Lab ROLLING WITH INTENTION Rolling in the various ways we explored the past week, including: rolling from supine to side in flexion, when tasting the hand, rolling going from flexion to lengthening following an imaginary object w/eyes and w/hand, rolling through side bending reaching for imaginary object. Then in lab w/partner: A was lying down on back, B offered an object to follow w/eyes and/or hand, and led A to roll over.
Monday, 24 February 2014 AIFTT4 0227A Josh, this is 1 big audio file, please separate into 2 (0228A & 0229A as follows) Lab Rolling the pelvis following and leading In partners hands on pelvis rolling, A going for a ride and then ‘guiding’. B gives feedback to A about how to match their natural m/m. AIFTT4 0228A AIFTT4 0228V Josh, please stitch all short videos together. Demo + Talk Introduction to space the next frontier How was the exercise? Thoughts interrupt m/m Eyes open/closed gives different feedback. Our tactile & visual senses work together, see with the fingers, feel with the eyes. How did you interpret how your partner was moving? A m/m of the pelvis in which joint(s)? When we hold the shoulder we’re holding the ring of the 1st rib (also breastbone then). Martine on floor, rolls pelvis, Larry goes for ride (on video). Her R side gets longer (side bending & twisting). Connection between what is happening in skeleton and how Martine is moving in space. The trajectory of the pelvis . What is space made up of? Directions! There are 8 directions. There are 6 cardinal directions: Right. Left. Backwards. Forwards. Down. Up If you put 2 directions together you get dimensions! If you put 2 dimensions together you get a plane e.g. up&down/R&L = frontal plane. A line is 1 dimensional. A plane is 2 dimensional. An arc or a circle happens in a plane. The 3d structure of the skeleton creates a 2d m/m in a plane. Spirals are 3 dimensional. The easiest path between 2 points is an arc or a spiral not a straight line: Joints are axial so they make arcs (pretty much): turning around a joint!
Sequence (distribution m/m & transmission of force & formation of skeleton in m/m) Follow m/m happens through skeleton = sequence
Follow m/m in space = trajectory Group points R… who is right?! Space is about orientation. Larry’s story: lost in Boston without a map. Found a building with a huge map of Boston painted on the side it said “you are here” but no dot! Maps are useless if you don’t know where you are! Immodium is the L handed form of Morphine, no pain killing but slows down the gut…. Same as structure of the universe; molecules are R&L handed. What are the other 2 dimensions? Inside & outside. Paying attention inside & outside. Spatial intention… Attention follows Intention. The gaze is directional, it is spatial, thus attention is spatial, orientated inside or outside. In this FI Hands on practice: The m/m of the pelvis is arc-like. Wheel, spokes are straight lines. Rims are arc-like. My m/m is parallel with the path of their m/m: Forward up, forward down. 3 planes are involved: the plane of the table= horizontal (forward/back, R/L) the plane of the wall the sagittal plane What kind of arc do they make? Tight/open? Bumpy/smooth? Corners? Instructions and planes are always given in relation to the body. Explanation of the sagittal plane = wheel. Coffee AIFTT4 0229A ATM THE PRAYING MANTIS ROLLS Supine Knees bent. R hand to lips. R hand to belly, slide to mouth. With hand in fist. With hand as if holding a flower. R hand from floor to mouth L hand from floor to mouth Two hands from floor to mouth REST 2 hands, fingers interlaced, m/m elbows together in front, only as far as elbows stay together. On L side Same m/m. Lift R elbow from L. On R side
Fingers interlaced, take thumb to chin, lips, nose, forehead, top of head. Elbows stay together. REST on side. Same on L side (interlacing of fingers switched). Lift 2 hands from floor Lift elbows. REST Feet stand, knees together, elbows/forearms together, fingers interlaced. Roll R. Roll L. Roll L&R. REST Same constraints, take hands from face to L ear. To r ear. Ear to ear. Over top of head ear to ear. REST Legs straight, slide R to L foot, then over L leg. Other side. REST Straight L leg over R. Side to side m/m keeping shoulder blades on floor. With arms at right angles to spine. REST Supine, knees bent, 2 forearms/elbows/hands together, thumbs at forehead, lift head & arms. Take head & elbows to R knee. To L knee. Alternate. Alternate bringing elbows away from knees. REST Continue above m/m until rolling to belly, landing on elbows, eyes on horizon. Both sides. REST Lunch
AIFTT4 0230V Hands On Investigating the relationship of the shoulder girdle to the chest Sitting from head end. Q: How would you explore shoulder girdle in relationship to the chest? What is the connection shoulder girdle to ribcage & spine? How (much) does the shoulder girdle move around the chest? Where to put the hands to answer this question? When that m/m is used up, then the breastbone moves with shoulder girdle so that the shoulder & chest move together. If we move 1 side of pelvic girdle the other side moves, this is how the pelvis and shoulder girdle differs… What is the pelvis of the arm? The ring of the first rib is really solid, it’s the pelvis of the arms! Top of breastbone + 1st rib +1st thoracic vertebra = solid ring! Leg starts at hip joint Arm starts at the sterno clavicular joint. The shoulder blade & collarbone is part of the arm! Josh I think I might have made a little video of nothing here by mistake but I can’t be sure! If yes, please delete of course!
