Implementation of the alexander technique in the violin and viola classrooms: an analysis of the repercussions through educational practices

• Lucía Echeverría de Miguel ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Music education and didactic materials / coord. por Rosa María Vicente Álvarez, Carol Gillanders, Jesús Rodríguez Rodríguez, Guilherme Romanelli, Jessica Pitt, 2020, ISBN 978-84-122480-2-9, págs. 239-244
• Idioma: inglés
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• Resumen

  • The instrumental teaching-learning process is intrinsically related to the development of skills and abilities that involve the acquisition of self-control in relation to the musical instrument. Regarding the aforementioned, we turn our gaze towards the Alexander Technique (hereinafter referred to as AT or the Technique), where the bodymind is assumed to function as an integrated psycho-physical entity. In this paper we will examine the repercussion of its implementation in violin and viola classrooms, through the analysis of audiovisual materials provided by a group of teachers who attended a training activity on this subject-matter. The methodological approach adopted is qualitative, in correspondence with the epistemological nature of AT. Our sample was made up of teachers from the aforementioned instrumental specialties who practice their educational work in professional music conservatories. The results reveal that teachers incorporate a variety of aspects of the Technique in their pedagogical classroom practices, which points to the potential presented by AT in the field of musical education