Enabling Greater Understanding of the Alexander Technique

In this episode, ASO speaks with Federico Pendenza, PhD, researcher and educator at the University of York, about his recent study exploring how the Alexander Technique is understood by students in UK higher education music settings. Drawing on a qualitative survey of 133 students across universities, conservatoires, and an independent institution, the conversation examines how students define AT, what shapes their engagement with it, and the benefits and challenges they describe. Federico also reflects on what these findings may suggest for communicating and integrating AT within music training.

In this episode, ASO team members Erica Donnison and Dr Anikó Ball return to a key theme from their earlier conversation on the Alexander Technique applied to dentistry. Joined by ASO team member and Head of Training at the Edinburgh Alexander Training School, Dr Julia Woodman, the discussion focuses on learning styles, training contexts, and how Alexander Technique teaching can be adapted to meet the needs of different learners and professionals.

In this episode, Dr Anikó Ball, dentist and Alexander Technique teacher, discusses the Alexander Technique applied to dentistry. The conversation explores common physical challenges in dental practice, the importance of working with the whole dental team to support sustainable change, and how Alexander Technique principles can help practitioners remain effective and comfortable over the long term. Anikó also reflects on past research and introduces a new project she is about to be involved with.

In this newsletter, we release a written piece by Niall Kelly who reflects on his observation that trauma responses can arise in Alexander Technique lessons. Drawing from his teaching practice and research into trauma, he shares examples from his work with students and invites reflection on how the AT community can engage more openly with this topic while staying within the scope of AT teaching.

This month we are posting a written piece by Pedro de Alcantara, author and Alexander Technique teacher. Pedro explores his experiences using his hands throughout his life, and he shares his thoughts about how miraculous the human hand is. This personal essay is based on Pedro's creative process while developing his new book on the subject.

In this episode, Brigitta Mowat, AT teacher and psychotherapist, reflects on how these two disciplines intersect and inform each other. The conversation touches on her MSc research, the role of counselling skills in AT teaching, working with emotion in the teacher–student relationship, and how touch in AT may sometimes lead to emotional release.

In this episode, Marcus James—AT teacher and psychotherapist—joins Lesley Glover to discuss how these two disciplines intersect and inform each other. Their conversation touches on working with emotion in an AT context, the overlap between AT and body-focused therapies, and how Marcus draws from both fields in his approach to teaching and care.

This month, ASO’s Connected Conversations features Dr Nicola Brough, who presents the Warwick Holistic Health Questionnaire—a Patient Reported Outcome Measure designed to capture wellbeing outcomes in complementary health approaches. She discusses its development, use in craniosacral practice, and we explore its relevance for Alexander Technique teaching and research.

This month, ASO’s explores Connected Conversations with interviews featuring Alexander Technique teachers who integrate another professional practice alongside their teaching. In this episode, Adrian Farrell shares his embodied perspective on combining AT with craniosacral therapy—exploring touch, therapeutic roles, the challenges of articulating embodied experience, and more.

In this episode, ASO revisits the theme of psychological and non-physical outcomes in Alexander Technique work, as explored in Kinsey and Glover’s realist review (see Episode 19). Erica Donnison interviews AT teacher Abi Wright, founder of She Stands, a AT based project focused on empowering girls and women to feel at home in their bodies and confident in taking up space.

In this episode, ASO team member Erica Donnison continues her conversation with Dr. Tim Cacciatore, co-author of the open-access paper Central Mechanisms of Muscle Tone Regulation. Tim explores how these findings connect to key concepts in Alexander Technique teaching. A must-watch for teachers, trainees, and students. Paper linked in the article.

In our 50th episode, Erica Donnison interviews Dr. Tim Cacciatore on muscle tone regulation, its role in balance, pain, and performance, and its significance for AT practitioners and clinicians. He addresses misconceptions about the reflex model and highlights how modern neuroscience advances our understanding of AT. Stay tuned for Part II. The paper linked here is open-access.

In Episode 49, we explore the intersection of practice and research with Mandy Brass, MSc, a Traditional Chinese Medicine acupuncture practitioner. Mandy shares insights from her service evaluation at Dimbleby Cancer Care, an integrative oncology center in London. Using self-report measures, she captured her patients' experiences, offering valuable lessons for Alexander Technique teachers seeking to integrate research into their professional development.

In our 48th newsletter we release our annual review. Discover a summary of this year’s look into Alexander Technique research, including its impact on pain management, caregiving, musical education, embodied learning, and more. Explore interviews, studies, and insights that highlight the profound influence of AT across disciplines.

In Episode 47 we release a podcast style discussion with members of the Society of Teachers of the Alexander Technique (STAT) Research Group as they explore the use of self-report outcome measures in AT research. Widely used in research and healthcare, these tools allow individuals to share personal insights on their experiences and health. Join us for an insightful listen into how these measures can deepen our understanding of the Alexander Technique.