AIFTT4 0231V Hands On Investigating the relationship of the shoulder girdle to the chest continued 1 There are 4 videos to stitch together to make one whole:
Larry talking Sophie solving the problem 3x working together with Peter lying on floor Larry talking What was the investigation like? Discoveries? Questions? Lots of m/m possible! We decrease the possibilities of m/m via constraints. e.g. holding hand & shoulder together with arm lying on side of body, holding elbow & shoulder at each end of upper arm bone, or that with hand on floor (as in ATM). Getting rid of m/m in sh. joint so the m/m in sterno clavicular joint is revealed. Getting rid of weight of arm 2 m/m: arm in shoulder joint shoulder girdle around chest but If elbow & shoulder blade move concurrently there is no m/m at sh. joint. And so the m/m of the shoulder girdle around chest ‘appears’ Finding the coracoid processes because the shoulder blade is in front and back! The shoulder blade is the middle link of the chain of m/m: arm>shoulder blade>clavicle>breastbone Try these ideas switching partner A&B How do we get rid of the sterno clavicular joint? What did we do in the ATM today? His hand at chin/mouth/forehead. There are tight & loose constraints. This is a loose constraint. Try it out! AIFTT4 0232A Video of questions, please strip video and make just audio! Discussion Investigating the relationship of the shoulder girdle to the chest continued 2 How was it? Try this on many people! FKrias is an empirical approach. We are experimenting & finding out from what we notice. Dina talks about someone who is very movable and the neeed for different constraint. Investigating and responding to situations in a FKraisien manner! FKrias is technique/strategy/technique and attitude/approach. Muscles contract to the centre of themselves. Denise: nice to observe that a small change of constraint can result in a big change of m/m. Louisa: difficult to find the answer (as yet)!
