Tag Archives: Alexander Technique

Teaching And Learning Music: A Built-In Problem In Exhanging Information

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The longer I teach the Alexander Technique to musicians, the more frequently one particular issue arises: the lack of clarity between cause and effect where practice and technique are concerned. Below is a brilliant description of this potential obstacle to progress:

The players/teachers do what they do; they tell the student what they think they do; the students think they heard what the teachers said about what they think they do; the students then try to do what they think the teachers said about what they think they do.

-Denis Wick, Retired Principle Trombonist, London Symphony Orchestra

Let’s look at this quote in detail.

“The players/teachers do what they do;”  Yes, they do. For better or for worse. Truth be told, there are a number of very fine musicians who play well despite  what they do. In other words, their misdirected efforts or sub-optimal overall coordination are obstacles that they’ve overcome well enough to let their skills shine through.

“they tell the student what they think they do;”  This is often where the confusion begins. It’s a matter of causality versus coincidence. Just because something happens while getting a specific result doesn’t meant that it was the cause of the result. For example, if you do this “thing with your tongue” every time you take a breath to play a wind instrument or sing, it doesn’t mean that “thing” you do is helping you produce an optimal breath. As a matter of fact, it might be even interfering with your breathing.

“the students think they heard what the teachers said about what they do;” So maybe you try to describe this “thing you do with your tongue” to your students, but because of their sensory perceptions/experiences, and how they take in your words, they completely misapprehend what you’ve explained to them. (In essence, they’ve misapprehended your misapprehension.)

“the students then try to do what they think the teachers said about what they think they do.” And the confusion continues. Because the students now “know” what to do, they try to carry it out, no matter how far it is from the original understanding/intention of the teacher, nor no matter how far it is out of accordance with their human design and/or with acoustics.

So now, this “thing with your tongue” that your teacher taught you not only doesn’t help you with your breathing, but also, it’s not even what your teacher thinks it is in the first place.

And this is how a good deal of misinformation is passed on from teacher to student. Some of these students themselves becoming teachers to further perpetuate misconceptions.

So how do you counter this tendency?

1. Question things. Try to understand the cause and effect relationships between specific efforts and results. Doing something a certain way just because a master musician says to do it that way may not necessarily guarantee success. Become a respectful, but healthy skeptic (like some of my favorite students). Same thing if you’re on the teaching side of things. Question why, and understand why,  you do the things you do as you play (especially before you tell your students to do likewise).

2. Study the science. The more you understand your design (more specifically your musculoskeletal anatomy and physiology), the easier it is to filter out (or at least re-frame) counterproductive advice. Same with understanding acoustics. If something is acoustically impossible or flies in the face of anatomical reality, you can simply discard it. Aim, as scientists do, to understand the “mechanism” of how and why something works they way it does. (This also applies to the point above about “questioning things”.)

3. Improve your sensory perception. This is where the Alexander Technique comes in handy. You’re often not doing with yourself exactly what you think you’re doing. Part of the study and application of the Alexander Technique is bridging this perceptual gap between what you think you’re doing, and what you’re actually doing.

4. Be wary of words. There can be so much flexibility in the meaning of even the most carefully chosen words. What you read, or are told, may not at all reflect the intention and understanding of whomever read or spoke them. When it comes to teaching and learning highly skilled activities, words without a direct and clear kinesthetic experience can often be misleading for both teacher and student.

So whether you are learning, are teaching, or doing both, staying cognizant of these potential communication gaps between teacher and student can significantly improve results.

Optimizing Practice: Habit Versus Choice

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After teaching the Alexander Technique to musicians for a number of years now, one thing I can assert with confidence is that there’s never such thing as a “typical” lesson.

In fact, I usually have no idea what I’ll be working on with my student at the beginning of a lesson. My only agenda is to follow her/his needs, as I observe and ask questions.

But there is always one underlying theme to any lesson I give in the Alexander Technique: habit versus choice.

The subject of habit versus choice is always front and center in any Alexander Technique lesson. The musicians who seek my help do so because, in the simplest sense,  their (primarily unconscious) habits are creating difficulties for them as they make music.

It might be excess tension that is leading to pain and/or injury. It might be an issue of coordination that is interfering with their skills. It might be that they’re just stuck in their progress, no matter how hard they’re working to find a way forward.

