LOG AIFTT IV Segment 8 Week 1 – Susan Hillier
4-8 May (and 11-15 May) 2015 4 – 8 May
Monday 4 May 2015 AIFTT4 0701A Talk and Discussion Learning past, present, and future – Intro to Segment 8 Susan introduces herself. Then she asks the trainees to answer the following questions for themselves: 1) What have I learned; what do I feel competent with? 2) What would I like to learn now, to be competent-ish? 3) What will I need to learn in the future, to be competent when I finish here? After some time to reflect, there is a discussion about what trainees have learned up to this point. Answers include: being okay w/making mistakes, asking questions, seeing relationships and patterns, the importance of self-organization in FI and ATM. Then trainees answer the 2nd question, requesting what they would like on the menu for this segment, this includes neuroscience, understanding of FI, self-use, and much more. Coffee AIFTT4 0702A ATM HEAD CIRCLES I Sitting cross legged: place hands behind on floor & explore fingers pointing F/B. Sit w/fingers pointing F, move R shoulder F/B, then alternate. Note initiation. Repeat on L. Once move R shoulder F/B, then L. Then move one F and other B simultaneously. Tilt head B slowly, note how to reorganize. Hang head B & move R shoulder F; then do the same as you move L shoulder back. Move head in relation to shoulders, w/head rolling to F shoulder, w/head rolling to B shoulder, head rolling w/shoulders still, w/head still and shoulders moving F&B. Repeat w/legs in opposite crossing. Repeat w/soles of feet together. Make head circles, then in other direction. (Source: Strasbourg II, ATM 101) Lunch AIFTT4 0703A Lab + Discussion Observing the action of making head circles in sitting Quartet, A+B observe, C+D are movers. First C+D are supine, A+B observe breathing, tonus F/B, etc. Then A+B observe some of the m/m from the Head Circles ATM, comparing m/m of C+D, noting m/m of and in, and other Qs. Then change roles. When making head circles, some people get dizzy. Pay attention to stay in comfort zone. Afterward in quartet, feedback by invitation; each person may ask for specific feedback from observers. Coffee AIFTT4 0704A ATM + Lab HEAD CIRCLES II
Sphinx position: let head drop F. Move head L/R, so it hangs in the middle and comes up on L+R sides. Increase m/m to make a circle. Make circle in asymmetrical position w/one arm long, one on elbow, do this on each side. Then circle again in symmetrical sphinx position. Repeat w/soles together. On back with head lifted and leaning on elbows, bring soles of feet together, hang head back, move pelvis 6-12, then 3-9. Move pelvis in circle in one direction, then the other. Then make head circles in this position. Make head circles in sphinx position. Repeat in sitting w/hands behind, comparing to first ATM today. (Source: Strasbourg II, ATM 102) Return to quartet and observe differences. AIFTT4 0705A Talk The two components of postural control Balance/stability and orientation are interdependent. Homework for tomorrow is to think about this: Notice how your balance changes when your orientation changes.
Tuesday 5 May 2015 AIFTT4 0706A Discussion Homework on Balance and Orientation Experiences yesterday after class, e.g. postural control on the bike or in the tram – that is to say: when you're in a moving environment. AIFTT4 0707A + V Demo Demonstration of an FI in which the standing leg changes Short discussion: How do you watch FI? Demo w/Yael, showing the FI structure we'll be working with this week. Finding standing/jiggly leg. Helping jiggly leg to get jigglier, helping standing leg to be more standing. Coffee AIFTT4 0708A Discussion Exploring the structure of the Flipping the Standing Leg FI Question: How does the teacher determine which is the student's standing leg and which is the jiggly/posing leg? Look & feel in standing: Through the pelvis and through the first rib circle. Look in walking. What happens at start, which foot is louder or has longer stance? Look in lying, feel in lying. Jiggle both legs, feel how each leg cans stand: connect to hip via heel. During 2/3 of the lesson, you follow the person. During the remaining 1/3 of the lesson, introduce opposite roles: flipping the jiggly + standing legs. AIFTT4 0709A ATM
Taught by Caro SPIRAL FROM FOOT TO FINGERTIPS Supine w/knees bent & feet standing: begin to lift R hip away from the floor, note how you do it. Press R foot into the floor, note R hip moving away from the floor. Then press the back of the L hip into the floor, note how R hip lifts. Lengthen R knee, as if knee is pulled, note the result of R hip lifting. Combine these ways of lifting R hip. Supine: slide L arm along the floor, keeping it long. Repeat while following L hand w/eyes. When arm goes overhead and eyes follow, head turns and the back of the head moves closer to R shoulder. Combine the 1st m/m of lifting the R hip and the 2 nd of sliding the arm to the side and overhead. Once overhead, reach a little farther up along the floor, then bring R hand to reach as well. This rolls you over to belly. Lunch AIFTT4 0710A + V Lab Finding the standing and jiggly legs in standing and walking Demo w/Inga W/partner (for the whole FI structure), follow the steps to find the standing/jiggly leg. AIFTT4 0711A Discussion about finding the standing and jiggly legs in standing and walking In 2 groups, trainees discuss findings from Lab. The recording is of the group w/Susan, the other group was not recorded.
