In this lesson we clarify the location and movement of the hip joints and find more availability in the ankles, and participation in the low ribs, sternum, and upper chest. Now, of course, that means that the primary place of focus in the hip joints is only the beginning, and learning to facilitate the movement in the hips by softening the rest of you can transform your walking, sitting, and general sense of well-being. 

Two recordings available atpatreon.com/heatherdanso
. We spend more time on some of the stranger movements at the end. 

Tonight's lesson is a standing lesson mainly. When Feldenkrais was teaching ATM (Awareness through Movement lessons) to people who had returned from WWII, he would start with standing lessons. For people dealing with anxiety or trauma, they are often a little more accessible, because lying on the floor with eyes closed might not feel so possible. 

For us, they are opportunities to work with the way gravity moves through us actively. We often lie down, which is really standing, without all the work. Here, we will have all the moving parts of the dynamic relationships as we move in gravity. We'll move slowly like sloths. This will help us reorganize our hip joints, our feet, our legs, our spines, and ultimately improve our standing postures.

1. Have a chair nearby, especially if you have any issue with balance. You may not need it, but it's nice to have. Most of us used a wall at least once or twice.
2. Take of your socks, so you don't slip! Or, work on a sticky mat for padding, particularly if the hard floor is a bit hard on your bones.
3. Remember to organize with your normal breath, not a larger breath. Long and deep breaths may make you feel lightheaded. If you do feel this way, please sit down and take a nice long break. 
4. One of the primary intentions of these classes is to downregulate the habitual places we keep tension, so keep your attention both specific and general - partly on the movement we are doing, and partly on where else you feel movement, where you can soften: your belly, your jaw, your hands, your shoulders. 
5. Pay attention to your heel being aligned underneath the hip socket as best you can, particularly at the end of the lesson when you are making circles.

Learning is more important than doing it right.

Begins with an exploration of standing and weight shifting.
When we discuss in the beginning, there are at least three ways to shift your weight side to side:
1. Like a tree, all one long pole from ankle to head, shifting side to side with most of the movement happening in the ankle. 
2. Swinging the head in the opposite direction as a counter balance, like a large C-shape. This is how we balance in side bending standing poses in yoga. (It is almost a subset of #3)
3. Leaving the head in the middle, doing all the shifting in the vertebrae and hips, legs, and ankles. This is a movement that we do in very well-organized walking.

The movement lesson begins around 10-12 minutes, after scanning in lying, playing in standing shigting weigh, and scanning again. We find our way onto forearms and knees--a demanding position. This is a compound lesson with elements from a few ATMs, so no formal name or source. 

TAKE IT EASY. Remember to take breaks. 

To have the full length class, download the file (it is 1 hour)

On hands and feet!

How would you like to approach your learning? If each of these lessons is an experience in which you get to try on your learning--how would you play with that idea? 

A possibly challenging lesson, as all lessons are. Be mindful to make your padding for your knees wide enough that you have many options for how wide to place your knees as you move. 

The sound changes a bit for the second half, as my ear piece dies, but I did amplify it, so perhaps it is alright. Half of this lesson is active, half in the imagination. 

Position: On hands and knees, on knees, on back

Walking scan, and then a lesson lying down. How do you transmit force down through your legs, how do you sense the rebound from the Earth? How does this lesson impact your movement after the lesson? For one student who mostly imagined, he began with a tremendous limp from a lumbar injury; at the end of class, no limp. What changed for you?