Hi Vivien, thank you so much for having me. It’s a pleasure being here.
You’re one of the people that I have been observing in our professional society with giving such amazing leadership and everything and so I want to say that but before we begin I just also want to remind everyone that this is part two in a two-part presentation. So last time we spoke to Brooke Leib and she talked about her experience of working with you Karen and I believe you’re going to reference that in what we talk about today, is that right?
Oh yeah, yeah I’m going to be bringing up my work with Brooke. Definitely.
Yeah, good. So I think let’s just begin in a very ordinary grounded way with you telling us about yourself. For example I know you’re an Alexander teacher but in my experience almost all Alexander teachers have other careers, other interests. So let’s hear about you Karen.
Yeah so I got into Alexander technique as a professional flutist. I thought it would help my flute playing which it did but it also changed my personality in a really cool way. Like I found myself able to not respond so habitually or quickly or emotionally as I was used to and I really liked that about myself and so that got me really interested in Alexander enough so that I decided to become a teacher and so I taught for maybe years before opening a teacher training course which I’ve been doing for the past years or so. So I’m training Alexander teachers as well.
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