AIFTT4 0712A Talk Short talk with additional tips for finding the standing and jiggly legs in standing and walking AIFTT4 0713A ATM HEAD CIRCLES III Sit w/hands behind & fingers F: begin to make circles w/the head. Where is your focus? Spread your attention. Change to the other direction. Make head circles in horizontal, sagittal, frontal plane. Come back to making head circles as before and note if any plane is dominant. Make head circles leading the m/m w/eyes, then w/head, w/nose, w/ears. Sit w/hands on ankles: make head circles, note constraint of chest m/m in this position. Prone: leaning on R elbow w/L arm along L side, make head circles. Change over R+L & repeat. Then repeat in sphinx position. Note m/m C7. Supine: lift the head w/ and w/o the help of the hands. Lift head w/hands behind the back. Lift head w/one leg long & other leg bent. Place the hands on the belly sensing muscle activity. Lift sternum (F & up) w/one leg bent, then w/both legs bent. Supine w/soles together: push the (lower) belly out & pull in. Repeat w/one leg bent. Sphinx position: make head circles & compare w/before. Sit w/hands behind: repeat. (Source: Strasbourg II, ATM 103)
Wednesday 6 May 2015 AIFTT4 0714A
Talk Perceptual Learning Perception is learned; the senses are there, then we learn how to interpret them. Perceptual learning is open ended, exploring without looking for a result, unlike learning to cook risotto. We'll be discussing the senses: Tactile: We have different kinds of receptors in the skin sending signals to the brain: pressure receptors, thermo receptors, and nociceptors (involved with pain perception). Smell: As a primitive sense connected with the limbic system, smell evokes memories very vividly. Animals orient with the nose. The location of the smell (detected by m/m) and identifying what the smell is happens in different parts of the brain and are both part of the perception of smell. Taste: Smell and taste can be developed by learning to make further distinctions, as we do in m/m. Vision: The sense of vision is very dominant for us. The receptors, the eyes, have muscles of their own. In addition we orient the head so both eyes get the image at the same time: picture is in the center. The eyes have 2 main functions: acuity (see clearly) and m/m detection (detect danger). We use coordinates in the environment: we construct a vertical line and a horizontal line. We can perceive depth by the 2 eyes working together. AIFTT4 0715A ATM HEAD CIRCLES III PART 2 Supine on elbows: soles of the feet together, do see saw m/m. In same position move ear to shoulder R+L. Note m/m in the chest. Do it slowly notice if you feel m/m higher or lower in the neck. Supine: roll the head L+R, notice what the eyes are doing. Continue the m/m and increase the speed, decreasing the range. Roll the head slowly w/eyes open and fixed, looking at the ceiling Repeat w/eyes closed, w/soft gaze letting eyes go along. Repeat w/eyes leading the m/m. Supine on elbows: soles of the feet together, look R+L trying same variations w/head and eyes as above. Look R+L and notice the m/m of the pelvis helping to move the head. Roll the head in a circle w/eyes in different roles: open, closed, leading, etc. Sit w/soles together: hold ankles w/hands and make head circles. Is it easier to move the chest in between the arms? Coffee AIFTT4 0716A + V Demo + Hands On Finding the standing and the jiggly legs in supine Demo w/Louise Finding the standing leg in standing. Finding the standing leg lying down supine: - Observe how the head is aligned over R/L leg. - Jiggle each leg placing hand at top of tibia + fibula. - Push through each leg from the heel bone; connect to the hip. Demo on skeleton.
