Tag Archives: Musician’s Health

The Serendipitous Gifts of Studying the Alexander Technique

7 Replies

The occurrence and development of events by chance in a happy or beneficial way.

                  –Serendipity  (as defined by the Oxford Dictionary of the English Language)

It was my frightening and frustrating struggle as a saxophonist with focal dystonia (a neurologically based movement disorder that impairs coordination) that brought me to the Alexander Technique.

As I began to do more research on my condition, it became evident to me that, even though my focal dystonia symptoms were experienced through my muscles, they only ever surfaced whenever I began to prepare to play saxophone (more precisely, the moment I began to think  about playing).

In the simplest sense, it was my reaction to the thought of playing saxophone  that was triggering my focal dystonia symptoms.

After doing a good amount of research about the Alexander Technique as it applied to musical performance (and considerable amount of reading about the neuroscience of learning and unlearning), one key truth stood out to me that prompted me to seek out a certified Alexander teacher: Thought precedes and conditions reaction.

“So”, I said to myself, “if I can learn to think and react in a different, more constructive way when I play saxophone, I’ll have the best chance at improving my focal dystonia symptoms.”

I’m happy to say that this has proven to be true.

Resoundingly so.

And in the process of applying the Alexander Technique in addressing my focal dystonia symptoms, I became absolutely intrigued by the efficacy and possibilities of the work.

So much so that I decided to commit to the 3-year training program to become certified to teach this work.

The Alexander Technique continues to be my most effective tool in helping both my clients (mostly professional and serious student musicians) and myself as a musician.

If you’re not familiar with the Alexander Technique, it’s a practical set of principles you use to become aware of the (often) unconscious habits of misdirected effort (things that take you out of your optimal coordination) that you bring into your activities (like playing music!). By studying and applying the Technique, you learn to prevent or lessen these unwanted habits by changing your thinking, bringing  yourself back to your natural, optimal coordination.

It’s about learning to respond  to things in a more conscious and constructive way, instead of reacting  habitually (and sometimes harmfully).

Lots of  musicians who regularly take Alexander lessons rave about how the Technique makes playing feel easier, more natural, and with far less tension/effort than they’ve ever experienced before.

It’s helpful for decreasing/eliminating chronic back, neck, shoulder, jaw and wrist pain, as well as improving breathing, and balance (obviously helpful for any instrumentalist or singer!)

And even though I myself  wasn’t motivated to seek out and Alexander teacher because of the maladies mentioned above, I did indeed suffer from most of them (especially back and shoulder pain!)

I was usually in some sort of state of discomfort  when playing my instrument, just chalking it all up to “working hard”. I accepted pain as part and parcel of what a serious musician struggles with.

No, my motivation was simply about restoring (or at least improving) my coordination  when playing saxophone. Period.

But as I began to take lessons, it wasn’t long at all that my back began to feel better (not just when playing, but all the time!), my shoulders began to widen and become freer, my jaw became flexible and responsive, and my breathing became more full, easy and supportive of my saxophone sound.

All great things, for sure!

I began to describe these other changes I was experiencing to my friends and colleagues as “serendipitous gifts”, meaning I was blessed in finding such positive things I wasn’t even looking for.

(And as you might have wondered/guessed by now, my focal dystonia symptoms were inextricably connected to the misdirected muscular effort that was causing these pains I’d been experiencing for so many years.)

Yet the most cherished, most profoundly life-changing serendipitous gift I found in studying the Alexander Technique was more simple, more basic, more essential to my personal well-being and growth as a musician:

I learned to treat myself with kindness.

This kindness includes how I treat myself when practicing and performing:

How I changed my previously harsh and rather loud “self-talk voice” to one of soft inquiry and assurance;

How I allow myself to be wrong in order to discover new ideas and techniques;

How I give myself permission to pause when practicing in order to redirect my efforts;

How I allow myself to rest optimally;

How I listen to myself (and the other musicians) with a more detailed presence;

How I allow myself to peacefully walk away from an exercise (or even a practice session) if it isn’t going just right and I can’t seem to put myself back on track;

How I accept and trust my efforts, sound and intentions when performing.

And so much more…

One of the biggest changes in how I treat myself is that, even when I’m doing something “wrong” when practicing or performing, that I don’t interpret that to mean that there is something wrong with me.

That’s huge for me, as it places me squarely in a place of gratitude, with an almost child-like curiosity when I practice. And feeling grateful, is perhaps, the most beautiful of all states of being.

