The preface states that the set is designed
to back up lessons, though the CD may be helpful as an
introduction to the Technique. To test this I gave two
lessons to a novice, then asked for her reactions.
She found most of it very clear: lengthy and
repetitive perhaps, but helpful. Points she found
unsatisfactory were: a hierarchy of orders – neck, head,
spine, back, knees, shoulders given in the booklet, and
a conflicting sequence on the CD. She was uncertain how
the arms might “rest out sideways”, and she could not
make sense of the head going “forwards and outwards”,
despite the sketches, explanations and two lessons.
Instructions to move the books to accommodate the
lengthening torso, given in the booklet, were absent
from the CD. Most of this, though, was cleared up with a
few explanations.
She could not, however, see her way through
the maze of instructions about getting up. I sympathise,
as I found myself grotesquely contorted trying to follow
them, and feel that they were probably too prescriptive.
Nor could she cope with homolateral crawling.
Robin stimulates an interesting debate when
he suggests that most people will be alright with
approximately 4-5cm of books under the head, that the
hands should not touch one another, and that the eyes
should remain open and alert (for up to 20 minutes!). My
feelings are that while this height may apply to some
learners, people with rounded shoulders, for example,
would be forced to arch their neck. Should the hands
touch each other? Surely it depends on how they are
placed and the individual behaviour of the shoulders? Is
resting the arms out sideways best for
everyone’s
subscapularis? With regard to books and hands – and
quite a lot of other things – much can be gained from
flexibility and observation. And as for the poor old
eyes …
So who is this CD/booklet really for? Not
every pupil, not beginners. I think the ideal consumers
are trainee teachers, or learners who are advanced and
curious to deepen their understanding of the Technique.
In my view it’s unrealistic to expect most people to
perform a useful whispered “Ah”, walk on tiptoes or get
benefit from homolateral crawling without a lot of
lessons and a teacher at their side. Nothing is said
about breathing until the second side when it prepares
for the whispered “Ah”. Inhibition is not mentioned,
although it is arguably implied with the constant
enjoinders to act quietly, slowly etc. For someone who
is aware of these responsibilities and applies them,
however,
Release into Balance is a valuable
Alexander experience.
.