Duo: w/same partner find standing and jiggly legs in supine, following the steps of the demonstration. Lunch AIFTT4 0717A Demo + Hands On Speed dating finding the standing leg in supine Demo w/Deniz: showing additional information about hand placement. Duo: In 2 minutes, find your partner's standing leg by pushing through L/R leg. Then switch to different partner, where you do the same. Change partners 5 times. AIFTT4 0718A Discussion About Speed dating to find partner's standing leg What was the effect on you, having to work faster? More precise or more sloppy? Responses included: “I felt rushed,” “I was more precise,” “I stopped breathing”. Most people did take a moment to settle themselves each time to start with a new person. How was placement and direction of the hands? Pay attention, when having two hands on the leg, that they don't contradict each other. Coffee AIFTT4 0719A ATM THE SPHINX POSITION Sphinx position: head vertical, move sternum away from + closer to the floor. Notice shoulder blades moving apart + closer to each other. Where does the head go? Repeat m/m keeping the eyes on the horizon. How do you organize the chest? Supine: R arm to the R, 90 degrees. Elongate R arm, notice the scapula sliding. W/L hand sense the m/m of the clavicle, sternum, scapula, and ribs on the R. Sphinx position: lift and lower the sternum. Prone: R arm to the R elongate and shorten the R arm w/head turned R/L/in the middle. Repeat w/both arms. Sphinx position: lift and lower the sternum. Repeat w/L arm long F on the floor. Repeat w/R arm long. Prone: both arms out to the side, head turned to R, alternate lengthening R/L arm. Lengthen both arms simultaneously. Repeat w/head turned to L. Supine: both arms out to the side, lengthen and shorten both arms. Notice scapulae moving on the floor, make chest light to allow scapulae to move. Sphinx position: lift and lower the sternum. Is head more vertical? (Source Strasbourg notes ATM lesson 104)
Thursday 7 May 2015 AIFTT4 0720A Talk Perceptual Learning Part 2 The senses we did not talk about yet: Hearing: - Location: we locate the source of a sound by orienting the head such that the sound hits both ears
the same way. Freedom of m/m of the head is very important. - Recognition: we recognize the sound in a different part of the brain (than locating sound). Proprioception: This sense of m/m is hidden inside ourselves. It is made up of a range of senses: - sense of velocity: registers acceleration or deceleration - position - effort: Feldenkrais is quite unique as a method working with this. The primary receptors for proprioception are in the muscles, specifically in the muscle spindles. When proprioception is decreased, people substitute by using other senses, especially vision. Vestibular system: This sense of equilibrium gives information about the position and the m/m of the head in space. It has fluid inside, like a spirit level. There are 3 semicircles giving information about the rotation: one in the sagittal, horizontal, and frontal plane. The otoliths register the position in gravity and linear (vertical and horizontal) accelerations. Stabilizing gaze: keeping eyes fixed on object during movement. Coffee AIFTT4 0721A ATM HEAD CIRCLES IV Sit w/soles together: hold the ankles, start making a small head circle. Slowly increase the size of the circle; note m/m of sternum, and of shoulder blades moving towards & away from the spine. Stand on knees: place L hand on top of the head, make head circles. Where is m/m? Is the pelvis moving or held? Can you gradually release degrees of freedom allowing pelvic m/m? Repeat m/m w/focus on L elbow making a circle. Change direction. Side sit w/L leg behind: lean on R hand, make head circles. Repeat w/o R hand on the floor. Note m/m pelvis + chest. Repeat leaning on R hand, w/L hand on top of the head. Repeat w/R hand on top of the head. Place L index finger on L side of forehead from above and move head around finger, while finger doesn't move. Then keep the head still & move the finger around the head. Repeat previous m/m. Is it easier? Place L index finger on R side of forehead & move head around finger. Make head circle & notice difference. Side sit w/R leg behind: lean on L hand, make head circles. W/long R arm pointing to the ceiling, glued to R side of the head: make circles on the ceiling. Make circles smaller & more precise, then make any circle you like. Repeat w/o L hand leaning on the floor. Get up to standing keeping track of the sternum and the scapulae. (Source: Strasbourg II, ATM 105) Lunch AIFTT4 0722A + V Lab The Ancient Five Hands Technique to monitor rounding and arching in sitting Demo w/Henk One would need 5 hands to cover the length of the spine from top to bottom. Place your top hand at the place of hand 2, and the bottom hand at the place of hand 4; this allows you to sense the m/m of the entire spine as the person bends and arches the spine. Duo: First observe your partner rounding and arching. Use the ancient 5 hands technique to be a passenger and learn about the way your partner uses the spine to bend and arch. Ask the following questions: - What is moving or not moving? - Where is the m/m initiated?