As I’ve mentioned in some of my other blog posts, practice for me is now a form of meditation. It’s nourishing and ever so pleasurable.

And as a bonus, my saxophone practice has become more dynamic, more efficient, more directly helpful to me than it ever was.

All this because of the gift of kindness I give myself.

You see, when applying the Alexander Technique to any activity, you are learning to redirect your thinking in the most helpful way you can.

To do this, you must ask  things of yourself, rather than demand  them. (You can’t bully yourself into reacting constructively!)

I “ask” for my optimal coordination. I do so with kindness and deference. With sincere respect and love.

That makes all the difference.

I feel compelled to talk about all of this in my first blog post of the year because of my experience over these past years teaching the Alexander Technique to musicians.

I’ve had the honor and pleasure to share this work with (quite literally) some world-class performers.

And one thing I continue to notice is how harsh many of these wonderful artists can be with themselves as they approach practice and performance.

Of course they seek excellence! Of course they are disciplined! Of course they have high standards! Of course they’re willing to sacrifice!

But what they learn when studying with me is that it is often their fierce self-talk that is taking them out of their optimal coordination, taking them away from getting precisely what they want.

As their coordination improves, it does so by going hand in hand with their self-directed kindness. They ask instead of demand and marvel at the results. It’s about as “win-win” as you can get.  A beautiful thing.

So I’ll continue to enjoy and cultivate my serendipitous gifts, and graciously share them with my students, living a musical life of gratitude, exploration, growth and satisfaction.

My Main Objective When Practicing Something Difficult

Leave a reply

screen-shot-2016-10-17-at-5-48-32-pm

Is there an ideal, universal, one-size-fits-all objective that musicians have when practicing something they perceive as being “difficult”?

Well, certainly the most obvious objective is to become functionally proficient with the very thing that’s being practiced.

But there are typically several other aims nested inside that main objective when practicing difficult music.

How about you? What is it that you want when practicing something significantly outside of your comfort zone?

It’s usually a lot more than just getting the notes “under your fingers”, so to speak. Don’t you think?

You probably want to be able to play whatever it is you’re working on with beautiful tone, good intonation, time, feel, expressive nuance, accurate details (like articulation and dynamics), and conviction.

You might also have a specific goal in mind regarding the tempo, or the key, or with the range.

All of these are reasonable and worthy goals, integrated into the overall goal of becoming proficient with the music that challenges you.

I share these goals, as well, and keep them in my consciousness when practicing anything difficult.

But I have one main objective that I give even higher priority to than the music itself when practicing anything outside of my own comfort zone:

Optimizing the quality of how I react  moment to moment as I play.

More specifically, optimizing the quality of what I do with my entire self  as I play:

“Am I free and mobile?”

“Am I in reasonable balance?”

“Is my breathing easy, expansive and reflexive?”

“Are my eyes lively and engaged, but soft?”

“Am I organizing myself to go lightly upward?”

“Am I connected to (and supported by) the ground?”

“Is my attention flexible and responsive?”

These questions I’ve mentioned above reflect many of the aims and benefits of studying the Alexander Technique. In the simplest sense, the Alexander Technique helps me to react more favorably to my musical (and technical) aims and desires when practicing.

This is especially important when working on anything that I find challenging to me as a saxophonist and/or improviser. By paying attention to (and gaining domain over) my reactions (i.e.,how I move, maintain balance and perceive myself and the music) I cultivate two very important skills:

1. Being able to use my entire self in such a way as to give me the greatest chance of success in actually playing the music (because I’m working in harmony with my human design).

2. Building a constructive attitude and consciousness that becomes the norm in musical performance.

You are not here to do exercises, nor to learn to do something right, but to get able to meet a stimulus that always puts you in the wrong and to learn to deal with it.

-F.M. Alexander, founder of the Alexander Technique

Alexander went on to say that one of the main aims of his work was to help us to more effectively and confidently go from “the known, to the unknown.”

And for a musician, practicing or playing anything perceived as being “difficult”, is, by definition, a step into the unknown.

Alexander describes prioritizing this “quality of process” as the means-whereby.  When I pay attention to quality of the the means-whereby, I simply play better and learn more efficiently.

So, for example, I increase the tempo of a particular exercise only if I can do so and still maintain a reasonably good use of myself. I won’t move the metronome up a few beats-per-minute at the expense of taking myself out of optimal coordination. It makes no sense to do so. There is nothing positive to be gained from doing so.

