Feldenkrais believed that movement was the “language” of the brain and that awareness of movement was a potent component in refining the body schema (the image of self and action in the brain). Through awareness, a dancer can address and examine the faulty aspect of their technique and retrain their bodies towards a more integrated and fluid style of movement.
The Feldenkrais Method uses a process of organic learning, movement, and sensing to free an individual from habitual patterns and allow for new patterns of thinking, moving and feeling to emerge. Functional Integration and Awareness Through Movement are the modalities that comprise the Feldenkrais Method.
· Awareness Through Movement
· Functional Integration
Awareness Through Movement (ATM)
Awareness Through Movement (ATM) is a series of verbally- guided movement sequences that are carried out individually or in groups. The lessons are conducted slowly and gently, usually lying down or sitting (some standing) with a focus to develop awareness and reduce effort. The practitioner helps to bring the student’s attention to other areas of the body that she does not bring attention to and to create a complete sense of what and how she is doing it. A student can experience improved breathing, reduction in pain, increased range of motion, greater connectedness with oneself and a greater sense of well-being.
The practitioner helps to bring the student’s attention to other areas of the body that she doesn’t bring attention to and to create a complete sense of what and how she is doing it. A student can experience improved breathing, reduction in pain, increased range of motion, greater connectedness with oneself and a greater sense of well-being.
Students are guided through executing small range movements in a comfortable setting while lying down and are asked to attend to sensory feedback. The small-range movements are explored in a playful and effortless manner with the objective of the movement achievement unknown to them. The movements are performed ideally in a slow, easy and quiet way, mostly below the threshold of perceived muscular effort.
The guided attention and series of combinations of small movement will bring the student through the essential dynamic relationships in a particular pattern of movement and action. The compositional structure of the lessons creates a conversation of sensing, feeling; resting and moving that engage one’s whole system in a process of organic learning. As a result, this allows old habits to be replaced by new awareness and skill.
ATM teaches the student to reduce unnecessary muscular effort and improves their awareness of their whole self in action. This emphasis on sensory learning results in movement and vitality, resulting in more flexible, pleasurable and free from aches and pains. The duration of movement exploration does not exceed 3 minutes before 30 seconds resting phrase is offered. Imagery is used for scanning and augmenting the body image, accompanied by the combinations of effortless movement sequences balanced by an equal ratio of rest.
In an ATM lesson, the teacher does not demonstrate because there is no right or wrong way. While following verbal directions, one can explore a smooth continuous sense of moving the way. If one find a way to flow around obstacles, like water, rather than pushing through them, once and reduce the wear and tear on one’s body.
Functional Integration
Functional Integration (FI) is a one-to-one, non-invasive, hands-on approach through the use of specific skilled manipulation and passive movements, specific and individualized for the client’s particular needs. The practitioner uses his sense of touch and what he sees to guide the student to a whole use of the self. What happens is tailor specifically to each student and a direct result of the interaction between the practitioner and the student. FI has been known for its gentle and effective ability to address minor aches and pains, and serious muscular-skeletal and neurological problems, chronic tension, and the developmental problems of children.
The application of this modality ranges from people with orthopedic and neurological difficulties to professional athletes, dancers, actors or anyone who has the desire to improve the use of the self.
How does ATM benefit dancers?
While performing these small-range movements, dancers will be able to identify and different degrees of muscular contraction, and this promotes a feeling of movement accomplishment. The goal of such “playground” movement is to interrupt habitual movement patterns that are hidden in the body schema. As the old habitual patterns begin to disappear slowly in a safe environment, this gives rise for new options of co-ordination.
The Feldenkrais Method addresses fine-tuning of the kinesthetic sense. Improvement of alignment is best achieved through the kinesthetic sense rather than visual assessment and mechanical forcing of correction. Interesting, dancers are more visually acute than kinesthetically aware. There is a significant emphasis on how a movement is expected to look. Mirrors in studio facilitate dependency on visual cues, sometimes ignoring kinesthetic cues.
Dancers often are absorbed in a highly competitive field, especially in technical classes and performances. According to Dr. Feldenkrais, “doing it well” inhibits the somatic experience, as it is difficult to focus on achievement and simultaneously feels what one is doing. There is no pressure to perform in a Feldenkrais class, and a student can experience what is being done, learning about optimum efficiency.
The Feldenkrais Method can be an effective ingredient in a dancer’s warm-up. A dancer can learn to tune into his and her central nervous system by bringing a balanced tone and body to class or performance. It also facilitates relaxation and prevents injury. The student can sense the connection of the limbs to the torso and with the right use of power, dancers can eliminate the excessive use of force that may interfere with intended movement. It is method for a dancer to care for herself. In doing Feldenkrais Method, learning takes placed through exploration of skeletal relationships in the body. The student curiosity is fostered, playful exploration nurtured and discovered oneself. This method is effective to achieve proper alignment, for recuperation from fatigue, linking the mind and body, integrating harmonious and congruent actions with intentions.
References:
Feldenkrais M (1981) The Elusive Obvious. Cupertino, CA: Meta Publications.
Fitt, S (1996) Dance Kinesiology. USA: Schirmer Books.
Forbes, B (2006) Feldenkrais: Dancing like water, fluid & strong. Dance Magazine 80 (9) 28. Available at: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=163f3c42-1d0c-4b66-9869-c49dba5eb8f1%40sessionmgr114&vid=16&hid=109 [Accessed 6 April 2015].
Questel, A (2002) Part Two Body Basics: The Feldenkrais Method. Movement for Actors 51-54. Available at: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=15ed5634-8fa5-41ee-9453-4df7f255652d%40sessionmgr198&vid=1&hid=109 [Accessed 10 February 2015].
The Feldenkrais Institute (2015) Feldenkrais Method Overview. Available at:
http://www.feldenkraisinstitute.com/about_feldenkrais/overview/?lid=nav_aboutfeld [Accessed 10 January 2015].