SEAUS 1 Year 1, Segment 4
Melbourne: 25 October to 1 November 2015
Teaching team: Zoran Kovich, Jenni Evans, Lisa Campbell
Download Printable versions
SEAUS 1 Yr1 S4 Melbourne synopsis
SEAUS 1 Yr1 S4 Sydney synopsis
SUNDAY 25/10/15
INTRODUCTION
Learning how to learn is primary ATM.
Improvements in movement are a “prize” for tending to yourself.
SCANNING PROCESS
Whole group
Scan self during: walking; standing, sitting lying supine.
Note what you attend to.
Individually: list what you scan for.
ATM
Tanden with bending knees AY #359 ZK
SCANNING PROCESS – continued
Groups of 4
Share and discuss lists. Note common items and themes.
Discuss: Which items relate to quality of movement?
ATM
Circling the arm. (No reference) ZK
OBSERVATION
Groups of 6
4 people on floor, side-lying, circling arm
2 observe and consult with each other.
— How do you recognise the quality of EASE?
— What do you see?
Continue swapping roles until all group members have had an opportunity to observe.
ATM
Circling right arm and leg on floor, part 1 ZK
Amherst, Yr.1, Wk.5 10/07/80 AM1
REFLECTION
How do you pay attention?
How do you organise your self to be aware?
Are awareness and attention just mental, or do these involve the soma?
OBSERVATION / HANDS-ON
Pairs.
PART 1 Observe partner circling arm.
Note movement of their pelvis.
Do they move their pelvis continuously as they circle their arm?
If not, note those moments when they stop moving their pelvis.
PART 2 Use touch to inform partner about their pelvic movement — pace their movement.
Note whether this affects their ability to circle their arm.
Swap roles.
HOME STUDY
Experiment standing side-on to wall, and circling the arm on the wall.
Track movements of pelvis.
What is it that allows you to circle the arm more easily?
MONDAY 26/10/15
ATM
Circling right arm and leg on floor, part 2 ZK
Amherst, Yr.1, Wk.5, 10/07/80 AM2
PROCESS
Groups of 4
Peripheral vision game
PART 1 A stands facing B — 3-4 meters away
C & D stand beside B — shoulder to shoulder
A looks directly at B, and lifts arm to point at C & D
— A keeps looking directly at B through entire process
C & D walk in an arc (slowly and at same rate) to the right and left of A
A moves their arms to continuously track C & D as they walk
All the while A stays looking directly ahead at B
B monitors A’s eyes, ensuring they are not looking right and left
A tells C & D to stop walking when she/he can longer see them in their peripheral vision.
A directs C & D t adjust their position until they are both just within A’s peripheral field of vision.
C & D take turns doing discrete movements.
A indicates when she/he has seen a movement
All the while A stays looking directly ahead at B
At end process A notes how she/he experiences themselves.
Swap roles
PART 2 Same as Part 1 with addition
While C & D take turns doing discrete movements
B holds-up fingers to gesture a number 1 – 5 for A to see
— not too quickly
A tells B the number
PART 3 Discuss process and experiences
VIDEO
ATM Circling left
Amherst, Yr. 1, Wk.5, 10/07/80 PM1
DISCUSSION
Stories addressing topics raised in discussion at end of peripheral vision process
1. Clever Hans (see attachment)
2. Rupert Sheldrake, “The Sense of Being Stared At”
Comments, Q & A
ATM
Circling arm, kneeling ZK
Amherst, Yr.1, Wk.5, 10/07/80 PM2
OBSERVATION
Pairs. Verbally directed process
PART 1 Partner on floor, side-lying, legs bent
On comfortable side. Sliding uppermost leg forwards/backwards on underneath leg.
Observe partner form 4 perspective
1. from head
2. from feet
3. from in front
4. from behind
Look ‘softly’ (peripheral vision)
Note what catches your interest, attracts you.
PART 2 Use hands to tactually experience that which visually attracted you.
Swap partners
Swap roles
Second time through visually attend to head-chest-pelvis movement relationships.
TUESDAY 27/10/15
ATM
Prone. Lifting heads and limbs (no reference) LC
Focus: how do you organise yourself so that lifting feels light.
