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. Read the following passage then do the tasks that follow. (15 pts)
A. The Alexander Technique is a method of psychophysical re-education developed by F. Matthias Alexander more than a century ago, initially as a result of trying to solve a vocal problem. It is a technique for the elimination of ingrained habits of 'misuse' that interfere with the healthy and harmonious functioning of ourselves as a whole, often the underlying cause of many conditions, such as back pain, neck and shoulder tension, fatigue, breathing disorders and other stress-related illnesses.
B. Our natural reflex mechanisms for balance and posture are largely dependent on the co-ordination of the head, neck and back. The Technique addresses the causes of 'misuse' and lack of poise that may be interfering with this relationship. When these mechanisms are allowed to work in harmony, 'good use' spontaneously returns, resulting in easier breathing, freer, lighter movement and a greater ability to control our reactions and our movements. In other words, the Technique enables us to 'use' ourselves better, and, in that sense, is concerned with helping anybody - the so called 'able bodied' as well as disabled people to overcome their disabilities. Hence, the Alexander teacher's approach when working with the disabled is, in essence, the same as with any pupil of the Technique.
C. For example, if we take a violinist with a 'misuse' problem of the upper limbs causing technical limitations to his or her playing, the Alexander teacher will work on improving the pupil's overall 'use' by encouraging the inhibition of the habitual muscular tension pattern that interferes with the co-ordination of the head/ neck/ back relationship in order to enable him/ her to play with more ease. Similarly, when working with a pupil who has lost mobility in the left arm from a stroke, the teacher will first of all address the head/ neck/ back relationship, and the inhibition of extraneous tension that prevents maximum use of the affected limb. In this way, it is possible to enable the stroke patient to retrain mobility of the paralysed part of the body.
D. The approach and what results can be expected vary greatly depending on the disability. For the stroke patient, especially if lessons are commenced early after the stroke, the Alexander Technique can play an important role in rehabilitation and mobility retraining. With a blind person, the work is likely to focus instead more directly on eliminating tension habits that have developed to compensate for the loss of sight, e.g. insecurity leading to stiff and overcautious walking, balancing difficulties and poor head poise.
E. Working with the disabled pupil, the Alexander teacher can offer help with everyday activities, things that the average person takes for granted, such as the ability to brush one's teeth, shave, tie one's shoelaces or cut a slice of bread. By looking at compensatory tension patterns, the teacher can, in many instances, help the disabled person find a new means whereby they can perform these everyday tasks.
F. In this respect, the lessons may extend to include the disabled person's carer, for example the person who regularly has to help someone in and out of a wheelchair. Using the Alexander Technique, the carer learns not only to lift and give support in the most efficient way to avoid damaging his/her own back, but, as the two learn together, they also become better skilled at working out strategies enabling the disabled person to become more independent.
G. There are, of course, several factors which have to be taken into consideration when working with disabled pupils. They may suffer intense pain and discomfort, loss of kinaesthetic awareness (sometimes with total loss of sensitivity in parts of the body), severe lack of co-ordination, loss of mobility, memory loss, blindness, deafness, and speech impairment. The effect this has on the person's emotional and psychological state also has to be taken into account. Some disabled pupils may need longer lessons, because of the time required to move them from the wheelchair, take off casts, slings and other movement aids, etc. Others may only be able to concentrate for short periods of time and, therefore, require shorter lessons more frequently. It often requires a certain amount of inventiveness on the part of the Alexander teacher, both as far as practical arrangements and the approach to teaching are concerned, a challenge that, in most cases, is greatly rewarded by the positive results.
A. The Reading Passage above has seven paragraphs (A-G). Choose the most suitable heading from the List of Headings below. Write the appropriate numbers (i-xii) in boxes 1-5.
Paragraphs C and G have been done for you.
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THE ALEXANDER TECHNIQUE AND DISABILITY
A. The Alexander Technique is a method of psychophysical re-education developed by F. Matthias Alexander more than a century ago, initially as a result of trying to solve a vocal problem. It is a technique for the elimination of ingrained habits of 'misuse' that interfere with the healthy and harmonious functioning of ourselves as a whole, often the underlying cause of many conditions, such as back pain, neck and shoulder tension, fatigue, breathing disorders and other stress-related illnesses.
