Originally published on July 30, 2013 by Karen Evans
How do you measure progress as a student of the Alexander Technique? In a previous post I mentioned the moving dot. But it’s long overdue time for another sort of measurement.
So let me unroll a scenario:-
A new student begins Alexander lessons. The teacher introduces a big, central Alexander idea, it could well be ‘stopping unnecessary muscle tension’(*) . The student is perplexed, but they keep thinking about it. The teacher does more hands-on work, over a few more lessons. Then the student has a lightning flash of understanding:-
“That’s what stopping unnecessary muscle tension is!!!!”
Happy teacher, happy student.