The most profound learning of Alexander Technique does not happen during a lesson: it happens when pupils take the skills and sensitivity they are working on and apply these in ‘real life.’ Alexander Technique is designed to be used in action, whether at work or play. Yet when we are active - especially when it is an engaging or stressful activity - this is the time when students find it most difficult to remember to use the Technique.
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Piano instruction books often depict ‘the right posture for playing piano.’ They may illustrate a pianist with a straight back, feet on the floor, and forearms parallel to the floor. There are advantages and disadvantages to presenting images like this. If a student were to hold this position, the holding may become very limiting for piano technique, not to mention tiring! Through an investigation into positive poise, we can explore some principles of coordination for playing.
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Inevitably, students of Alexander Technique become aware of previously unrecognised habitual tensions. When interference with easeful movement or balance of tone is recognised, change for the better can be initiated. It may be tempting to perceive practice of Alexander Technique as based on looking for excess tension, then removing it. This potentially limiting view calls for an evaluation of process in using The Technique.
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