Larry: talked about a store that had changed into another store and he bought Caro a present! Josh… Ignore 5 sec video = mistake! Coffee AIFTT4 0233A Josh, this is a video, please strip to make an audio file! ATM WITH WEIGHT AND DRAGGING Supine R hand holds R toes, thumb between big toe and 2nd toe, r arm is inside R knee. Lift R foot & arm towards ceiling REST Same m/m REST L side same m/m REST R hand holds 4 R toes, l arm long overhead, L leg long, move L arm/leg to R & start to roll to R side REST Repeat on other side REST R hand holds 4 R toes, Long L arm/leg to L side. Roll both directions via the long L arm/leg REST Repeat on other side REST R hand holds 4 R toes, Long L arm/leg, lengthen to R side REST R hand holds 4 R toes, Long L arm/leg, lengthen to L side by straightening of R leg REST Roll side to side L by straightening of R leg REST Repeat REST R hand holds 4 R toes, Long L arm/leg roll L/R by dragging L arm/leg Switch sides, use weight of R leg to roll, switch sides REST L hand holds 4 L toes, use weight of L leg to roll L/R by lengthening REST L hand holds 4 L toes, use weight of L leg to roll L/R by lengthening R/L REST R hand holds from inside bridge of R foot, straighten R leg to R. L hand also holding L foot & rolling by lengthening legs. Rolling L&R both hands holding bridges of feet. AY #372 (Caro van Iersel)
Tuesday, 25 February 2014 AIFTT4 0234A Josh, this is a video, please strip to make an audio file! ATM TRANSITIONING FROM SUPINE TO PRONE SUPPORTED ON CROSSED ELBOWS Supine Arms overhead, legs a bit spread. L leg moves over mid-line towards R REST Upper body gradually starts to join in, L shoulder lifts, rolling towards R side REST Continue until lying on front supported by crossed elbows. REST
Dangle head R/L REST Rolling from back to crossed elbows on belly in one continuous m/m. REST A Guide to Awareness Through Movement Chava Shelha) (Caro van Iersel)
Coffee
AIFTT4 0235V Please stitch 2 videos together Josh! Lab Observing sequential rolling initiated by the leg. In groups of 4: 2 lying, 2 observing the sequential m/m of rolling from the last ATM: TRANSITIONING FROM SUPINE TO PRONE SUPPORTED ON CROSSED ELBOWS. (Caro van Iersel) Discussion/comments: We are all similar but different! If you observe before and after a lesson we get more similar. Starting to understand the possibilities of pushing, asking different questions. Observation that a bent leg is easier to support in lifting up than lifting a straight leg… closer to the centre of gravity. Also dependent on the angle of knee to pelvis. In coming back, if the leg bends too soon the m/m isn’t happening sequentially and the effort increases. The leg on the ground is also doing something to help! It is a whole not a broken into pieces thing! The sequence can be experienced within the body and/or in relation to space/environment: attention in/out. Orientation: space & gravity. See Henk’s posting on the website of baby! Distribution is the m/m between joints; ‘of this bone in that joint’ Transmission is when the m/m is used up and the next bone moves. The domino effect of m/m. Differentiation is what I sense as a mover. Lunch AIFTT4 0236A Talk + discussion The hallmarks of Feldenkrais pedagogy Watched baby dev. video that Henk put on website for Valentina et al. The exploratory quality of m/m in baby, the baby is engaged in finding out. Adults think they should already know = less curiosity! What is the motivation? Most people aren’t into prevention… people don’t want to fix things before they are broken! The “it feels fine now” attitude – how to motivate/teach people who are healthy? Create a challenge or scare them?! The Human Potential
Movement from the 1970’s was about lifetime learning and getting better at what we’re already doing! In ATM class it’s like shepherding a flock…if one person is having a challenge the flock has to come to them and everyone learns rather than having the one sheep getting lost. The sheep at the head of the flock have the challenge to improve when things are already easy. Larry’s genius list: NLP founders Moshe Feldenkrais Irene Dowd Bonnie Bainbridge Cohen The characteristic that all geniuses share: keeping on with a problem until they master it by figuring out new ways of doing what they already know how to do well. e.g. Phobia is a one time learning event, a strong impact that changes you for life unless it is resolved. Richard Mandler could resolve phobias with people in 15 to 20mins… he kept developing and exploring his method. The problem with talking about awareness: if you’re not aware you’re not aware that you’re not aware! The blindspot always disappears in the nervous system! The optic nerve goes up to the brain and there’s a hole there (no sensors for seeing).. this is the literal blindspot which the brain fills in! Larry talks about making the method available to people who cant afford it. Ergonomics on the work floor. How bus drivers were turning the wheel = accident waiting to happen! Larry’s experience of teaching ATM to bus drivers, how he prepared and how he followed up. Larry advises to ‘sell’ ability/flexibility in response rather than awareness/prevention! Story of ‘Fuller Brush’ door-to-door salesman with foot problem and Larry’s mini FI which relaxed the foot so the guy could walk again. The idea that the shape of the foot could change was radical in the podiatry hospital. Peter’s Q: How do you pick an ATM for a specific ‘problem’? Relevant to FI too. This is the m/m detective part of FKrais teaching. We think in pattern language (systemically). How are the ways you are moving and holding yourself affecting what you are doing/what you want to do? The idea of ideal movement is relevant as a comparison to what you see happening. E.g. baseball pitching: action is: picks up L leg, moves backwards, winds and then unwinds pelvis, brings foot down and brings arm through. Standing leg and head connection lesson= folding and twisting lesson, m/m of arm going back and making a big circle…. The m/m patterns inside the action of pitching a baseball. Louisa: How to integrate the horizontal lessons into vertical (Tango) dancing?
