Glenna Batson 2018_Cathy Coughlan Photo.jpg

Glenna Batson

Hands-on practice without fear or fuss

Hands-on work is not ‘work’, as such, but the practice of coming into a more embodied, empathic one-with-one relationship. My years of experience have taught me that teachers usually are only one moment away from coming into this field of flowing exchange. This workshop starts with what you know – with articulating what choices you are making and the challenges you face in unleashing the vitality within the principles. Our empowerment lies not in any ‘magical’ or ‘correct’ use of hands, but rather in applying practical elements of space and timing that enhance communication and movement flow. Through the interplay of presence and practicality, we’ll collectively uncover the one ingredient that makes a moment, momentous. Come join me in this learning circle.

Glenna discovered the Alexander Technique in 1981, and thus began a life-long journey into depth. Her initial interest in dance and Somatics in the early 1970’s led her first to study with Irene Dowd, a four-year apprenticeship in Ideokinesis. Here, Glenna developed a passionate interest in how the mind and body work together. In 1983, she joined the first training course in Philadelphia with Bruce and Martha Fertman. This early foundation paved the way for a rich career path that incorporated (and integrated) multiple studies in anatomy, neuroscience, somatic education, rehabilitation medicine, philosophy and dance. Over more than a third of a century of engagement, Glenna has witnessed enormous shifts within the world body of Alexander – and within the public at large. All first generation teachers have gone, yet the principles remain as a potent beacon of support for subsequent generations. The world community is ablaze with creativity. Teachers seem more liberated than ever before to teach who they are – to express their own strengths in communicating these principles. Glenna feels this is a pivotal moment in the evolution of our work in the world – one open and agile to sharing information, creating new venues for learning, addressing the needs and challenges of multiple populations, and delving into research. Now in her seventh decade, she sees no end to this learning continuum, and thanks all her teachers for giving of themselves so generously.