| First published in The Alexander Journal, no. 11, 1991. |
John Gray sets out in this book to answer the questions often raised about the Alexander Technique “What is it all about? What happens in the lessons? How do I learn the technique?”. He wants to demystify, to provide a clear explanation of the basic principles of the Technique and to describe the practical procedures used. He was himself trained by Marjory and Dr. Wilfred Barlow and is concerned to pass on the “essential pure truths” of the work as learnt by him from his teachers. He is taking stock rather than seeking to break new ground.
The book begins with a general description of patterns of misuse and factors which frequently lead to them. Here, and throughout the book, Gray makes excellent use of photographs. The generous margins allow him to print pictures and diagrams alongside the text to which they refer, which is extremely helpful. The diagrams are simple and very effective.
There is the inevitable retelling of FM’s own story. To anyone coming new to the Technique this is essential background and remains one of the most convincing ways of introducing the key ideas. Gray relegates his own personal history of making use of the Technique to the last few pages as, rightly, he wishes his book to be general and objective. One person’s experiences may have little relevance to the next.
The body of the book is divided into three sections: “Early”, “intermediate” and “later” lessons. This structure enables Gray to take a new pupil through the stages of learning the Technique from the introduction of the ideas of inhibition and direction to using these in complex procedures such as the “whispered ah” or “hands over the back of a chair”. All the standard procedures used in lessons are described in a clear and detailed way, with explanation of the “how” and the “why” of each and repeated emphasis on the importance of inhibition and direction. He indicates how one’s understanding of and ability to use these tools will develop as one gains experience.
Gray insists that a pupil must be taught how to work on himself. Thus in step with the progressively more demanding work of the lessons, he suggests what the pupil can usefully be working at on his own, outside the lessons. To start with this means noticing how he is using himself in the trivial activities of everyday life. Later the pupil should be setting aside time for “pure” work: giving himself a stimulus to do something (not necessarily from the Alexander repertoire); inhibiting his habitual response; giving directions and carrying out the movement. This is the “real” work which should eventually become more important than lessons. Only with a sound, basis in this type of work, he argues, will the pupil be able to apply the Technique to the more taxing demands met with in complex activities or difficult situations.
For whom is this book written? At times it seems directed to teachers, almost like a handbook. They should already be familiar with what he says. Certainly for Barlow-trained teachers the book will hold few surprises. But in the main it is addressed to pupils, to use as an adjunct to lessons. However, Gray includes so much detailed material that the new or prospective pupil might feel swamped. One’s awareness of how different parts of the body can relate to each other develops very gradually. The teacher may need to guide the pupil in how to use the book most productively and I think it has to be seen as a reference work, backing up what the pupil has learnt in his lessons.
Gray eschews consideration of anatomy and there is only the most limited discussion of physiology (the muscle spindles). His slackness when touching on these areas is disappointing. (“Every stimulus originates in the brain”. Really?) He makes some tantalizing remarks about body types. Does using the Technique lead us to discover “what type we are and make the best of it, encouraging those elements we lack”? It would be interesting to hear this idea developed more fully.
The value of the book lies in his practical approach. This is a working guide. It may provide a useful source for the motivated pupil and indeed encourage others to learn how to do the real work for themselves so that they can use the Technique as “a highly practical way of living and better means of coping”.
© Frances Oxford. Reproduced with permission.
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This edition © Mouritz 2005. All rights reserved. |