Finish ATM with revisiting circling legs, circling arm
ACTIVITY
PART 1 Individually.
Standing. Circling one arm.
Question: at which moment do you apply power to keep the arm circling?
PART 2 Small groups
Standing. Circling arm hold a bucket of water
Discuss question
PART 3 Whole group
Address question. Comments. Q & A
DISCUSSION
3 small groups, each facilitated by an educational team member
Discuss “Structure & Function chapter from the ATM book
PRACTICE DEVELOPMENT JE
ATM
Right index holding big toes, part 1 ZK
Amherst, Yr.1, Wk5, 11/07/80 AM1
OBSERVATION & HANDS-ON
PART 1 Demonstration
Stand behind, slightly to one side, of partner
Place hand lightly at base of neck, T1 area (where a necklace would rest)
Partner lifts one foot, then other, alternating.
Track what happens in that place where your hand is placed.
Does it move? If so, in which direction(s)
Partner walks. Walk with partner.
Track what happens in that place where your hand is placed.
PART 2 Pairs. Do process.
Swap roles.
Change partners — 3 times
PART 3 Demonstration
Partner walks.
Walk with partner.
Track what happens in that place where your hand is placed.
Note how partner is walking.
Partner sits, hands off floor.
Alternates lifting one buttock, then other
Track what happens in that place where your hand is placed.
Partner leans on floor behind with hands.
Alternates lifting one buttock, then other.
Track what happens in that place where your hand is placed.
Note differences in what is happening.
Partner walks
Note differences in how partner walk’s
PART 4 Pairs. Do process.
Q & A / TALK
ATM is a learning process that involves solving ‘motor problems’.
The ideal is to be able to solve a motor problem in a variety of ways so that it is adaptable to changing contexts (N. Bernstein: Dexterity and it’s development). This is in accord with Moshe’s definition of the kind of learning that is important — doing the thing you know in different ways.
THURSDAY 29/10/15
ATM
Right index holding big toes, part 2 ZK
Amherst, Yr.1, Wk5, 11/07/80 AM2
ATM
Lengthening and shortening the sides in 4 orientations (no reference) ZK
OBSERVATION
Groups of 6
4 Stations — one station for each body orientation in preceding ATM
At each station
Each group members takes a turn in doing/showing the ATM movement
Other group members observe, focusing on ‘manipulation’
1. Note how the person shortens their side
a. is the bending evenly distributed through body, or accentuated in one area
b. compare how right and left sides shorten. What’s different
2. Discuss where the person is working muscularly to shorten their side
Swap stations, 4 times
JOINT OF THE WEEK
Joints of the shoulder girdle
ATM
Tilting elbow and knee inside and outside ZK
Amherst, Yr.1, Wk.6, 14/07/80 AM1
ATM
Passing elbow over opposite knee ZK
Amherst, Yr.1, Wk.6, 14/07/80 AM2
FRIDAY 30/10/15
ATM
Passing elbow over opposite knee — continued ZK
Amherst, Yr.1, Wk.6, 14/07/80 AM2
PROCESS
PART 1 Talk
Background information on the concept of affordances
— J.J. Gibson
— Ecological Psychology
PART 2 4 groups
Each group is assigned ONE of the following body orientations/positions
1. Lying on floor on back, legs long, arms long
2. Lying on floor on front, legs long
3. Lying on floor on side, legs bent
4. Sitting on floor, hands-off floor
Investigate what you body orientation/position affords in regards to:
1. directions of movement immediately available (without prior preparation)
2. body movements immediately available (without prior preparation)
PART 3 Continue process
Same groups work with same body orientation/position, but with the addition
of a specific limb configuration
1. Lying on floor on back: legs bent feet standing, arms bent hands standing
2. Lying on floor on front, arms bent hands standing, toes tucked
3. Lying on floor on side, Proposed up
4. Sitting on floor, hands-off floor
VIDEO
Amherst FI: Majorie 23/07/81
Introductory talk: viewing FI from three perspectives
(a) student’s perspective
(b) teacher’s perspective
(c) interface between teacher and student
Assume student’s perspective
Observe how student moves, or is being moved, then do what you see
The video is stopped as significant moments.
