After an exciting and exhausting week fridays offer less stimuli and a more intimate atmosphere. Libby did all the turns and the group work. She spend quite some time talking me through the directions. I'm working again to get rid of my sensory amnesia, which might make me forget my directions.
We didn't do any debriefing for Vivien Mackie's visit in the school yet, most likely because Vivien will stay a bit longer in school. Like always, the performance session turned out to be entertaining and enlightening, and I'm glad that I got up to perform.
Libby went with us through some essential body mapping, with the idea of a plumb line from the A-O joint though shoulder, hips, knees, ankles (or rather, symmetrically around this line). Feeling the curvature of the spine on each other offered a great opportunity to explore the uniqueness and differences of the human body.
It seemed like all of us enjoyed the task of talking each other through semi-supine. We had quite different approaches. Sharon and I focused on the 'wholeness' of semi-supine, renewing directions several times before lying down, and exploring movement (a bit like dart procedures). Ana, Carsten and Stephen focused more on imagery to help release of tension.
Showing posts with label spine. Show all posts
Showing posts with label spine. Show all posts
Friday, February 5
Tuesday, August 4
Wholeness
Cathy did a bit of quick-ease to start today's session, and then demonstrated her way to give an introduction, in this case directed towards IT workers. I really enjoyed watching her in action, as she definately walks her talk. She stressed the importance to relate to her audience, choosing examples that are easy to follow along. Also, she didn't use her hands until the participants started experimenting themselves.
Using a simple movement to demonstrate the difference between a deliberately distorted head-neck relationsship involves the participants, gives the teacher plenty of opportunity to observe pattern, and gives the participants the experience of choosing 'the easier way' themselves, without anything else but a change in thinking.
The getting involved part continued. Split up in groups we had the task to solve a puzzle, putting a spine together. Again, Cathy could observe our use while we did this, but we could enjoy 'playing' with essential knowledge, in this case the structure and curvature of the spine.
After the break I had the pleasure of improving my CJing with Cathy's help. I clearly remembered the observation about my immobile clavicles, and they still don't move too much. I learned CJ with some strong habits, as my shoulder girdle gets freeer I need to clarify my intent. It's a good chance to observe how much time I still waste with feeling/checking it out.
Her answer to Jim's question that reaffirmed the body-mind split stunned me: Whole. Pause. This part of the job seems really tricky, guiding a student's language and thinking towards wholeness, without disregarding their inquiries. A lot of my questions during the process of learning the work evaporated into meaninglessness with the trust in wholeness, yet this paradigm seems quite foreign to many.
Using a simple movement to demonstrate the difference between a deliberately distorted head-neck relationsship involves the participants, gives the teacher plenty of opportunity to observe pattern, and gives the participants the experience of choosing 'the easier way' themselves, without anything else but a change in thinking.
The getting involved part continued. Split up in groups we had the task to solve a puzzle, putting a spine together. Again, Cathy could observe our use while we did this, but we could enjoy 'playing' with essential knowledge, in this case the structure and curvature of the spine.
After the break I had the pleasure of improving my CJing with Cathy's help. I clearly remembered the observation about my immobile clavicles, and they still don't move too much. I learned CJ with some strong habits, as my shoulder girdle gets freeer I need to clarify my intent. It's a good chance to observe how much time I still waste with feeling/checking it out.
Her answer to Jim's question that reaffirmed the body-mind split stunned me: Whole. Pause. This part of the job seems really tricky, guiding a student's language and thinking towards wholeness, without disregarding their inquiries. A lot of my questions during the process of learning the work evaporated into meaninglessness with the trust in wholeness, yet this paradigm seems quite foreign to many.
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