- Are the same parts of the spine moving when arching and when bending? - Do different instructions, e.g. “lower the head”, “roll the pelvis back”, change the m/m? Change roles. Change partner. AIFTT4 0723A Discussion About findings using the Ancient Five Hands Technique People noticed amongst others: - Not the same parts of the spine are moving when rounding and when arching. - Where m/m is initiated makes a difference for how the spine moves. - Partners felt the m/m in the spine changed after having 'the 5 hands' on their back. Coffee AIFTT4 0724A ATM + Lab HEAD CIRCLES IV PART 2 Side sit w/R leg behind: lean on L hand & place R hand on top of the head. Make head circles. Imagine the 5 hands on your back as you do this. As you continue the m/m, slowly change the legs over to side sitting to the other side, then go back. Side sit w/L leg behind: place both hands interlaced on top of the head & make circles w/head. Keep arms light. When ready, change the legs to the other side. Supine on elbows: soles together, move the chin down towards chest & away. Note front getting longer & shorter, note m/m of pelvis. Keeping chin on chest, imagine you want to lift both feet. Repeat moving chin up + down. Make head circles. Sit w/hands behind: soles together, make head circles in this position. Repeat w/legs crossed. Go back to quartet of day 1 & do/observe head circles in sitting. Afterwards discussion of observations in quartet.
Friday 8 May 2015 AIFTT4 0725A + V Demo + Hands On Helping the jiggly leg to become jigglier part 1 Demo w/Annemieke (+ w/skeleton) - Find the standing leg in standing & walking - Find the jiggly leg in supine - Explore the qualities of jiggliness on the jiggly leg: Get a sense of the foot on the jiggly side. Gently pull the big toe & turn it around its axis in both directions, then repeat w/the 4 other toes. Feel/locate the metatarsals; starting at the 5th, move it up & down, finding the easiest direction. Repeat w/each metatarsal. Duo: Follow these steps w/same partner.
AIFTT4 0726A ATM PRIMARY IMAGE Supine: find the five cardinal lines, or the concise image of yourself. One line being the general
direction of the back w/the head, two lines for the arms, and two lines for the legs. Sense the length and the direction of the lines. Add to this picture the places where the arms and legs connect in the joints of the shoulders & the hips. Renew this image of the lines in various positions including sitting w/arms & legs forward: all 4 lines parallel, sensing length of the line from the tail to the crown of the head. Also notice the four points of the hips and shoulder joints. Then renew in the same configuration in supine. Renew in m/m of slightly rolling to R/L side. Shortening/lengthening R arm & R leg, and rolling to L. Repeat on other side while maintaining & renewing the complete image of the five lines throughout. End in standing: arms F, legs spread & knees bent, renew the same image of the lines. As knees bend a little more, the entire line of the back & head moves a little B, while paying attention to the direction of this image, w/o weight or effort, just w/the image of the skeleton of lines. (Source: AY 338) AIFTT4 0727A Lab Preparation for Mini ATM Head Circles After completing the Head Circles ATM series, we will play with it together a little more. - Individually, think of 4 variations (including a position & a m/m) from the Head Circles series Susan taught this week. - In a group of 6 allocate the following tasks: 1) Scan 2) Test m/m 3) 2 variations 4) 2 variations 5) tTest m/m 6) s Scan+ref m/m. This Monday your group of 6 will teach this together as a mini ATM, lasting 15-20 minutes. Each person in the group will take on one of these tasks.