Whatever the reason, it all comes down to habit. So often, what I work on with my students is teaching them how to replace habit with choice.

Because many habits are so deeply ingrained, they can tend to fall below the consciousness of even the most self-aware musician.

This is partly out of necessity. I mean, after all, a habit is really just a response pattern that you learn in order to make a particular movement/gesture/posture immediately available. In a sense, it’s your nervous system’s attempt at efficiency. For example, you wouldn’t get very far if you had to completely reinvent how to hold your instrument every day. You can rely upon habit to do that for you.

Yet “how you hold your instrument” might be the very thing that is causing some of your problems, especially if you have chronic pain, or get easily fatigued as you play, or struggle with your technique.

This is where choice comes into play. Through choice, you can learn that there is a better way to hold your instrument, a way that is not only in agreement with your desired musical outcome, but also, with your human structural design.

This begins by bringing the unconscious (habit) into consciousness (choice). In fact, once you bring habit into your consciousness, you bring it into the realm of choice.

For the practical purposes of a musician, I categorize habits in two ways:

1. Reactive

2. Strategic

Reactive habit is what you do with yourself immediately, and unconsciously, as you begin to play your instrument, or sing (as I’ve explained above). It starts the instant you think  about playing, and manifests itself into a set of bodily reactions (posture/movement).

Many of these reactions are necessary to the act of playing.

Yet many others are not…

For example, if you stiffen your neck and pull your head down into your spine as you pull your shoulders up toward your ears as you are preparing to play, that’s an habitual response to the thought  of playing that will never  help you to achieve your desired goal (no matter your instrument).

What you’re doing in effect is interfering with your gross motor coordination as you attempt to carry out a skill of fine motor coordination. It’s simply counterproductive.

Many of the problems of pain, as well as coordination, that a musician struggles with are a result of their reactive habits (how they maintain posture and balance, how they move as they play).

A large part of my job is in bringing these reactive habits into my students awareness, and then teaching them a practical way to prevent them.

Strategic habit is how you steer your practice efforts in the long run, and in the moment:

How effectively do you choose, organize and carry out your work in the practice room? How well do you regress and progress an exercise to suit your need? How willing are you to explore being “wrong” to find the possibility of a new kind of “right”? How flexible are you in your practice process in general? In your daily practice routine?

Being habitually stuck with practice strategies is a huge source of frustration for many serious musicians. Bringing habit into the light can give clearer choices about how to proceed in a more productive and efficient way.

And of course, many “strategic” habits are supported by “reactive” habits and vice versa. (Rigidity in thinking goes hand in hand with rigidity in the body.)

So if you’d like to change, start by addressing your habits. Question things. Notice what you do with yourself as you start playing. What happens in your neck? What do you do with your balance? What happens in your breathing? What about your arms and shoulders? Your legs and feet?

Once you notice something you “do”, ask yourself, “Do I want to do that?” If the answer is “yes”, then ask yourself if what you do is helping you along, and is accordance with your human design (this is where a good Alexander Technique teacher can really help), and in support of your desired outcomes as a musician.

If the answer is “no”, you’ve just moved habit closer into the realm of choice by opening up the possibility of changing  how you respond. You can choose to rethink what you do.

When you choose, you make yourself free to improve, free to move toward optimizing your potential, free to believe in your ability to change and adapt, free to step with confidence into the unknown.

Practicing Music: There Are No Foolproof Exercises

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Musicians love to share advice in an attempt to help other musicians. (I’m no exception.) And it probably goes without saying that some of the advice is helpful, and some isn’t.

One of the most common forms of advice that I often take issue with is when a musician blindly prescribes a particular exercise to another musician to solve a particular problem.

It’s typically a generic, well-known standard form of exercise. Something like, “If you’re having problems with your intonation on saxophone, you need to practice overtones.”

Now, to be clear, as a saxophonist, I find great value in practicing overtones. Not only can regular overtone practice help with intonation, but also, it can help with tone color, control and resonance.

So you might ask, “What’s the problem?”

The problem is that unless you choose the exercise for the right reason (the most effective prescription) and carry it out with the right conception, it can actually create more problems than it solves. (Notice I said above that overtone exercises can help you; not will help you.)

Mindless, and/or misdirected practice is often more harmful than no practice at all.

