The ASO Newsletter - Helping you stay connected to Alexander Technique related research.

The ASO Newsletter - 3rd Edition

Thank you for being here and for your interest in research on the Alexander Technique and its teaching. In this 3rd edition of the ASO newsletter we are excited to release a paper written specifically for the ASO community. Written by Dr Gabriella Minnes Brandes (CANSTAT, STAT, AMSAT, ATI) and Dr Charlotte Woods (MSTAT), the below post helps to demystify the term disciplined inquiry and sheds light into ways in which our community can further share and grow together.

Disciplined inquiry and the Alexander Technique teacher: What is it, why do it?

Dr Gabriella Minnes Brandes (CANSTAT, STAT, AMSAT, ATI) and Dr Charlotte Woods (MSTAT)

Alexander Studies Online (ASO) has a vision of enabling ‘greater understanding of the Alexander Technique through disciplined inquiry’. In inviting people to share their work and ideas, the ASO website emphasises the inclusive nature of the intended community of ‘researchers and academics; Alexander Technique teachers, trainees and students; and anyone interested in learning more about, or contributing to, Alexander Technique research’. But this may leave some community members wondering what kind of contribution they might be able to make.

The purpose of this post is an attempt to de-mystify the far from transparent term ‘disciplined inquiry’, to demonstrate that all those who undertake serious study of the Alexander Technique are by definition disciplined inquirers and to provide examples to get people thinking about the types of work that they are already doing, or thinking of doing, that might be of interest to other members of the ASO community.

So let’s try to unpack the phrase disciplined inquiry a little. The term ‘disciplined’ connotes ideas like ‘controlled’, ‘orderly’, ‘systematic’, ‘methodical’, ‘governed by rules’. ‘Inquiry’ puts us in mind of experimentation, exploration, seeking information , investigation, questioning, checking, verification, research. Putting these concepts together, seems to suggest that  disciplined inquiry involves gathering information, or ‘data’ in a systematic, principled way in order to solve a problem, or answer a question. In the context of Alexander-related studies, such inquiries could take many forms. Three broad ‘types’ of inquiry are set out below: examining the way we use ourselves, action research and more academically-oriented studies.

It is important to clarify that, in assigning labels to these three ‘types’ of disciplined enquiry, we are not suggesting the list is exhaustive – many more approaches could very easily be included.  Nor are we saying that there is any real distinction between them. As those who study the Alexander Technique will be aware, observation of the way we use ourselves (Type I) will influence every aspect of any Type II or III inquiry we undertake. And in the process of conducting one of these latter types of study, we will probably also make new discoveries about ourselves.

In the same way, in outlining the three types, we do not want to imply that theory and practice can be divorced from one another. Quite the reverse. Findings from practically-oriented action research and more academically-oriented research (Types II and III) inform one another, or at least they do in an ideal world! Indeed, getting practitioners and other stakeholders involved in designing and conducting Type III research is now considered an important hallmark of quality. Similarly, action researchers will design their Type II studies with relevant theories in mind, and their findings may then in turn challenge current orthodoxy and lead to new theoretical developments. Our purpose in presenting these categories is so that they can act as a device to help us think about the different kinds of inquiry we might be involved in.

So with these health warnings firmly in mind, here goes:

1. Enquiries into our own use

Most readers of this blog will be familiar with the story of how FM Alexander constructed a personal, disciplined inquiry to understand and articulate what he was experiencing and how he could overcome vocal challenges. He set up experiments, collected data through observation, analysed his detailed observations, theorized about the data he collected and, based on his initial analysis, set up new experiments to check out his emergent theories.  In common with many other types of enquiry, this was a cyclical, iterative process. In a similar vein, Alexander teachers are invited to be disciplined in working on their own ‘use’ and will return to issues or activities again and again making fresh observations as their sensory awareness becomes more refined. This type of disciplined inquiry requires the collection of ‘data’ that is the result of experience and scholarship – the accumulation of knowledge and wisdom through meticulous, in depth study over time. For an experienced AT practitioner, a conversation with a colleague, working with a particular person or group, reading a book or article, experience of practicing an allied discipline, or a whole host of other events can lead to ‘a-ha’  moments of original insight that could be of genuine interest to ASO members. 

Next month’s blog from Glenna Batson is a good example of this type of work. In the post she sets out tips for making choices in structuring AT work with people with Parkinson’s. This guidance is based on extensive experience coupled with careful observation and reflection. This is different in kind, and has a different starting point, from a Type II inquiry. An example of this latter type might be an AT teacher, before working with someone with Parkinson’s disease for the first time, looking for relevant evidence to guide them and engaging in a process of analysis and critical reflection as their experience grows.

