Understanding AT in Higher Education Music Settings: An Interview with Federico Pendenza
The ASO Newsletter - Edition 62
Working together to enable greater understanding of the Alexander Technique through disciplined inquiry.
Introduction
In this 62nd newsletter, we share a video interview with Federico Pendenza, PhD, researcher and educator at the University of York. Our conversation centres on his 2024 paper, Views on Alexander Technique among UK Higher Education Music Students: Understandings, Benefits, and Challenges, published in the International Journal of Music, Health, and Wellbeing.
The study draws on a qualitative survey of 133 students across UK university music departments, conservatoires, and an independent higher education institution. Rather than testing effectiveness under controlled conditions, it foregrounds students' own perspectives — how they define and understand the Alexander Technique (AT), what motivates them to engage with it or not, the benefits and challenges they describe.
In the interview, Federico reflects on the origins of the research, key findings, and what these may suggest for communicating and integrating AT within higher education music settings — alongside broader questions of student health, wellbeing, and future research directions.
Additional Resources
Views on Alexander Technique Among UK Higher Education (HE) Music Students. The open-access paper is available in the International Journal of Music, Health, and Wellbeing (Autumn 2024) here.
Federico Pendenza’s doctoral thesis can be accessed here:
https://etheses.whiterose.ac.uk/id/eprint/33089/Thesis details are also listed in the ASO Zotero research library:
https://www.zotero.org/groups/2389008/alexander_technique_studies/items/EHKR72HG/library
About
About Federico Pendenza, BMus, MMus, MA, PhD, AFHEA
Federico works as an Associate Lecturer in Music Education at the University of York, UK, as well as a guitar teacher and performer. He holds a BMus and MMus in Classical Guitar Performance from the Conservatorio di Musica “A. Casella”, L’Aquila, Italy, and an MA and PhD in Music Education from the University of York, UK. His research explores the intersections of music education, well-being, pedagogy, and community engagement. His doctoral thesis examined perceptions of Alexander Technique in UK higher education music contexts. He has published in the International Journal of Music, Health, and Wellbeing, PLOS ONE, and Music and Arts in Action, including the article "‘Common ground’: Co-facilitators’ perspectives on music workshops for refugees and asylum seekers". His recent work also includes collaborative chapters in Instrumental Music Education (Bloomsbury, 2025), edited by Dr Liz Haddon. Alongside Marianna Cortesi, he co-hosts the podcast "The B-side: Stories of Education, Health, and Life in Music", which gives voice to professionals across the music industry, exploring how their engagement with music has shaped their health and well-being.To learn more visit: https://www.york.ac.uk/arts-creative-technologies/people/federicopendenza
Mark Vasak is part of the ASO team.
Thank You
Thank you to Federico Pendenza, PhD for his research and contribution to this post. To our community, thank you for being here—your participation matters.
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