Lying down we don’t utilise the habitual anti-gravity patterns. How to apply the horizontal lessons to vertical? How to get the learning from the ‘trance-like’ state of ATM to the ‘real world’ where visual and auditory experience are dominant rather than the ‘special’ state of consciousness state of ATM… We’ll talk about this later… the habit comes back and we prepare the student for what happens when the habit comes back after the lesson is over… it’s the long arc of learning…. From unconsciously incompetent to being consciously incompetent to consciously competent to unconsciously competent! The difference between self-conscious and awareness. The philosophy of facilitating people’s learning – the pedagogy of the method. “We are biological optimists” Ruthie Allon Not the ‘what is broken and where?’ approach, rather we have the systemic approach: ‘what is happening?’ Taking what you learn in the lesson with you… the doggy bag?! Something learnt in context A is not transferrable to context B! This is one of the biggest questions in learning! We come back to m/m to experience what has been learnt; we have the reference m/m to help us find the lesson again later. Learning beyond the lesson… Coffee AIFTT4 0237A AIFTT4 0237V FYI: this is a very short video Josh! ATM + lab BABY ROLL TO SPHINX Seated, partners facing each other, R hands together, thumbs interlocked. How do you push? What do you notice? What happens between the floor & the hand? Foundation! Change to L hands Join 2 other partners & sit to the side of your partner, put your hands on your partner’s spine as they push hands with the new partner – knuckles on bumps of spine. Larry shows the bones of the hand (on video) of the skeleton and then his hands on the spine. Supine R leg lifts, make m/m of ATM from earlier, rolling over Same with L leg REST L leg rolls you to front side. Slide elbows to belly & away. Find place where head is lifted, elbows under shoulders. Take L forearm to floor, R forearm parallel (sphinx position). Roll by threading L hand between R elbow & chest & come back & go the other direction. REST Sphinx position. Lower top of head forwards to floor. REST PRONE Sphinx position, eyes on horizon, bring shoulder blades together. R shoulder blade to spine. L shoulder blade to spine. 2 shoulder blades together. REST Return to partners… What changed?
Wednesday, 26 February 2014 Maria fills in log AIFTT4 0238V Demo + Hands On Turning the three big balls to find the easy directions. Coffee AIFTT4 0239 A Josh, this is a video, please strip to make an audio file! ATM ON RIGHT SIDE ARM CIRCLES UNDER THE BODY Lunch AIFTT4 0240A Talk SPIFFER review & preview Coffee AIFTT4 0241A ATM BABY SPHINX
Thursday, 27 February 2014 AIFTT4 0242A Josh, this is a video, please strip to make an audio file! ATM INTEGRATION OF ARMS LYING ON STOMACH (CIRCLES UNDER BODY) Prone Turn head other way. REST Turn head other way. REST REST supine Prone. Head to R, elbow 90degrees, R hand in front of face, L hand behind fingers point down, m/m of arms in direction of fingertips. REST Same m/m REST Same m/m, R side of pelvis lifts as R arm lengthens. R leg begins to bend. L arm is still moving! REST prone
Continue… extending R arm, allow palm to roll upwards, arm continues to L & under head until you reach L shoulder. REST prone or supine Continue, move L arm to reach for the gap between the front of you & the floor & begin to move L hand towards R, rolling towards the L side. REST prone L arm under you & towards R. Begin to lengthen R arm upwards & palm open towards L & under head, elbow bends & under chest. Combine these m/m of R&L arms & rolling, ending up on L side & arms crossed. REST supine R arm same as before, L arm standing near shoulder, begin sliding R arm long overhead & L, palm turns upwards, elbow bends, L arm/hand helps bring R elbow under. REST prone Amherst July 15th 1980 (Caro van Iersel) Coffee AIFTT4 0243A Talk What about emotions? Worry – tear something into little pieces! The teacher’s job is to create a safe place for learning for everyone. Lessons incorporate challenge, people need to feel safe in order to take on the challenge. The entire history of someone’s learning experience