Name of teacher
Vivianne Rodrigues de Brito

Period, duration
Weeks 1 - 17, Blocks 3 and 4
Year 1

Study load
96 hours

1, 2, 3, 4, 6.

In these classes we revisit physical developmental patterns in order to learn how to go in and out of the floor in a playful, efficient and organic way. Students are encouraged both to work from a sensorial place, establishing connections within their own bodies and with the environment and to find clear intent and meaning for their own movements, enhancing this way their presence and performativity. A lot of emphasis is put on the breath, the use of the weight and the eye focus. These classes are influenced by David Zambranos’s technique Flying Low and intensely informed by the Feldenkrais method.

Content and design of the class
We start with simple developmental movement sequences on the floor and gradually build up towards highly physical and dynamic standing combinations across the room, using acrobatic elements and complex spatial patterns. The classes will consist of: Exploring and refining core-distal, head -tail, upper-lower and body- half and cross lateral body connectivity. Revisiting developmental patterns: folding, extending, rolling, crawling, diving, falling, walking, running and jumping combined with acrobatic elements. Rocking Preparation: awareness and encouragement to movement relationships amongst heels, pelvis, spine, and head. Investigating the relationship to gravity:  yielding and pushing- reaching and pulling, grounding and balancing in up-side-down movements. Sensing, directing and initiating movement from the weight. Exploring different degrees of muscle tension in the body and understanding where and when to apply them in the movements. Using breath as a tool to achieving movement efficiency, clarity and richer dynamics, as well as, to being in the body and sensing the self. Investigating the relationship between spinal (proximal) and distal initiation of movement. Experimenting with internal, external and social eye focus and exploring different states of mind. Riding the energy by using momentum and exploring different movement qualities. Improvising with the movement principles and contributing to the exercises using personal movement material. .

Learning goals

-    Can move smoothly and organically in and out of the floor, as well as approach it in a safe and efficient way in low and high speeds.
-    Can coordinate and perform movement in its full range and with full intent accessing the breath, centre/extremities, head/tail, upper/lower, body-half and contra- lateral bodily connections.
-    Demonstrate an understanding of the basic physical principles governing the execution falls, dives, rolls, slides, flying low jumps, off balance movements and acrobatic elements.
-    Sense, initiate, and direct movement from the weight.
-    Are spatially aware, alert in the body and able to adapt quickly to moving in crowded and small spaces using different eyes focuses.
-    Are aware of different degrees of muscle tension in the body.
-    Understand and apply the principles of yielding and pushing - reaching and pulling.
-    Demonstrate the ability to analyse and to give peer-feedback based on the principles taught in the classes.
-    Demonstrate musicality and are able to explore different dynamics and movement qualities.
-    Are investigative and display imagination and personal touch in the embodiment of the material.

Working method(s) used
Training, peer teaching and feedback, improvisation and own exploration regarding dynamics, states of mind and personal interpretation.

Used study material
Principles- Bartenieff Fundamentals and Feldenkrais Method.

Assessment criteria:
Students are assessed in regards to the class learning goals and their attendance, attitude, participation, physical and artistic personal development, insight and communication.

Method of assessment
Continuous feedback, self-reflection and assessment, and teacher’s evaluation
Learning goals in the class contribute to the overall development of the competency indicators:  1.1, 1.2, 1.3, 1.4, 1.8, 2.1 3.1, 3.2, 4.4, 6.2, 6.4, 6.5.

The overall development of the student is assessed at integral assessment meetings, twice a year, through combined self-assessment and assessment by teachers, coaches and mentors. This course forms a continuous line with the Awareness Through Movement (Feldenkrais) course(s) in year 1.