It is this very principle that most informs how I work with a musician when teaching the Alexander Technique. So many musicians that come to me for help are literally “un-coordinating” themselves when playing music that challenges them. As they learn to stop doing this, the doorway to their potential becomes open and clear.

So notice how you’re reacting moment to moment the next time you’re working on something outside of your comfort zone. What do you do as you prepare to play each phrase?

Do you compress yourself? Do you tighten your neck and jaw? Do you lock your joints? Do you knit your brow?

See if you can react in a freer, more elastic, and expansive way. Let your neck be free and let yourself be supported by the ground. Organize yourself upwards in a light and lively manner, allowing yourself to release so that you can approach the music with ease, confidence, curiosity and joy.

Healthy and Efficient Practice: Aim for Wanting This at the End of Each Session

Leave a reply

Screen Shot 2016-06-06 at 7.01.07 PM

Part of my work as practice coach is in helping musicians clarify their wishes. This involves suggesting ways to reframe what they want in a manner that is most conducive to actually getting it.

One of the most fundamental desires I encourage my clients to cultivate has to do with how they feel at the end of a practice session. I typically tell them something like this:

At the end of your practice session, aim at having enough energy so that you feel like doing a little more. You should really look forward to practicing again the next day.

It sounds like a simple thing (and it is), but it is not always so easy to carry out.

You see, many serious musicians too often end their practice sessions feeling either one of two things:

1. Utterly exhausted

2. Utterly frustrated

(And of course, sometimes the practice session ends with feeling both exhausted and frustrated!)

Let’s examine both of these things.

If you end each session feeling exhausted (physically and/or mentally), you run the risk of  either:

Developing an overuse issue, which could lead to various types of repetitive strain injuries. Or…

Cultivating habits of coordination (movement and posture) that are a potential hinderance to your continued growth.

If you leave each session feeling frustrated, you run the risk of either:

Slowly smothering your inspiration (and pleasure) in making music, which can lead to burnout. Or…

Gradually diminishing your curiosity about how  you do what you do, which is also a hinderance to you continued growth.

To be clear, I’m not talking about the kind of frustration that is a result of simply not having enough time to practice. (That’s a topic for another blog post.)

I’m talking about having a reasonably sufficient amount of time to practice, yet feeling frustrated with the progress (or lack thereof) in the session itself.

If you regularly  end your practice session feeling frustrated, the first thing you need to do is to seriously examine and call into question how  you’re doing what you do. It may be that you are simply misdirecting your efforts.

Aim for a better understanding of the problem (specifically, how things actually work acoustically, and how your bodily design can cooperate with this acoustical reality) instead of carrying out the same, misdirected efforts. (A good teacher can help with this.)

And there is a need for finding satisfaction  with the balance between the quality  and the amount  of work you do in each session. I’ve coached a fair amount of musicians who use the feeling of being exhausted as the benchmark of a good practice session.

It is often the misplaced desire to feel  this way that causes some of the very problems that lead these musicians to seek my help in the first place. (I say misplaced desire, because that feeling is not what is leading them to what they actually desire most: efficient, effective practice and continued progress.)

When the criteria of practice shifts to quality of process  (as opposed to a preconceived notion of sufficient quantity), the need to feel exhausted begins to diminish.  It gradually becomes replaced with the desire to continuously explore and clarify. That’s what leads to progress. And satisfaction.

So how do you feel at the end of a typical practice session?

Do you feel sore and dull, or energized and inspired? Do you feel like the quality of your work is as good as it was at the beginning of the session. Do you feel curious? What worked, and what didn’t? What would you do differently tomorrow? How could you do what you did even better than today?

And you don’t have to figure it all out in one sitting. Instead, let yourself “live in the mystery”. Let your curiosity be your guiding light.

When I studied with the great multi-woodwinds artist and Los Angeles recording studio legend, Bill Green, he told me something that fundamentally changed how I continue to approach practice to this day. (Bill Green was well known for practicing prodigiously, always gaining greater mastery on all of the saxophones, clarinets, flutes, as well as double reeds.). I’d like to pass it on to you what he told me:

Practicing music is like enjoying fine food. No matter how good it is, you’ll always enjoy it to the fullest if you leave the table feeling mostly satisfied, but leaving room for just a bit more.