Recently, I gave a Skype lesson to an excellent young saxophonist. He sought my help because of difficulties he was having with tone production and endurance. In short, he complained of working really hard when playing, often feeling exhausted after playing a long phrase.

I asked him about practicing. He told me that he spent lots of time everyday practicing overtones (sometimes two hours per day!)

When I asked why he did this, the mystery of his problems came to light.

In essence, he had the wrong conception about what the aim of overtone practice was. He thought it was (primarily) about “strengthening” the airstream coming from the diaphragm, abdominal and back muscles.

For that reason, he was pushing the air forcefully (very forcefully) into the instrument in an attempt to change pitches in the overtone series. It was all this excessive pushing of the air that was wearing him out.

So we had to talk about what the main objective in overtone study on the saxophone actually is: voicing. (specifically, voicing in conjunction with airstream)

Voicing entails the necessary changes in the oral cavity (soft palate, tongue, etc.) to accommodate the vibrations from the reed and mouthpiece. When a saxophonist has good intonation, a powerful and colorful sound, voicing is playing a major role.

When practiced with this aim  in mind, overtones help a saxophonist cultivate a responsive, flexible, well-coordinated oral cavity/vocal tract/ airstream combination.

But all this overtone practice was making this saxophonist work harder and less efficiently. His conception was that overtone exercises are about increasing strength, when in reality, they are about improving coordination.

So why did he spend so much time on overtones? Because that was the conventional advice given him by many well-respected saxophonists. To them, it was foolproof. “Work on overtones, solve your problem.” It’s a no-brainer.

Not necessarily, so it seems.

By clarifying the aim  of overtone practice, this saxophonist gave himself a chance to change his habits: less jaw tension (his jaw was doing the work of his vocal tract); less tension in his shoulders and back; better able to hear and respond to his actual sound.

And so it is with any exercise. As an Alexander Technique teacher, it is not unusual for me to encounter musicians who have religiously practiced exercises in a fundamentally misdirected way.

If you’ve been practicing the same type of “foolproof” exercise for many months (or even years), yet the problem you have that led you into choosing this exercise is not significantly lessened, you might want to reconsider your choices. Here are three things to keep in mind when considering an exercise:

1. Know why you’ve chosen a particular exercise. Try not to blindly trust the advice of others. Make it a point to understand cause and effect: “This will help me improve because…” You should be able to fill in the blank because you understand the physiological as well as the mechanical principles being brought into play. Is it an issue of strength? (it rarely is, by the way); Is it an issue of coordination? Hearing? Air flow? Time and/or rhythm?

2. Make sure you know what the specific aim of the exercise is. See that your conscious intentions (i.e., the desired outcome) is in line with your efforts as you practice. You should have a clear idea of what a successful attempt and outcome is as you practice the exercise. For example, “my resonance increases”, “my pitch becomes more stable”, “my execution of sixteenth notes becomes more even and balanced”, etc.

3. Pay attention to how you use yourself when you carry out the exercise. Don’t stiffen yourself in an over-efforting manner as you carry out the exercise. Let your head, neck, shoulders and back be free and mobile. No exercise in music should make your entire body exhausted from just a few minutes of practice.

Keep these things in mind, and remain a healthy skeptic when it comes to advice. In the end, it’s not so much what  you practice, as it is why  and  how  you practice it.

Rethinking A Well-Meaning Saying About Practicing

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Don’t practice until you get it right. Practice it until you can’t get it wrong.

This saying is common among athletes as well as performing artists.

In essence, this sounds like a good reminder of how committed you must be, how faithfully and tenaciously you must practice something to do it consistently well. I’ve heard many accomplished musicians express some version of this sentiment when giving advice about practicing.

But in my experience as an Alexander Technique teacher, I’ve also seen a downside attached to this sentiment.

Let’s start with the upside.

Practicing with this kind of commitment can bring you deeply into the music. Spending long periods of time as you aim towards mastery, gives your brain a chance to more fully process the aural and motor components necessary to execute the music more readily.

Plus, holding yourself to higher standards is fundamental to improvement. It can fuel your path toward continued growth.

All good.

So where is the downside?

Well, let’s start with the fact that it is an impossibility.

