Curriculum

Segment 1

Experiencing the Feldenkrais Method® Through Immersion

The first quarter of the program will concentrate on developing ATM® as a core personal practice. Key “principles” of the Method® will be explored in the context of the personal ATM® experience. Students will be immersed in seminal ATM® lessons that cover a broad range of primary material from Moshe Feldenkrais including the first years of his Amherst and San Francisco Trainings.

Personal reflections on the impact and experience of ATM® will be fostered and then shared so individual students can track their own learning as well as hear how their experience may be similar and/or different to others. Thus their knowledge of the impact of ATM® will deepen from their own reflections and broaden through sharing with others. They will begin to develop a knowledge of anatomy from the inside out. This will be supported by engaging with more formal anatomical knowledge to clarify firstly their own body image and secondly appreciating the relationship between structure and function.

Segment 2

Understanding ATM

In the second quarter of the program, this ongoing immersion using a phenomenological lens will then begin to incorporate understanding how ATM® may be used to generate personal development.

Classic ATMs from Moshe Feldenkrais' texts, as well as accessible materials taught in Esalen and Alexander Yanai, will be used for this phase.

ATMs will be considered from multiple perspectives alongside the purely experiential –

biomechanical,

developmental,

neurological,

emotional,

cognitive,

creative and

learning lenses will be applied.

Students will be encouraged and supported to read around the background literature from the relevant humanities and scientific domains plus key lectures from Amherst and selected Moshe Feldenkrais' writings will support these analyses.

Teaching ATM® to others

As understanding of ATM® structures and functions grows, students will gradually begin to teach aspects of the lessons – beginnings, scans, delivering instructions, observing, use of voice and endings - using accessible ATM® material.

They will be able to apply their own experiential learning to working with others.

They will have the opportunity to practice components and then build to delivering full lessons, learning how to source and select lessons, adapt, develop a series and so on.

The first half of the program concludes with the ATM® practicums and formal feedback.

Segment 3

Taking ATM® into Individual FI®

Moving into the second half of the program, students will draw on their ATM® experiences to begin to engage tactually with their colleagues. The initial emphasis will be on employing ATM® like observations on themselves as they begin to explore the movement of others, using their hands.

Self-use in order to sense others will be the key and ATM®-processes will allow this to develop positively. Moving from simple explorations to questioning and suggesting will follow.

As for the ATM® processes, the structures and functions of FI®s will be explored using a mixture of “ingredients” versus “recipes” approaches.

The key principles will continue to be deepened. Key ATM® series will be used to support the development, understanding and delivery of FI® sequences and templates.

Segment 4

Selecting and adapting FI

In the final quarter, students will be refining their ability to select and offer full lessons and to adapt them for different circumstances, individuals and populations. Their processes will move more skilfully into genuine enquiry rather than simple cause and effect moves.

Students will begin to construct and deliver a series of lessons that maintain a cogent line of learning.

They will practice further articulating of the Method® to different groups, consider professional behaviours in the conduct of business practices.

The program will conclude with two FI® practicums.

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