This month, Lesley Glover interviews Ruth Rootberg, author of Living the Alexander Technique, discussing her insights from senior teachers on aging with poise. Rootberg shares her approach to the project and wisdom garnered on practicing the Alexander Technique through later stages of life, with reflections on ongoing self-work and growth.

This month we explore the spiritual dimension of the Alexander Technique (AT) through an insightful interview with Dr. Jennifer Fox Eades, an AT teacher, ordained priest, and third-order Franciscan. In the discussion, Jennifer talks about elements of Franciscan thinking and practice and how these relate to her AT practice as explored in her new book, Embodying Prayer: Exploring Franciscan Spirituality with the Alexander Technique.

This month we release an article by Judith Kleinman exploring the evolution of Alexander Technique (AT) at the Royal College of Music (RCM), focusing on Time as a crucial element in student learning. Integrated into RCM's degree programs and available as individual lessons, AT has been offered since the 1960s, with group classes starting in 1991. The curriculum has evolved gradually through observation, analysis, and iteration. Emphasizing Time enhances students' understanding of presence, reaction, and time flow, vital for musical performance and personal development.

This month, we release part II of a conversation with researchers and Alexander teachers Mari Hodges and Tim Cacciatore, as they discuss their recent work on pain with Julia Woodman. They continue to explore the shift from a bio-medical to a bio-psycho-social model of pain, delve into potential mechanisms for pain reduction observed in research participants, and discuss future research plans.

In our 42nd ASO newsletter, researchers and Alexander teachers, Mari Hodges and Tim Cacciatore talk with Julia Woodman about their recent work on pain. They relate the revolution in pain science – from a bio-medical to a bio-psycho-social model – to how Alexander teachers can use this knowledge when working with people living with chronic (persistent) pain. This is the first of a two-part interview-based post.

In the 41st edition, Malcolm Williamson engages in dialogue with Regina Stratil, the author of the book "Irene Tasker - Her Life and Work with the Alexander Technique." The conversation delves into Stratil’s journey in researching and writing the book, shedding light on her research and compositional process. She shares insights into Tasker's life and contributions, highlighting the significance of this important figure within the historical tapestry of the Alexander Technique.

In the second part of this two-part series, Monika Gross elaborates on communicating research findings into how Alexander Technique lessons can assist caregivers for individuals living with Parkinson’s, Dementia, and other medical conditions. Additionally, a copy of a podium presentation delivered at the 2023 European Alzheimer’s Conference is provided.

In this 39th edition, we delve into new research on how Alexander Technique (AT) lessons can help people who are a Care Giver or Care Partner for someone living with Parkinson’s, Dementia or other medical conditions. Monika Gross from The Poise Project shares insights from recent research undertaken with the University of Idaho on both in-person and online AT courses. This first part of a two-part series outlines the research background, significant outcomes, and the real need for AT to support carers in this field.

In the 38th ASO newsletter, Gabriella Minnes Brandes engages Michele A. Capalbo in a thought-provoking dialogue, spotlighting Michele's recent research on the acoustic and perceptual effects of Alexander Technique lessons for a classical treble singer. The interview, complemented by a written summary, helps expand and update our research base, providing valuable insights into the intricate relationship between Alexander Technique and voice to inform both teachers and future research.

In this annual review, we journey through the diverse topics of Alexander Technique research in 2023. From the intricacies of teaching and caring to harmonies with opera and the intersections of research, each month offered a unique lens into the profound impact the Alexander Technique can have on our lives.

In this video, Charlotte Woods and Lesley Glover from ASO discuss an article co-authored with dementia expert Emma Wolverson, that explores how the Alexander Technique, even when learned for unrelated reasons, can unexpectedly improve one's ability to provide care. They touch on the embodied nature of caring, interoception and autonomy, "self-loss" among carers, and conclude by discussing implications for academics and the Alexander community.

This month we explore the unique challenges that opera places on the human voice as we delve into connections between Opera and the Alexander Technique (AT). Led by Gabriella Minnes Brandes, six video clips and written text explore research, process, practice, and performance in real-time with opera singers Shana White and Brittany St. Claire. Join us for this insightful journey and the open intersection of worlds in which AT supports sound quality, embodied awareness, and dynamic performance.

Welcome to the 34th edition of the ASO newsletter. In this issue, we feature an illuminating interview with Monika Gross (The Poise Project) that revolves around crucial aspects such as bridging communication gaps between the Alexander Technique and other fields, amplifying public awareness of the profession, and establishing meaningful connections with research groups and healthcare practitioners.

This month, ASO (Alexander Studies Online) introduces its first podcast-style post titled "Why research the Alexander Technique?" Join us for a discussion with the members of the Society of Teachers of the Alexander Technique Research Group (SRG) as they explore how curiosity, challenges, and practical insights from research on AT can relate to one's personal explorations and practice.