No matter how much you practice any fine motor skill, there is no guarantee that you will never make a mistake carrying it out. Go to any concert of even the most virtuosic musicians, and, if you’re listening for it, you’ll hear what I sometimes euphemistically refer to as “unintended events” (more commonly referred to as “flaws”).

Besides, no matter how diligently you’ve prepared, no matter how hard you practice, there are things that are beyond your control: everything from weather conditions affecting your pitch, to unwanted physiologic responses, to mechanical issues with your instrument, to the unpredictability of other musicians. (I’m speaking mostly about performance as opposed to practice here.)

Perfection is a human construct. It is an ideal, not a universally quantifiable reality.

Unfortunately, the pursuit of absolute perfection tends to make many musicians frustrated, perpetually unsatisfied, and even somewhat resentful and fearful about practicing and performing.

Some of the students who seek my help are hamstrung by their impossible pursuit of perfection. They are nearly paralyzed as they play, holding themselves stiffly, their eyes intense and glaring, their breathing noisy and forced. They more closely resemble warriors than artists.

Their music-making lives are nearly devoid of any kind of love or joy. It is mostly about fear, demand and unreasonable expectation.

As they relentlessly practice the same thing over and over, day after day, they often lose touch with what they are actually doing with themselves as they pursue this tense kind of perfection.

This, unfortunately, leads to a variety of problems: chronic pain, injury, coordination issues, anxiety and more.

Another pitfall for some is that this “practice until I can’t get it wrong” work ethic can morph into a sort of mindlessness about performance and practice. It can tempt you to rely upon a mechanical and unconscious “auto pilot” to take care of everything.

This not only deprives you of the thrill of being in the moment as you play, but also, it can invite and cultivate habits of unnecessary tension (which can cause chronic pain and some of the other problems I mentioned above.)

It needn’t be this way.

A more practical and constructive saying might be something like:

Don’t practice until you get it right. Practice until you know it intimately.

(Yes, I know it’s not as catchy as the original, but it’s more doable. And it’s certainly more healthy.)

Knowing something intimately doesn’t mean you’re beyond making errors. It means that you can always find your way back if and when you do. You can self-correct. You can stay present. You can stay connected with your muse, your desire and the overall meaning of the music. You become responsive, inspired. In the moment.

How do you know when you know the music intimately?

It starts with your ear. Can you sing it with reasonably detailed accuracy? If you can sing it, it’s deeply wired in your brain (your ear, your imagination). If you get off track, it’s easy to quickly find your way back.

Second, make sure you are crystal clear about any technical choices that best support the music: Fingerings, voicing, articulations, breathing, dynamics. Take time and be mindful with these choices. As you sing the music, review in your mind these details of technique. Merge technique and imagination seamlessly together, and let your desires be clear and lucid in detail.

Finally (as I’ve mentioned above, as well as in several of my other articles) create your music from a place of love and desire. Love cultivates the best kind of intimacy. Aim high, remain flexible, be present and enjoy the unknown mystery and magic of playing music.

Standing And Sitting To Play Music: Two Important Mechanical Principles

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Practically without exception whenever I give a musician an Alexander Technique lesson, I witness habits of imbalance and tension in the acts of sitting and standing that sharply impact the musician’s coordination, comfort and sense of control and satisfaction.

Because they are so deeply ingrained, the sensations of these habits fall below the kinesthetic “radar” of the musician (i.e., they don’t feel “wrong” at all.) In essence, there is general lack of an accurate body awareness involved in the music making process.

This lack of awareness is usually accompanied by a misconception about how their bodies function best in gravity. This is where I usually introduce two concepts (which are actually related mechanical principles):

support, and suspension

Support

Whenever I give an Alexander Technique lesson to a new student, I ask, “What is supporting you as you stand?” I get a variety of answers:

“My feet.”

“My legs.”

“My hips and back.”

“My entire body.”

(And sometimes, after some reflection by my student, I even get, “I have no idea.”)

But the truth of the matter is that when your standing, the ground (or the floor) is supporting you. Yes, that’s right. Gravity is drawing the mass of your body downward, and the ground is accepting and holding that mass.

Now, this is an important concept to grasp, because if you’re not allowing the ground to support you, you’re most likely tensing your body unnecessarily in an unconscious attempt to hold yourself up: stiff ankles, knees, hips, back, shoulders, neck…even your jaw.