So let yourself be just a tiny bit “hungry” each day as you end your practice session. You’ll stay healthy, curious and always growing.

Skill and Coordination (They’re Not Necessarily the Same Thing)

2 Replies

One of the aims of the Alexander Technique is to improve coordination.

And I would say more specifically for musicians, the aim of the Technique is to improve the quality of  overall  coordination that you use to implement your music making skills.

A misapprehension that many musicians have is that skill and coordination are one and the same thing.

Though they are certainly closely related, they’re not exactly  one and the same.

How so?

Allow me to clarify by offering my  working definitions of the two terms.

Your skill is your ability to carry out your desired task (for our purposes, playing music). It is manifested in tangible, sonic results: pitch, time, articulation, tone color, technical control, expression, etc.

Your coordination is what you do with your entire self  to carry out your skill. It is manifested in muscular effort, or more specifically, the quality of movement you apply to the task. (This includes balance, posture, breathing….everything you do!)

So it is possible to be a highly skilled musician (and yes, this does mean having highly cultivated  fine  motor coordination skills), yet have less than optimal overall, gross  motor coordination.

You can witness this in many instances, if you take time to notice.

Some musicians make it look easy, don’t they?

Truth be told, for most of these musicians, it is  easy. They typically appear effortless because their efforts are so singularly integrated into the skill of their performance. Virtually nothing they do interferes with their artistic intentions, with their desire of self-expression, nor with the acoustic and physiologic components involved in playing.

(I look upon classical pianist Artur Rubinstein as a glowing example: free neck, strong and flexible back and arms, moving easily, fluidly and naturally with the music. It is this beautiful, efficient coordination that is at the service of his skills.)

And I think we’ve all seen/heard virtuosic musicians who look like they’re fighting an imaginary foe as they play music: head compressed into the neck, raised (stiff) shoulders, rigid ribs and back, hard narrowed gaze, noisy breathing.

Yet they still deliver the goods. They still play devastatingly beautiful music. (No, I won’t point my finger at any one musician here, as a gesture of respect. But I so easily could!)

So should these musicians even bother with improving their overall coordination? Should you?

Yes. And for three main reasons:

1. Your overall coordination impacts your skill. When you are working in a less than optimally coordinated way, you are interfering with your brain/body’s ability to carry out your skill in the most efficient manner. In essence, you’re working against your human design, and not in accordance with it.  You might be able to do so. But you do so despite of, not because  of, your coordination. Improving your overall coordination invites greater skill. Or, as F.M. Alexander (the founder of the Alexander Technque) said, your improved coordination creates “the ideal conditions” for your skill to manifest itself through your bodily mechanism.

2. By improving your overall coordination, you reduce your risk of injury (and fatigue). This is why many musicians seek my help as an Alexander teacher in the first place. I have volumes of stories of very highly skilled musicians I’ve encountered who have career-threatening health issues that are related to the poor coordination they apply to their skill. As their coordination improves, so does their health, comfort, endurance and satisfaction.

3. By improving your overall coordination, you open yourself up to other expressive possibilities. This is the hidden gem of all this. As you improve your overall coordination, you also discover different ways to experience the music you play. You become less stereotyped (less “stuck”) in your interpretive choices, which, believe it or not, are highly conditioned by your bodily reactions. (This is especially true for improvising musicians!)

Our tendency as musicians is to sometimes become overly concerned with the parts that seem most pertinent to playing our instruments at the expense of neglecting the rest of ourselves. (For example, a flutist thinking perhaps too  much about the formation of the embouchure at the expense of not noticing neck and shoulder strain.)

If this sounds even remotely familiar to you, consider including  the quality of how you “use” your entire self (your overall coordination) into the consciousness of  playing your instrument.

Let your head be poised freely atop your spine (and of course, let your jaw be free). Let your shoulders release and widen. Soften your gaze. Let you knees unlock. If you’re standing, let your ankles be free and mobile (feet, too!) as you permit the ground to support you. Let your breathing be elastic, easy, reflexive and expansive.

Think balance, mobility and expansion, instead of position or  posture. A nice, lively, upward organization of your whole organism is the wish. Notice how these things impact your skill.

And of course, if you need any help in this area, consider finding a skilled Alexander Technique teacher. Allow your coordination to support your skill, and your expression.

This Change In Attitude Can Help You Play With Much Less Strain

Leave a reply

The main thing I look for whenever I’m giving an Alexander Technique lesson to a musician for the first time is preparation.