End of week 1
Segment 8
Week 2 – Susan Hillier
11 – 15 May 2015
Monday 11 May 2015 AIFTT4 0728A Talk Reviewing week 1 of segment 8 Susan went over the items and requests that came to the table last week, and laid out the plan for this week. Susan brought an article about neuroplasticity, which will be distributed. Regarding the question of the first day of this segment: 'What makes a lesson a lesson?' One part of it is having a conversation. AIFTT4 0729A ATM HEAD CIRCLES MINI ATM GROUP 1
Team teaching of Deniz, Annemieke, Henriëtte, Romina, Susanne, Evgenia Scan in supine. Test m/m: Sit w/hands behind & legs crossed. Bend head F/B. B as if looking at the stars. Bring ear to shoulder L/R. Move head in a circle. Sphinx position: head hangs, move towards R/L shoulders. W/head hanging make ½ circle, then expand to full circle. Supine leaning on elbows: place soles together, roll so pelvic contact rolls towards tail bone and B. Let chest move down towards the floor, see saw m/m. Roll pelvis up & down, let head go where it wants to go. Repeat test m/m. Scan. Standing up, look at the stars again. Teaching team huddles to discuss the ATM they just taught. Coffee AIFTT4 0730A + V Demo + Hands On Jiggling the Jiggly Leg part 2 It is like having a conversation w/the jiggly leg: “Did you know you could jiggle like this?” Demo w/Ann Kristin It's important to realize that FI is not a test, more like a shared discovery. W/partner go through the steps so far, in standing and walking. Supine: find standing and jiggly legs. Work w/jiggly leg, lengthening the toes, moving the metatarsals up & down. Then begin to supinate foot and find the trajectory to move the leg into frogging. In frog leg position, w/knee bent and out to the side (supported if needed), foot is resting on outside border, gently rock the foot like a boat, alternately lifting heel/toes. Place jiggly leg standing, hold knee w/one hand, w/other hand hold, squeeze, and turn calf muscles inward. Then combine this sliding of the muscles w/moving the foot down+in, then up+out. Foot m/m is similar to the m/m of rocking the foot like a boat. Self use: pay attention to where you need to be. Lunch AIFTT4 0731A ATM HEAD CIRCLES MINI ATM GROUP 2 Team teaching of Henk, Isabel, Martina, Saskia, Louise, Inga Ref m/m: pretend you're in the shower rinsing the shampoo from your hair. Scan in supine. Test m/m: Sit cross legged: make small head circles. Note m/m in spine, etc. Sit cross legged: lean on hands behind, move R shoulder F/B, then alternate. Repeat on L. Move both shoulders. Note if head is moving towards F or B shoulder? Hang head F and begin to make a half cirle, going to L&R shoulder. Note m/m scapulae, spine, pelvis. Move both shoulders F & B together. Repeat leaning on hands behind you. Note m/m head, sternum. Test m/m & scan. Ref m/m. Teaching team huddles to discuss the ATM they just taught. Assignment for the rest of the group: (not recorded) While the teaching team was huddling, the other trainees got the assignment to think about: When you are teaching ATM, what are the key elements that would make the lesson or not a lesson. What makes it work or not work? AIFTT4 0732A ATM
STANDING ON THE HIGHEST POINT OVER THE HIP I PART 1 Stability and orientation are interdependent. Last week was around “orientation” this week is about “stability”. How does the idea of standing lessons make you feel? Some answers included: Curious, fearful, joyful, etc. Notice emotions during the scan, thinking of (losing your) balance. In standing: lift one leg, which one? Deconstruct how you initiate the m/m. Lift other leg, note difference. Stand on R leg, place L leg out to the side. Eyes open w/soft gaze, tip yourself to R while the line of the spine stays straight, R arm dangles. When you tilt certain amount, L foot will leave the floor, L leg hangs. Play w/balance tipping to R. Repeat tipping over w/weight on R heel/forefoot. Repeat tipping over as you hold L ear w/R hand. Repeat w/variations of moving head F/B, L/R. Then moving R hip F/B, L/R. Note if head moves in same direction as the hip, or opposite. Note going up in the middle and down to the sides, like on a hill. Move R hip F/B, L/R, looking for the center: make a small circle around the top. Coffee AIFTT4 0733 Not recorded: Discussion about ATM Flash Mob activity Discussion about organizing Flash Mob as a means of drawing attention to Int. Feldenkrais Weeks. In groups discuss how you would get people interested, what would be important to draw/sustain people's attention, what would you want to bring across about the Feldenkrais Method?
Tuesday 12 May AIFTT4 0734A ATM + Lab STANDING ON THE HIGHEST POINT OVER THE HIP I PART 2 Standing: shift weight L/R. Weight on R leg, L leg out to the side, tip yourself to R. Repeat + move R hip F/B. Repeat w/R hand holding L ear. Make circle w/R hip, note circle on the R foot, circle of the head. Walk around, note whether you're pushing towards F leg, or pulling on to F leg; try both variations. Test m/m: shift weight L/R Lab: M/m observation Trio: two people observe third person 1) Weight shifting L/R in standing 2) Standing on R leg, tipping over to the R. Change roles. Susan showed these m/ms on the skeleton.
