Tuition sessions
Tuition on AMS personal programmes usually consists of approximately three hours a day of formal lessons and discussions. The Alexander work is taught both verbally, and with hands on, both as a preventative message and as a guide.
AMS requires no formal written work at the end of the programme, but many students find it useful to keep a diary of the week, both to refer to later to refresh their memory, and to see how they develop throughout the week.
The sessions will consist of:
1)Discussions about relevant topics such as physical problems being experienced with the instrument, performance anxiety, background about FM Alexander and the Technique.
2) Practical Classic Alexander lessons: understanding faulty sensory perception, stimulus and reaction, end-gaining, awareness and inhibition
3)Practical Alexander work applied to playing the instrument
4)Suggestions about how to apply this in one's practice routine
5)Understanding how awareness of oneself in normal daily activities can help to reduce the force of habits associated with music and instruments
Stimulus and reaction
For many musicians an instrument provides a huge stimulus, which a musician can end up reacting to in all manner of ways, few of which are often helpful in achieving the desired result. Frequently they lead to discomfort, pain, doubt, anxiety and frustration.
The main emphasis of our Alexander work applied to an instrument will be learning about the pupil's individual response to the stimulus of music and the instrument.
During the sessions, a combination of observation, awareness and inhibition will be worked with in order to help the student identify their habit, recognize the moment they start functioning according to their habitual way, and give them an experience of doing things without the usual habit. By not re-inforcing the habits, the muscular-skeletal system, the nervous system and the thought processes start to function together in a freer, easier and more effective and co-ordinated way, instead of building the conflict and tension between these systems.
In the first session the student will play either a short piece, a scale or a few notes, depending on the severity of the tension/injury.
In this session, Cat will observe how the student 'uses' themselves at the instrument, both mentally and physically, and demonstrate and explain to the student what they are doing to themselves which could be contributing to the problem.
Classic Alexander Technique lesson
In these lessons, the psycho-physical habits and tendencies that appeared when playing the instrument will be explored in greater depth. In these lessons, Cat will observe and help the student become aware of general habits of use and being, that are then magnified and exaggerated when playing an instrument. Simple everyday activities will be applied, such as standing, walking, moving, not to teach the student how to do these 'properly', but to teach the student what 'self-method' they are employing in themselves in order to do any of these things. This 'self-method', usually based on faulty perceptions, automatic responses, familiarity and habits, will then be challenged and explored, because this will be the same 'self-method' that the student is then applying to themselves, but in a more concentrated way, when playing the instrument.
Alexander applied to instruments
Here is the chance to explore deep-rooted habits and reactions to instruments, often based on fears and anxiety.
Initially the level of stimulus with the instrument will be reduced to a level where the nervous and muscular systems of the student are not overly activated. After that, this work progresses at a pace where the student can cope with the next level of stimulus without the habitual reactions taking over.
By reducing the level of stimulus with the instrument in this way, the student has the opportunity to recognize what their reactions are to it, what their anxieties are, and how the nervous and muscular systems are affected. Gradually, as each new level of stimulus is introduced to the student, they have started to develop the tools in themselves to not enter their usual pathways and reactions, and to learn to inhibit these familiar responses.
This work affects many levels of functioning in a musician, including tension in the muscular system, over-active nervous system, physical co-ordination, mental clarity and focus, and general confidence building.
Free Time
In working intensively with Alexander and music, free time is essential, to reflect, to escape, to forget and to try things out for oneself.
Whilst much of the hard work will be done in the lessons, the free time in between sessions enables students to reflect on why they have developed certain perceptions about themselves, and what they think they need to do with themselves in order to achieve what they are trying to do. It enables students to understand why they have ended up at a certain point, and help them both to question the sense of carrying on like this, and give them the tools and the confidence to try a different approach.
Free time at AMS offers the opportunity for tranquility and solitude, normal relaxing activities such as swimming, walking, and fun and adventure with the local Spanish people.
To book a personal programme, or for more information please contact:
Director of Alexander Music School
Tel 0034 958 857 481
Email: cat@ alexandermusicschool.com
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