I want to see what my student does those brief seconds before she or he starts to play.

Playing music involves movement, and movement requires preparation, whether it is done consciously or unconsciously. In short, this preparation could be described as habit.

But before I observe my student play for the first time, I spend lots of time asking questions. I want to get an idea not only of the challenges that have led this student to seek my help, but also, the thinking involved in playing music. It is this thinking that is often the foundation of the habits.

These musicians will have a large array of preparation habits, and I’ve never yet encountered two musicians who share identical habits.

Having said that, I can say that all of the musicians who come my way for help have one habit in common: They begin preparing to play by tensing themselves up.

In other words, the movement organized to play that first note involves lots of muscular contraction. A good deal of this muscular contraction is not only unnecessary to sustain  the act of playing the instrument, but it is also unnecessary to begin  the act of playing.

Much of this muscular organization can be attributed to attitude and belief. If you believe you need to tense yourself up to play, then you certainly will, for better or for worse.

But here’s the thing about virtually all human movement: It can begin with release instead of tension.

That’s right, the movement can start by letting something go, but un-latching something in yourself.

For example, if you’re standing and you wish to begin to walk, you can tense your neck and shoulders as you pull yourself down into your pelvis onto one side of your body to de-weight the leg necessary to start the first step, then pull your leg up into your pelvis in order to bend your knee. (This is a fairly apt description of what many people do as they begin to walk.)

On the other hand, you can move from standing into a walk by having these three things coming into play:

1. The intention to walk.

2. A light, upward organization in your body from your feet to the crown of your head (which involves letting your spine lengthen by releasing up and away from the ground).

3. A release in your ankles to allow your upwardly directed weight to fall forward to begin the walk as you release your knee to bend a leg.

(Try this sometime, and notice the difference. You’ll most likely feel lighter, taller and freer as you walk.)

Now to be clear, this isn’t a matter of relaxing every muscle in your body before you move. Even if you were able to do so (you actually can’t), you would fall into a heap on the ground.

No, what I’m talking about is a very simple principle: By starting the movement from muscular release, the rest of your body is free to make the muscular contractions necessary to carry out the movement in a more efficient way.

You can take this model into other common activities. For example, to speak or sing, you can start by the movement by releasing your jaw to let your mouth open.

Even picking something up off of the floor, you can begin the movement by releasing the joints necessary to let you bend down to take hold of the object on the floor. And then as you take the weight of the object you, rise by letting your weight release forward and up over your feet as you also let your shoulders release and widen to accept the load. (Now the tension necessary to carry the load is in play.)

And so it can be with playing your instrument. All you need to do is observer and redirect. Here are few things to pay attention to:

  • You can start by noticing all the gestures you make as you go from a state of “not playing” to “playing” as you hold your instrument.
  • Notice in particular what you do with your head, neck and shoulders that brief moment before you begin to play. Do you brace yourself by tightening your neck and pulling your head downwards onto your spine? Do you begin to pull your shoulders down into your ribs? Or pull them up toward your ears?
  • Do you begin to lock your knees? Stiffen your ankles? Grab the floor with your feet? (instead of letting your feet release into the floor)
  • What do you do with your eyes? Does your gaze become intense and focused? Does your brow furl up?
  • Does your jaw begin to tense? How about your tongue? Your facial mask?
  • And how about your breathing? If you’re singing or playing a wind instrument, are you making noisy, gasping inhalations as you suck in the air by overly tensing your neck and back muscles? (And if you’re not playing a wind instrument, are you beginning each phrase by sucking in air?)

If you find yourself starting to play with any (or all) of these gestures of tension, start by changing your attitude. See where you can substitute muscular contraction  with muscular release.

For example, rather than tensing your neck and tightening your chest and shoulders to noisily suck in air before blowing that first note, think instead that the breath can come in as a quick and light reflexive movement made possible as a result of letting go of the muscles in your neck, shoulders, ribs and back. You might be surprised at how easily and how quickly and fully your inhalation becomes when this actually happens.

So pay attention to yourself as you play. Find ways to initiate those first movements of playing your instrument with as much release  as possible. Then let the muscles in your body respond naturally and effectively to the task at hand.

By changing your attitude about movement in this way, you’ll gradually begin to redifine how little effort is actually needed to play your instrument. In doing so you can expect a lifetime of growth, improvement and increased satisfaction.