We’re finishing up this series—this is the fourth last class perhaps for the next year—with some classic lessons. Whatever a “classic” lesson means! It’s surprising how much of a voyage of discovery a familiar lesson can be. Side-sitting, your explore how combining different coordinations of your eyes, shoulders, head—and everything that supports all that, down to your toes—expands your possibilities for action.
Aka watching the butterflies flutter by. Enjoy this bonus lesson!
It’s AY 534, a continuation of AY 533. The idea that continues through the two lessons is finding the connection between turning your head (and your neck just so) so that everything follows…to your pelvis, to your knees, your feet.
Remember spinning and spinning and spinning in circles when you were a kid? Back when getting dizzy was a fun, mind- and world-altering experience and not an unpleasant crisis?
We’ve been focusing (so to speak) on the eye in its functions of vision and leading action of the whole self–now, let’s weigh (so to speak–is the pun tired yet?) its simple physical existence: our grasp of the eye in our self-image.
In this lesson focused on the eyes (so to speak), we take our eyes through the range of divergence and convergence–looking at objects near and far away.
In this lesson, we’re organizing the eyes and extending the spine–with some adjustments to the head-neck relationship on the way.
Kicking off our first fall 2011 series with a lesson differentiating the eyes.
WARNING: I was playing with a non-standard interpretation of the arm/hand position. Don’t bother–it creates strain and doesn’t contribute to learning. Use the “normal” dead bird position (arm lifted forward and bent in the elbow, hand hanging loose in front of the face, so you look at or just over the back of the hand).
If you’re a seasoned Feldenkrais person, I’m curious what you think about the arm position as I teach it here. Looking back at the lesson in the ATM book, it’s ambiguous between starting with the arm long and bending as you turn, and starting with it bent. I’m curious what you think about trying it this way. Discussion at Feldy Notebook: http://feldynotebook.wikispaces.com/Movement+of+the+Eyes+Organizes+the+Movement+of+the+Body
You’ll also notice that I actually mess up the instructions for eye-head differentiation. Mea culpa. See above outline at Feldy Notebook (or the ATM book itself) for the right variations.
We can address the eyes in many ways in our explorations: in this lesson their calm, and the quality of our vision of the dark, is a marker of the overall state of the nervous system. See Bourdon’s image to feed your sensing and thinking.
What else can you do with this lesson? We go left and right, up and down. How about making clocks?