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.

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, 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.

This month we present a summary of research by Korina Biggs undertaken as part of her M.A. in Dance and Somatic Well-Being at the University of Central Lancashire. The study drew on the Alexander Technique and aimed to connect somatic perceptual/movement practice with challenging urban environments, exploring the potential of digital technology to deepen the connection to one's psychophysical self and surroundings.

This month we release an article by Judith Kleinman that explores how a curriculum can act as a flexible tool to support Alexander Technique teaching, foster professional development and communication with other fields, and enrich the learning journey of the student.