is brought to class. There are all kinds of learners (e.g. the autodidact - learning despite the teacher, the pragmatic learner wanting examples and inclass coaching) and we are accepting rather than judging (allowing people to make mistakes). What did a student learn rather than what did they fail in? Accepting the way things are otherwise we create (more) shame & guilt. Dealing with emotions about and within learning is within the domain in which we work. Feeling – the emotional part making sure it is addressed for everyone Acting & Sensing Thinking – the training Qs/Comments? -About touching… some touch we like some we don’t… do we know ahead of time? Sometimes we can be wrong in this. Do you like the way your partner smells? If not break up! -About awareness… if you can’t be aware of everything at once, what are you aware & not aware of. What we’re developing is the ability to notice (sensing). Awareness is a limited phenomenon. We’re not attempting to be hyper vigilant= paranoia. Mostly people are goal oriented FK shifts from the goal to the means e.g. not standing but how standing is reached. Learning is different to doing! Also how you are when you are not in class – how you are in daily life? -About creating a safe place for learning (trauma, pain etc)… dealing with pain is not only painful but exhausting too so the questions asked are different, the lesson you choose is
different etc. The more you know about who you are working with, the more you can relate the lesson to them. ATM is like herding cats – everyone wants something different from it, everyone is there from a different starting place. There are many different styles of teaching ATM. How does a teacher teach a lesson which follows each student W. Reiss: happiness is the most difficult emotion for most people to sustain. So…. How much happiness can you stand? ! -About how to play with timing/path by influencing feelings… Story of Carol-Anne, Transgender Man>Woman: she said she was ‘ a woman stuck in a man’s movement’. All the things that happen internally (endocrine sys) are all expressed in the muscles, which are the final common pathway for all the activity of the brain, including emotion. -is it only noticing what makes sense to us right now ? If you only notice what you believe is important in any moment, then you might close other possibilities. Attention shifts according to what is appropriate. Lunch AIFTT4 0244A Josh, this is a video, please strip to make an audio file! ATM INTEGRATING ARMS- CROSSING THE ARMS GOING FROM STOMACH TO BACK Supine Prone. R arm up, L arm down, elbows 90 degrees, head to R, m/m of lengthening the arms following the direction of the fingertips. Begin to lift the arms. REST prone Lift R arm and a leg. Lift R arm and L leg. Lift R arm, L leg & head. REST supine. Prone, Lift R arm, turn head L. Leave head L, lift R arm. REST prone Head L, arms same configuration, begin to lengthen R arm overhead, in front of face & towards L armpit. REST supine Prone. Turn head R, L hand in front of yourself (belly/belt area) to R. Same m/m rolling towards L side, L arm long in front of you. REST wherever you are R arm overhead towards the L under head, under yourself & arm ends up under chest somewhere. Lie on R side, head on bent R arm, L hand push up position in front of your face, legs bent. Direct R elbow under the frame of L elbow. REST supine R hand up, L hand down, head L, m/m of R hand overhead to L, use L arm to push off. REST supine. Supine, R hand over head to L armpit, L hand on R shoulder. Lengthen L hand to R, R hand to L. 2 feet standing, allow 1 hand & then the other to rotate you L & then R. Knees stay facing forward, hands slide to twist you side to side. REST Supine, arms same position R hand at L arm pit, R hand at L shoulder. M/m of each hand reaching side to side to twist you L/R. M/m in imagination. Oscillating m/m of arms v. small & faster. REST Amherst July 16th 1980 (Caro van Iersel)
Book recommendation: Wise Up (about the emotions that go together with learning). Coffee AIFTT4 0245A Josh, this is a video, please strip to make an audio file! ATM INTEGRATING ARMS- ON BACK ROCKING SHOULDERS ON STOMACH CROSSING ARMS Maria fills in log