AIFTT4 0735A Talk + Discussion The Learning Brain What are the conditions for learning? Comparisons: making distinctions. For this we need the senses. Learning starts w/the senses, attention, and memory. Mass practice, e.g. chopping wood, vs distributed practice, e.g. Feldenkrais. Procedural learning,
which leads to habit, vs coming out of automatic mode, and bringing aspects into awareness. Comparing, and recognizing differences allows to make choices and learn. Memories are coded in the senses and in emotions. Richer, multisensory experiences are more likely to be remembered:. Context and environment are important for learning and memory. Therefore it helps to connect the work in FI/ATM to people's 'real world'. Also it is important to create bridge between old and new state. Timing is important for learning: the right amount, pacing, time to explore, not overloading in time or instructions. Other important aspects: Needs and wants, intention, motivation, meaningfulness, engagement. This means you have to find the person's goal; it is not effective to project your need (for correction) on to the person. Learning and practice: practice makes a difference, both in amount and in quality. In Feldenkrais we need practice, and we practice w/quality. Feedback: First we feed forward, make a motor plan of what we'll do. We receive feedback from our senses, which helps improve the plan, thus getting better + better: the cycle of learning. AIFTT4 0736A + V Demo + Hands On Jiggling the jiggly leg part 3 and starting with the standing leg Demo w/Martina Very brief summary of the steps up until now, helping the jiggly leg become more jiggly. Next step: lift the long (jiggly) leg to find neutral. Find middle L/R, F/B, L/R again, then in rotation. This is last part of helping the jiggly leg to be jiggly. Begin w/standing leg: find how to push through the leg engaging the hip joint. Evert the foot into standing, connecting and internally rotating the hip joint. The coming back is more interesting, so it is important to come back slowly. Work w/foot towards eversion, turn out calf muscles; move them in relation to the bone. Then combine eversion of the foot and turning the calf muscles out. This is the opposite of the m/m we did w/the jiggly leg. Note: we make the leg jigglier by differentiating, we make the leg more standing by connecting/standing. Hands On: w/same partner follow the steps of the demo. First round. Second round after Lunch. Lunch Second Round FI w/jiggly leg part 3 AIFTT4 0737A ATM STANDING ON THE HIGHEST POINT OVER THE HIP II Test m/m: shift weight L/R in standing. Stand on R leg: L toes on the floor in front. Tip yourself a little B. Repeat this, standing on L leg. Note arms dangling B. Stand on L leg: R toes B, tip yourself F. Repeat w/eyes on the horizon, then w/head in continuation of spine. Supine: locate the hip joints on crossing of line from ASIS down and line between the top of the trochanters. Stand on L leg: R toes F, tip back. Then move R leg, shortening it a little, go B/F. The swinging of the R leg is initiated by m/m of the shoulders tipping F/B. Repeat this, standing on R leg. Stand on both legs: shift weight L/R, make circles, sensing opening/closing of the hip joints.
Coffee AIFTT4 0738A + V Lab The Ancient 5 Hands Technique monitoring rounding and arching on hands and knees. Demo w/Louise Duo: Explore 5 hands technique to sense the movement in the spine, as partner rounds/arches spine standing on hands and knees.
Wednesday 13 May 2015 AIFTT4 0739A ATM + Lab CLARIFYING THE PELVIS AND FEMUR IN THE FRONTAL PLANE IN STANDING Supine: R leg standing, turn leg in/out sensing the hip joint; how far does the knee move in/out before the pelvis begins to engage? Repeat on L. Standing: scan, shift weight L/R, note L/R hip. Shift weight on R leg, L toes out to side, tip to R. Repeat on other side. Stand on both legs: lift L leg a little, not tipping; note if pelvis on L goes up, down, or stays level. Try all three. Repeat standing on L leg, lifting R. When one hip drops: 'Marilyn Monroe move'. Trio: two observe third person moving these three ways. Look for which option looks like favorite. Demonstration on the skeleton of the observed m/ms. ATM continued: Standing on R leg w/L foot out to side: tip to R, the tipping lifts L leg off the floor. Repeat on L, allowing R leg to be picked up; balance.
AIFTT4 0740A ATM HEAD CIRCLES MINI ATM GROUP 3 Team teaching of Nata, Mai, Katheline, Dina, Yael, Ann Kristin. Standing: ref. m/m: imagine watching an aeroplane show; look up to the sky to follow the planes. Scan in supine. Test m/m: head circles in sitting. Shinx position, variations preparing for head circles Supine on elbows, see saw breathing, repeat w/chin on chest, repeat w/head hanging B. Test m/m. Scan and Reference m/m. Teaching team huddles to discuss the ATM they just taught. Coffee AIFTT4 0741A Talk Phenomena of Neuroplasticity Correlating with Learning Ideas about the brain used to be different in 80's; more fixed. Findings were based on animal models. Neuroplasticity is the ability of the nervous system to change. Bones and muscles are plastic too. Neuroplasticity is going on all the time; the word neuroplasticity can be translated as learning.