B. Our natural reflex mechanisms for balance and posture are largely dependent on the co-ordination of the head, neck and back. The Technique addresses the causes of 'misuse' and lack of poise that may be interfering with this relationship. When these mechanisms are allowed to work in harmony, 'good use' spontaneously returns, resulting in easier breathing, freer, lighter movement and a greater ability to control our reactions and our movements. In other words, the Technique enables us to 'use' ourselves better, and, in that sense, is concerned with helping anybody - the so called 'able bodied' as well as disabled people to overcome their disabilities. Hence, the Alexander teacher's approach when working with the disabled is, in essence, the same as with any pupil of the Technique.
C. For example, if we take a violinist with a 'misuse' problem of the upper limbs causing technical limitations to his or her playing, the Alexander teacher will work on improving the pupil's overall 'use' by encouraging the inhibition of the habitual muscular tension pattern that interferes with the co-ordination of the head/ neck/ back relationship in order to enable him/ her to play with more ease. Similarly, when working with a pupil who has lost mobility in the left arm from a stroke, the teacher will first of all address the head/ neck/ back relationship, and the inhibition of extraneous tension that prevents maximum use of the affected limb. In this way, it is possible to enable the stroke patient to retrain mobility of the paralysed part of the body.
D. The approach and what results can be expected vary greatly depending on the disability. For the stroke patient, especially if lessons are commenced early after the stroke, the Alexander Technique can play an important role in rehabilitation and mobility retraining. With a blind person, the work is likely to focus instead more directly on eliminating tension habits that have developed to compensate for the loss of sight, e.g. insecurity leading to stiff and overcautious walking, balancing difficulties and poor head poise.
E. Working with the disabled pupil, the Alexander teacher can offer help with everyday activities, things that the average person takes for granted, such as the ability to brush one's teeth, shave, tie one's shoelaces or cut a slice of bread. By looking at compensatory tension patterns, the teacher can, in many instances, help the disabled person find a new means whereby they can perform these everyday tasks.
F. In this respect, the lessons may extend to include the disabled person's carer, for example the person who regularly has to help someone in and out of a wheelchair. Using the Alexander Technique, the carer learns not only to lift and give support in the most efficient way to avoid damaging his/her own back, but, as the two learn together, they also become better skilled at working out strategies enabling the disabled person to become more independent.
G. There are, of course, several factors which have to be taken into consideration when working with disabled pupils. They may suffer intense pain and discomfort, loss of kinaesthetic awareness (sometimes with total loss of sensitivity in parts of the body), severe lack of co-ordination, loss of mobility, memory loss, blindness, deafness, and speech impairment. The effect this has on the person's emotional and psychological state also has to be taken into account. Some disabled pupils may need longer lessons, because of the time required to move them from the wheelchair, take off casts, slings and other movement aids, etc. Others may only be able to concentrate for short periods of time and, therefore, require shorter lessons more frequently. It often requires a certain amount of inventiveness on the part of the Alexander teacher, both as far as practical arrangements and the approach to teaching are concerned, a challenge that, in most cases, is greatly rewarded by the positive results.
A. The Reading Passage above has seven paragraphs (A-G). Choose the most suitable heading from the List of Headings below. Write the appropriate numbers (i-xii) in boxes 1-5.
Paragraphs C and G have been done for you.
List of Headings i. Co-ordination - important for allii. Tension and daily routine iii. Brushing one’s teeth and slicing bread iv. Fitting the technique to the disability v. Challenges for the Alexander teacher vi. Musical solutions vii. Potential drawbacks viii. Helping the disabled through their helpers ix. Pain problems x. Better body ‘use’ for all xi. Retraining limbs xii. Breaking bad habits | 1. Paragraph A 2. Paragraph B 3. Paragraph C xi 4. Paragraph D 5. Paragraph E 6. Paragraph F 7. Paragraph G v |
