About

The Alexander Technique

The Alexander Technique was invented by Frederick Matthias Alexander over 100 years ago. It is a proven method you can use to change your habitual patterns of co-ordination and can be applied to everything you do. By learning to change fundamental habits of coordination you take control over a major influence on your health, well-being and performance. Improvements accrue over time and the changes can be dramatic.

The Alexander Technique is knowledge and skill concerning the way we 'use' our selves in activity. It is taught with verbal instructions and gentle guidance through the hands.

The Alexander Technique is often grouped with alternative therapies. However, it is neither a therapy, nor is it alternative. It is based on scientific observation and investigation and comes from the discovery that our psycho-physical habits in the daily activities of life are a large factor in determining our state of health and performance.

Download an article about the Alexander Technique by Tasha Miller and David Langstroth as published in The Oxford Companion to the Body, Oxford University Press.

The iPAC way

The iPAC way is our method for teaching the Alexander Technique. Developed by Tasha Miller from her extensive teaching experience, it offers a systematic and comprehensive model for restoring health, enhancing performance and achieving personal growth and development. Its most attractive feature is that it offers a demonstrably accurate and reliable way to optimize Alexander's discoveries in practice.

iPAC is an acronym that scaffolds the student into the four conceptual steps that lead them into a new way of thinking about the organization of themselves in relationship to their activities. The four conceptual steps are:

  • Inhibition
  • Primary Postural Pattern
  • Analysis
  • Conscious Communication and Conscious Choice

When we bring our attention to the subject of our habits and the way we react to the stimuli of life we are naturally drawn to ask the question, "Why?". Students are encourage to explore the dynamics of their past and present and to build constructive meanings through philosophical or spiritual ideas. Students are invited to accept responsibility for their own role in determining their life conditions in order to see that the potential for change is within their own hands. Students are invited to understand that the goal of constructive conscious control is not just a state of good health and performance, but an attitude of love towards oneself and the world.

Download an article on iPAC by Tasha Miller

Alexander Technique Atlantic

Alexander Technique Atlantic has been operating in the Halifax Region since 2004, with a vision to establish a centre of excellence here in Atlantic Canada which in time will lead to the availability of this important work for anyone who wants security in their future health and well-being. This is achieved through teaching, writing, publishing, lecturing and sharing this work at every possibility.

This vision relies upon the support and commitment of others in the community who value this unique way of working. Thanks to current friends and students and a warm welcome to those who are yet to come.

David Langstroth

David Langstroth is the Director of Alexander Technique Atlantic. He was born in Halifax and studied Music at McGill University and in London. In 1987 he joined the BBC National Orchestra of Wales as a double bassist and at the same time began studying the Alexander Technique. David has contributed articles to many of the forums and journals in the Alexander world and has co-written with Tasha Miller a popular book on the Alexander Technique as well as an entry on the work for "The Oxford Companion to the Body".

David holds a Master's Degree in Education, a Master of Business Administration, a Bachelor of Music Degree, and a Diploma in Computing. He also continues his musical career in Halifax.

David has pursued extensive continuing professional development over many years, studying with first generation teachers Walter and Dilys Carrington, Peggy Williams, Marjory Barlow and Tony Spawforth as well as with prominent teachers of later generations such as Alexa and Joan Murray.