Ways to think about neuroplasticity: use it or lose it. Neurons that fire together, wire together. Example of Father Christmas w/associations of gifts on 25 dec, excitement, etc. practiced every year. When we stop believing in Father Christmas, we need to unlearn: the network/wiring needs to change. This principal is used in practice. In the nervous system neuroplasticity is seen by in/decreasing number of synapses, neuro-transmitter, and receptors. Inhibition is important in steering attention and controlling m/m. It is good to be able to inhibit when you want to. Strong inhibition from fear, anxiety, guilt, pain. Exploring new pathways: in Feldenkrais we use ease and pleasure as ways to know if a new way is worth exploring. Darwinian criteria determine survival of pathways. A plastic brain has a high level of connectivity. Humans have extremely high connectivity at 4 y/o and as teenagers: too many possibilities, hard to be clear/make decisions. When connectivity is too little, there is not much choice. “just right” is what we need. In Feldenkrais we put to the test what is habitual and what is purposeful. Specificity is needed for learning: If something is specific and meaningful, our brain is interested. Here too, meaning, intention, environment (e.g. empoverished vs enriched) have strong influence. An example of 'negative' neuroplasticity is phantom limb pain. Neuroplasticity is the cell function/physiology behind learning. Lunch AIFTT4 0742A + V Demo + Hands On Moving head and T1 over standing leg and over jiggly leg. Demo w/Mai Sitting at head: elbows on the knees, head resting on the forearms/wrists: “head on your sled”. When this is comfortable, place the middle fingers on either side of T1. Note: difference between C7 and T1: C7 is more mobile, when lifted: neck+head are moved. T1 is attached to the ribs, when lifted: chest is moved. Move T1 up/down, L/R, then move T1 over the standing leg and move up/down there. Repeat in the middle, repeat over the jiggly leg. AIFTT4 0743A ATM SIMPLER Supine: explore bringing attention to different parts of the face, and their relationships, notice how clear this is. Then pay attention to sacrum and length of the back in the same manner. Note if this image is clear, complete. Renew this image while lifting the head, while sitting w/arms and legs long F, while on back lifting the legs, and moving one leg up/down, L/R, turning it. ATM taught by Caro: AY # 339 (partially)
Thursday 14 May 2015 AIFTT4 0744A ATM STANDING ON THE HIGHEST POINT OVER THE HIP III Scan in supine: looking for pattern and novelty, with kindness rather than judgement; being curious. Standing: shift weight R/L, how is relationship to hip joint? Grow m/m to standing over one leg. Where is T1/C7?
Stand on R leg w/L foot out to side: R hand on L ear, tip to R, L leg lifting as result. Find point to balance, do tiny see saw m/m. Repeat w/R arm down. Repeat on other side. Standing on R leg w/L foot out to L: hands on pelvis/iliac crests. Turn trunk (pelvis+chest) over the top of R hip. L toes stay more or less still, may pivot a little. First tipping to R, then turn. Repeat, and balance as you tap w/L big toe. Repeat w/both arms lifted in front, then add tapping of L big toe. Repeat tipping and turning as before, lift arms and L foot at same time as if there are strings between them. Include tipping shoulders B as arms come up. Note 3-dimensional m/m in the hip joint. Rest in supine: note if the floor is like a refuge.Sense L/R hip joint. Standing on L leg repeat previous sequence. Add: when tipped + turned w/arms lifted, turn head L/R. Repeat and move arms opposite to head. Rest on back. Imagine adding this last piece standing on R leg. Then do it. Half the group watches other half doing the m/m on L/R. Observe in which plane the person moves more easily. Switch roles. Coffee AIFTT4 0745A Hands On Offer whole FI in which the standing leg changes Duo: w/same partner make FI out of the structure of this segment. Lunch Taught by Caro AIFTT4 0746A ATM SIMPLER II Supine: Renew the image of the 5 lines, and the 4 points. Clarify the image of length of the spine in sidelying, while bending the head, while turning w/head and shoulder moving together/opposite. Supine: while maintaining and renewing the image of the 5 lines, bend/shorten the leg, then while the foot stays bent, move the heel away so the knee will straighten. Repeat, sliding heel on the floor. Supine w/legs standing: lift one leg towards ceiling, repeat this m/m of bending the leg, including the foot, closer to the chest, then lengthening the leg as the foot stays bent. The knee doesn't need to straighten, continue to pay attention to the length of the 5 lines, the 4 points, especially note the hip joints behind. Renew the image, the length from the sacrum to the head, the head and both arms, shoulders, the hip joints and the directions of the legs. Supine w/legs standing: place R ankle on its outside on L knee, R knee will be to the side. Begin to lift L side of the pelvis from the floor. Watch over the image while doing this. Note the knee moving away from the face, note L hip joint, while lifting the pelvis. Come back to bending and lengthening the R leg sliding the heel along the floor. (Source: AY 339 + 340) AIFTT4 0747A Talk Minestrone Soup and Q+A About the order of putting ingredients in the soup; when you understand the basic recipe, you can replace, change, and you don't need to stick to the rules. The FI template is not a drill; when cooking, you taste to know how it is. In FI you use the test m/m as a 'sniff or taste' to check.
