Viewpoints

1.     What do you like about Viewpoints?

a.     When I originally learned viewpoint methods, we went a lot slower in learning the different exercises. We had an ensemble of 9 people and our teacher split us into groups of 4 and 5. So it was either 4 people up and 5 people down or vise versa. We started by just occupying space. Our teacher, Yeargain, would place us in different parts of the space and ask the group sitting down what stories they saw. Then we would talk about it. Always at the end he would say something like, “I don’t know. I mean, there are no right answers, just the space and the actors.” We were confused for weeks. We moved on to the line with people sitting and standing, the running circle, etc. He was really tough on us. If one person tried to lead, he made us start over. The class was aggravating because it was long and confusing. But what I didn’t know what through those weeks, our ensemble of 9 became rock solid.

b.     The best part of viewpoints is that it builds teamwork. We could close our eyes and do the line with people sitting and standing like clockwork. One person would go down and I swear I could feel the energy of my ensemble. I could feel when it was my time to stand or sit. I come from a really strong ensemble background, so i really think it's a super important element of theatre. Viewpoints is one way to build an ensemble. 

c.     Our last day of class, Yeargain let us do a free viewpoints session, but we had to create 2 circles (one running), a line, 3 clumps, and 4 people had to get on chairs at the same time. We did, and finally it all made sense. I didn’t understand viewpoints or it’s importance in acting until that last day of class. I can’t even explain what happened that day. My entire ensemble all became enlightened at the same time and it was awesome.

2.     Where there any moments that felt particularly alive for you?

a.     For me, our viewpoints session felt rushed. I know we had limited time so I understood. Also, I tried really hard to connect to our whole class and it was exhausting. The small group activities were easier because we had less people. Honestly, I enjoyed watching the other group try to come together than when I got to play. The part where everyone worshiped the mask stood out to me the most because it was when everyone agreed to do the same thing and then let it go gracefully.

3.     Where there times when the activity felt dead and forced? If so why and when?

a.     I felt like we had a lot of leaders when we were playing which isn’t a bad thing. We made a choice that I wasn’t used to, so having to adjust was interesting. I liked playing with one or two people, but my previous viewpoints self wanted everyone to come together. So I found myself feeling forced to get everyone involved, but no one else wanted to make that choice. So I had to go with the majority choice because that’s what my ensemble wanted.

Casual Midterm part 2

·    Summarize: Primary Control, Unreliable Sensory Appreciation, Inhibition, Direction, Ends and Means

• Primary Control is all about the relationship of your head, neck and torso. All three of these must be in sync with each other while lengthening the spine. They must line up with each other. The best examples of this can be found in infants, other animals, and Fred Astaire. Our ability to be upright makes us human, and there is loads of evidence supporting the use of primary control.
• Unreliable Sensory Appreciation is the distortion of our senses through years of misuse. As we grow up, we form habits that mislead our senses into believing something is the way it is. For example, if I do nothing but stare at a screen all day (like a TV) then my eyes and sight will be affected. We can use the alexander technique to rebuild our senses. It requires suspending our judgments about the world, our place in it and ourselves. This will lead us on the path to discovering out “true needs”.
• Inhibition is the ability to stop or delay a response until we are willing to make it. This is a key factor in removing our habits. Even the smallest gestures like sitting down or standing up cause our bodies to tense in certain places. Inhibition helps get rid of those habits and allow our bodies to be better balanced. It does this when the student learns to say no to their habits.
• Direction, specifically focusing on the head, neck and back, is being aware of where your body is in space and time. Is your back hunched? Is your neck tense from extending the head out? Alexander suggests allowing the head and neck to be free and the back to lengthen and widen. Since we have to constantly fight against gravity, the direction we should think about is “up”. Practicing direction require one to think “I allow the head and neck to be free” and the body will respond. But an Alexander teacher is also needed.
• Ends and Means is Alexander’s way of saying “enjoy the journey”. Practicing this technique and changing our habits should not be thought of as an end goal. It’s all about the work to perfect the technique. After all, we are all different and we have different needs. We need to remain open to our needs while studying this technique to make sure we are serving our bodies best. It’s all about the “means” by which we reach our “end” goal.

·    Reflection: What did you find interesting, helpful, confusing, etc. about the reading?

• I really enjoyed reading about these techniques, but I found a lot of the descriptions kind of confusing. I would really like to do some Alexander technique. I think it would make more sense. But I really did find his ideas interesting. I just wasn’t super sure what inhibition or primary control had to do with my body. I’m sure true understanding of the Alexander technique requires years of practice. But while I was ready I was constantly checking my posture.

Casual Midterm

a.     Summarize the life of F.M. Alexander

a.     Alexander was born into rural life in Australia in 1869. He was raised on the idea that “if the roof was leaking, fix it”. He was a sickly child, and had private tutoring. He left his rural life to earn money. He had many odd jobs, but his true passions lie in theatre, particularly Shakespeare. He eventually became a full time actor, but he suffered from voice problems. His doctors prescribed rest. Alexander though, felt that no matter how long he rests, his voice still ailed him. He took matters into his own hands. He knew he had no problems in ordinary speech, only when he was acting. He began watching himself in the mirror, and realized that he pulled his throat back which caused other problems in his neck and shoulder area. It also affected his breath. He deduced that these habits where what had caused his voice problems. He identified other harmful habits in his body and set out to reduce them. He realized that there was a connection between the mind and the body. He began observing himself walking, gesturing etc to find the best way to use his mind and body.

b.     He became a recognized actor because of his ease in presence. Soon, word got out of his Use and doctors began sending people to him. Actors came too. Everyone wanted to learn about how to better function. He eventually moved to England and the U.S. where he taught his Use. Usually, it was actors, dancers or artist that came. He opened a school, but was reluctant to authorize people to teach his Use. He believed that in order to teach Use, the teachers must be fully committed to it. As he aged, his Use became even more important. He suffered from a stroke, but did his best to keep up his body. He died in 1955.

b. Summarize the first two operational ideas: Use and Functioning,

The Use is the ability to make the choice to change. It’s all about choosing to better use your mind and body. Alexander said he couldn’t make anyone change and that he couldn’t teach someone who wasn’t receptive. Alexander called the power of choice “Man’s supreme Inheritance”. He says, “the way in which we use it affects our functioning at all levels.”

The Whole Person:

Alexander believed that our society views things separately, but we should view things as a whole instead. He says the body should be thought of as one full mechanism and not separate parts that make a whole. The best way to use The Use is to view the body as whole. This is best viewed through his quote, “the ‘physical’ and ‘mental’ are not separate entities… all training must be based on indivisible unity of the human organism.”