It’s important that you let your weight pass through your bones into the floor (if you’re standing) or through your sitting bones (if your sitting). Let the stable surface of the floor or chair support you.

Suspension

But you need more than support to stay upright and in balance. You need an “anti-gravitational” energy source to counter the pull of gravity. This is where suspension comes into play.

Wired inside of you is a neuromuscular response to go up against the pull of gravity. (In fact, all organisms on the face of the earth have an anti-gravitational response system; even plants rise up from the ground, defying the pull of gravity.)

The muscles in your spine, from your pelvis to the top of your neck, and the muscles in your legs, are sending you lightly, yet powerfully upward you up as you stand.

If you let them. And this is where habit comes into play.

You see, you were born with (and cultivated in your earliest days after birth) this upward tendency: your head releasing at the top of your spine, your back lengthening and widening, your legs releasing out of your pelvis extending you upward, and your feet spreading out onto the floor. All of this upward suspension is  expansive, springy, flexible and responsive by design.

Yet, many of us lose this dynamic suspension as we get older through habits of bracing and/or collapse. When we un-learn these habits, our upwardly mobile suspension system returns to functioning optimally.

Why is this important?

No matter what instrument you play, if you are perpetually out of balance, you are creating tension that interferes with the freedom and functioning of the parts most directly involved in playing your instrument.

As an example, If you’re saxophonist (as I am) and you stiffen your legs as you play, you’ll also stiffen your pelvis (in an unconscious attempt to compensate for the lack of mobility involved in balance.) If you’re stiffening your pelvis, your shoulders will stiffen for the same reasons. If you’re stiffening your shoulders, your arms (because of their structual relaitonship with your shoulders), are stiff as well. If you’re stiffening your arms, you’re interfering with the freedom in your hands.

And so on. If you doubt this at all, as an experiment, stand on a very wobbly surface as you play your instrument (an Airex pad, or Bosu ball, for example). You’ll experience the above mentioned responses of tension immediately, and will have a noticeable loss of control over your instrument.

All this doesn’t even take into account the effect this has on your breathing. Can you play well with these habits of tension and imbalance? Sure. Skilled musicians do all the time.

But you’ll play better without them. I can vouch for that, both as a teacher and as a musician.

Integrating and optimizing

Support and suspension work best as an integrated system. Here are few things to keep in mind to help you take advantage of how your bodily design functions best in gravity:

  • Begin by thinking of yourself as being light. Seriously. There is a powerful connection between how you perceive yourself and your neuromuscular responses and organization.
  • Allow your weight to release into the floor (if you’re standing; if you’re sitting, allow your weight to release directly through your sitting bones onto the surface of the chair), as you imagine your head releasing lightly upward off the top of your spine.
  • If you’re standing, let your weight pass directly through your legs and through your ankle bones and heels into the floor. Think of your legs as releasing out of you hips. As you shift toward balance, your weight might shift slightly toward your heels. Let that happen as you also allow your feet to gently spread out onto the floor. Give yourself a moment to notice the stability of the floor.
  • Allow your ankles to be free and mobile to accept the support of the floor. The same with your knees and hips. No need to lock joints . Think that you have lots of space in your joints and lots of mobility (whether you’re sitting or standing).
  • Imagine each of  your feet as a three-legged stool (heel, base of your large toe, and base of your small toe). Ask yourself if you are putting too much of your weight into any one of these legs.
  • Think of your shoulders as widening, as they release one away from the other in response to your lengthening spine.
  • Don’t try to lift, or hold yourself up. Remember, “up” is already there in your body as a response to the pull of gravity. This is true, whether sitting or standing. Imagine unlatching yourself to release upwards.
  • Remain mobile, both in thought and movement. Don’t try to maintain posture. Instead, renew the wish for this springy, light upward organization in your body

It may seem counter-intuitive, but you’re allowing the weight to pass through your body as you direct your thinking in the opposite direction. In the simples sense, your weight goes downward, but your head releases your spine upwards. Two different directions, working together to integrate support and suspension, so you can play your best!

As a final thought, keep in mind that there is a difference between being grounded (supported, suspended, mobile and free) and being planted (held, stiffened and/or collapsed and immobile). Aim for being grounded, and you’ll improve your chances of success.