Students are directed to explore, in ATM-like fashion, what they have just seen.
ATM
Placing the hand on top of the head. LC
AY # 226
SATURDAY 31/10/15
TALK ZK
On ‘eudaimonia’. Aristotle.
Self-generated sense of well being.
What you do for yourself to create the feeling a being aesthetically pleased with what you have done.
In today’s ATMs let this be at the foreground of your attention.
ATM
Passing elbow over opposite knee — continued ZK
Amherst, Yr.1, Wk.6, 14/07/80 AM2
VIDEO
Amherst FI: Hazel B, 17/07/1981.
Focus on beginning and end only — how Moshe addresses her letter
(This video extract was selected in response to students’ questions the previous day concerning neuroplasticity, and their assumption that specific changes in the brain can be elicited through ATM and FI)
DISCUSSION
Small groups
PART 1 Discuss
1. What was Moshe’s intent when discussing with Hazel the contents of her letter?
2. What would you improve upon?
PART 2 Teaching team speak to the topic
PART 3 Further Q & A about topic
ATM
Sitting the English way, part 1 ZK
Amherst, Yr.1, Wk.6, 14/07/80 PM1
PRACTICE DEVELOPMENT JE
ATM
Sitting the English way, part 2 ZK
Amherst, Yr.1, Wk.6, 14/07/80 PM2
ATM
Integrating arms – crossing arms LC
Amherst, Yr.1, Wk.6, 16/07/80 AM1
SUNDAY 01/11/15
ATM
Integrating arms ZK
Amherst, Yr.1, W.6, 16/07/80 Am2
DISCUSSION
3 small groups, each facilitated by an educational team member
Discuss “Direction of progress” chapter from the ATM book
HANDS-ON PRACTICE
PART 1 Demonstration
Partner lies on floor, on back, legs long
Set-up partner’s position so their head & pelvis are free to move
Partner folds arms across chest (as in preceding ATM)
— Right arm below left arm
Sit beside partner on their L.H.S.
Hold their wrist, and lift it until forearm is parallel to floor.
Establish ‘soft gaze’
Lightly pull arm. Cease pulling as soon as you experience in yourself
the need to apply more force.
Repeat several times
Visually perceive how much of partner’s body get’s involved
Lower partner’s arm onto their chest
Sit at partner’s head.
(a) Watch them roll their head
(b) Place your hand on their head and pace how they roll it.
(c) Roll their head
Return to partner’s arm. Repeat process. Note differences
Sit beside partner’s pelvis.
(a) Watch them roll their pelvis
(b) Place your hand on their pelvis and pace how they roll it.
(c) Roll their pelvis
Return to partner’s arm. Repeat process. Note differences
Sit beside partner’s legs.
(a) Partner bends their left leg, standing the foot
Watch partner tilt their leg slightly R & L
(b) Place your hand on their left knee and pace how they tilt their leg.
(c) Tilt their left leg
Repeat with partner’s R leg
Return to partner’s arm. Repeat process. Note differences
PART 2 Pairs. Do process.
Discuss each other’s experiences.
Swap roles
ATM
Moving elbow into the gap ZK
Amherst, Yr.1, Wk.6, 16/07/80 PM1
REFLECTION
Individual reflection
Show video clip depicting 2 people doing similar movements in a well co-ordinated way.
(a) Systema martial artist, (b) Ruthy Alon – extract from ‘Movement Nature Meant’
Which person is doing ATM? How do you know? What criteria are you using?
Driving metaphor.
You are driving on a long, straight stretch of road towards a far away destination.
To stay on the road you must steer, constantly making corrections
Reflect on your ATM practice. What is it to do ATM?
Monitor your ATM practice so that you stay on the road.
Veer-off too much in one direction and your practice can become calisthenics.
Veer-off too much in the other direction and your practice can become meditation or sensory-awareness work.
Leunig cartoons: “How to get there” — a story about practicing ATM
practice by day — company helps
practice by night
your practice will have it’s ups and downs — learning is not a linear path
keep on practicing — transformation happens
ride on the skills you acquire through practice and experience life’s vistas
ATM
Index finger holding big toe ZK
Amherst, Yr.1, Wk.6, 16/07/80 PM2