2. Action research

The clue to what distinguishes this type of inquiry is in the name. Action research is typically associated with the idea of practitioners undertaking research to find answers to practical problems that can result in action to solve them. There is extensive guidance on conducting action research in a wide variety of professional fields in print and online. Definitions and approaches differ but originally action, or practitioner, research was primarily change-oriented, its purpose being to improve or develop professional practice. It generally involves a recurring cycle that includes systematic collection of evidence, evaluation, critical reflection and implementing changes to practice as a result.  

Whether they work in a private studio or as a part of a larger program (e.g., acting or music schools, or the corporate context), individually or with other AT colleagues, problems to be addressed for an AT teacher may be very diverse and suggest very different inquiry approaches. A group of AT teachers who find themselves with too little teaching work could, as a first step, pool knowledge by interviewing teachers with flourishing practices, learning and passing on information about the principles of ethical marketing, on preparing effective proposals for the corporate sector etc. An example project for an individual teacher might arise when they become aware that some aspect of their practice has become rather routinised, or the realisation that their verbal guidance during lessons could sometimes be more effective in supporting what they are conveying with their hands.  This could lead to systematic observation and evaluation, AT work and discussion with colleagues, seeking out relevant ideas from books, online forums etc. This might be followed by reflection on the findings and experimentation with changes in practice, followed by a further cycle of  observation and evaluation of their effectiveness. Action research could also involve the perspectives of students and AT teaching colleagues as study participants or co-researchers, sharing ideas, data, findings and analysis, or potentially collaboration among people from different areas of expertise seeking answers to a shared problem.

3. More academically-oriented studies

Some Alexander teachers are also involved in more academically-oriented research to deepen understanding or answer a question that is not necessarily focused on a problem to be solved or primarily on their own practice. Three examples from Gaby’s work include (i) interviews with 20 musicians to find out how they integrated their learning of AT concepts with their music making (Brandes 2019), (ii) analysing journal data from acting students looking for the ways in which the students translated what they learned in AT lessons into their acting (Brandes 2012), (iii) analysing videotaped piano lessons with Jennifer Condie, piano teacher and AT student of Gaby’s, to explore questions such as ‘What are some ways in which a piano teacher  applies AT concepts in her teaching?’, ‘ How is students’ learning shaped by the use of AT concepts as part of learning to play the piano?’,  ‘What is the nature of collaboration between the AT teacher and piano teacher?’ (Brandes, Condie and Wielinga 2020). 

You will be able to read more about Gaby’s work with musicians, music teachers and actors in future ASO posts and by accessing its Zotero research database.

We want to hear from you!

The Alexander Technique can positively impact people’s lives. Do you have an idea for an Alexander Technique project that you would like to share with the ASO community for discussion or constructive feedback from readers?

Or, as AT teachers, we sometimes have  a “burning question”, or there may be a niggling aspect of our teaching that we are finding it hard to make sense of. We can consider such events as an invitation for a disciplined inquiry.  When we have a genuine interest in pursuing the question, it is worth exploring it. We can always learn from a systematic analysis of our practice as we uncover the unconscious, unintended and the less intentional aspects of how and what we teach. As AT teachers we want to expand our research base.  We want to continue to learn as we systematically consider AT concepts and their application in different settings. You can share your thoughts with others interested in your field of inquiry via the ASO website.

Or perhaps you’ve already completed a piece of work you think others might be interested in. We know what a talented and creative group of people you are, and Alexander Studies Online is actively seeking contributions to be shared with our international community of members. We welcome reports on all kinds of disciplined inquiry: systematic research and scholarship related to the Alexander Technique. This can be from any disciplinary perspective; and at any stage of development, from pilot to project completion. Your work can be large or small scale, draw its evidence from secondary sources, or involve the collection of original data, be presented in detail or summary form. Our only criterion is that the work has been conducted in line with accepted standards of ethics and academic rigor. If you are unsure, contact ASO and we will do our best to advise.

References

Brandes, G.M., Condie, J, Wielinga A., (2020). Using Alexander Technique principles with Beginning Piano Students: A Collaborative “duet” between an Alexander Technique teacher and a piano teacher. Music Teachers National Association eJournal (February, 2020).

Brandes, G.M., (2019). “Alexander Technique gives me space to create musically”: Musicians explore the application of Alexander Technique principles.  Congress Papers- Advancing Global Perspectives. STAT Books: London, pp. 192-198.

Brandes, G.M. (2012). Alexander Technique with actors: Alert, calm, readiness.  9th International Congress for Teachers of the Alexander Technique: Learning from each other. The Congress Papers. (Siriol Jones, Ed.) Stat Books, pp. 278-289.

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