Homework: what do you observe in response of students, that you use as feedback when they have enough and you need to move on. The conversation in this FI is about recognizing the pattern, and making aware of the opposite option. Experiences & questions about the FI: Q: what is the crucial element in this FI? The ingredients that you can't leave out are that the jiggly leg is about parts, and the standing leg is about connection. These lessons are about standing on your own 2 feet, which is a feeling of competence and independence. This is an important quality to experience. It is great for improving balance, e.g. w/older people. Different ways to ues this lesson. The motto is 'QI': Quite Interesting.
Friday 15 May 2015 AIFTT4 0748 (not recorded) Hands On Offer whole FI in which the standing leg changes Duo: w/same partner make FI out of the structure of this segment. FI 2 nd round: changed roles. AIFTT4 0749A Talk + Discussion Homework emerging from Segment 8 Homework is about pursuing the learning and taking it into your real life. Homework: 1) Try out the Ancient 5 hands technique w/20 people. Use the following questions: - What do you notice? - What didn't work so well? (and what did you change?) 2) Take 2 variations in the ATM series ('Head circles' and 'Standing at highest point over the hip') - Why are they there? - What do they evoke? - What will you observe in your student as a result of these moves? Expectations: possibilities and probabilities. 3) Read this book on learning: 'Wise Up' by Guy Claxton. There is also a talk by Guy Claxton. Plans of the students after this segment include: Teach ATMs, Practice FI, Analyse activity, Work on Community Project. Questions/comments about FI structure included: It was not easy to sense clearly what certain maneuvers were about. From FI it became clearer how we have options to choose from. Feldenkrais brings m/m puzzles to find m/m solutions. AIFTT4 0750A ATM STANDING AT HIGHEST POINT OVER THE HIP IV PART 1
Scan on back: explore sense of agency; in R/L leg, for support and standing, or for gesturing and orienting. Scan in standing. Shift weight L/R, stand on one leg, take m/m into walking. Standing on L leg w/R leg out to R: L hand on R ear, tip to L. Repeat on other side. Find balance over R hip, note breathing. Repeat on L leg, find balance over L hip, and shift weight to ball of the L foot, L heel comes up. Repeat: lift L heel a little, and move heel to L + R. Repeat on R leg. Standing on L leg w/R leg out to R: take head B/F, remember m/m of head circles. Notice weight shift B/F. Move head L/R, pelvis moves, trunk is moving as a piece over L leg. Tip B, then tip to L; play w/reversibility. On L leg w/R leg F: arms F, tip B. Standing on R leg: move head B, note how you use the back, opening R hip joint. W/head B move R hip L/R. Head B, tilt trunk R, L leg comes off the floor quietly. Standing on R leg w/L foot in front: arms lifted tilt trunk B; move around R hip. Scan: feel agency. Get up w/5 lines in mind. Coffee AIFTT4 0751A ATM STANDING AT HIGHEST POINT OVER THE HIP IV PART 2 Standing on L leg w/R foot to side: move head F allowing bending in the trunk, L hip opening in B. Staying rounded in the trunk w/head F, tilt B on L leg. In same configuration tilt F on L leg. Repeat on R leg. On R leg w/L foot out to side: R hand on L ear, L hand behind L thigh/knee, bring R elbow + L knee towards each other. On R leg w/L foot B, repeat m/m in opposite direction, bringing L heel+back of the head closer. Alternate F+B, swinging L leg F+B: this can be a small m/m. Repeat on L leg. Come back to the first m/m of this series: Standing on R leg w/L leg out to side: tip to R. Then move heel/toes to R/L.
END of segment 8
