Milano-Levico 3 2007-2011
Pagina: 2/2
THE FIRST YEAR
Focuses on the development of your physical intelligence. You will learn to finetune your senses and movement skills by experiencing over 100 Awareness Through Movement Lessons. You will begin to expand your visual acuity to observe motion while learning to facilitate others movements through your hands.
THE SECOND YEAR
Focuses on learning how to teach Awareness Through Movement by constructing lessons and learning to expand your verbal capacities for articulating movement expertly.
THE THIRD YEAR
Starts with a special program taught and created by Dr. Frank Wildman called, “The Evolution of Motion”. Participants will explore Awareness Through Movement lessons addressing the origins of propulsion on the planet as well as the origins of structure and function. We will also focus on the development of movement in infants.
THE FOURTH YEAR
Introduces “The Brain as the Core of Strength and Stability” taught and created by Dr. Frank Wildman. Students will explore more difficult movement lessons based on the martial arts origins of the Feldenkrais Method. The Second Half of
the Fourth Year will focus on a supervised practicum clinic in Functional Integration®.
You will learn how to organize a practiceand apply the method.
TRAINING OBJECTIVES:
You will have an opportunity to learn the following aspects of the Feldenkrais® Method:
1. To understand these elements of Feldenkrais' theoretical framework:
a. Movement as biological phenomenon. Time and space as measured by movement. Related notions of rhythm, rate and speed of movement.
b. Learning as a biological phenomenon. The evolution of the learning process: reflex, automatic and intentional movements.
c. Functional anatomy. The accordance of structure to function in human functioning.
d. Neurophysiology. Evolution in the field of gravity. Levels of function in the central nervous system. Regression as general biological phenomenon.
e. Potential development of man and cultural norms in education and social organization. Latent capabilities and probable growth of the central nervous system.
f. Movement and its organization in the nervous system. Movement as a means of extending awareness.
2. To present an Awareness Through Movement® lesson appropriate to individuals in a group, specifically to:
a. know a large number of basic Awareness Through Movement® lessons;
b. understand developmental movement;
c. understand the learning process and internal organization of Awareness Through Movement® lessons;
d. learn by experiencing the lessons on oneself, exploring oneself in movement to better perceive motion in others;
e. perceive the change of muscular tone after many repetitions of barely perceptible movements and after the use of auxiliary movements to help differentiation;
f. teach an Awareness Through Movement® lesson to groups;
g. rely upon one's own perceptions.
3. To give Functional Integration® lessons, specifically, to:
a. Have developed sensitivity and awareness in one's hands of the structure and function of the body;
b. Facilitate two-way tactile communication, heightened sensory feedback between student and teacher,
c. Understand fully what a function is and how it relates to the individual in his environment,
d. Understand the dynamics of learning (how people respond to change) and understand FunctionalI ntegration® as a learning process;
e. Know how to organize a Functional Integration® lesson;
f. Understand differentiation of movement as distinct from range, as well as the role of smoothness, reversibility and delay in initiating movement;
g. Diagnose visual and tactile movement habits and peculiarities of structure and learned responses,
h. Appreciate the importance of subtle movements and mental image as means of removing muscular limitations;
i. Learn handling techniques and principles of instructive touch applied to all joints and muscle groups of the body;
j. Understand the primary importance in neurological reorganization of feeling and sensations, such as lightness, ease, and length;
k. Learn independent thinking.
4. To understand:
a. The relationship of Awareness Through Movement® lessons to Functional Integration®;
b. How to enhance one's own sensory appreciation and muscular efficiency and how they affect the individual's response;
c. How to verbalize minimal conceptual understanding of the Feldenkrais Method®;
d. How to be aware of the intention behind one's actions;
e. How to perform an initial interview that creates rapport with the individual and enhances the learning process;
f. The limitations of the Feldenkrais Method® and of one's self;
g. How to differentiate between a medical, diagnostic approach and the Feldenkrais Method® as a system of learning.
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