(The categories below are not exact as there frequently is an overlap between the teaching of children and teaching in music colleges.)
‘The space between the notes’ by Ron Colyer reflects on the role of the Alexander Technique in music conservatories.
‘The early days of Alexander Teaching in music’ by Elizabeth Langford are her memories of starting to teach the Technique at the Guildhall School of Music around 1970, and at the Dartington Summer School in the early 1970s.
‘Means to means – The role of A. T. in musical training’ by Malcolm Williamson; considerations from teaching 13 years at the Royal Northern College of Music, Manchester.
‘Key note – Getting the message across’ by Malcolm Williamson; on learning and teaching from first principles and what are the most effective ways of getting the message across.
‘Working with young people and “the three questions” – Alexander Technique at the Royal College of Music’ by Judith Kleinman; on using questions in teaching and making practical observations in groups.
‘Alexander Technique and the musician’ by Elizabeth Waterhouse discusses the early years of learning for children learning an instrument and how attitude and motivation influence their learning, and the importance of physical and emotional awareness in later years of learning and performing.
‘Reaching the musical child’ by Sue Holladay; how to approach teenagers when teaching music and the Technique, using kinaesthetic games, and using imagination instead of jargon.
‘Alexander Technique in music departments’ by Jo Fisher; a description of how the Technique is taught at the Oundle Music Department at Oundle Music School, in both the junior and senior Schools.
‘Teaching the Alexander Technique at the Royal Academy of Music, London’ by Dorothea Magonet describes her experiences of teaching at the RA.
Teaching at the Royal College of Music
‘Details of the RCM degree’ by Peter Buckoke; outline plan of level 1 (1st year course) and the syllabus for level 2, lecture plan, and assessment details.
‘The Alexander Technique as part of the degree course at the Royal College of Music, London’ by Peter Buckoke describes details of the degree course: in Level 1 AT is compulsory for undergraduate students where they receive 10 weekly 30 minute lessons and have to submit a diary of about 1,000 words. Details of Level 2 and 3 are also included.
‘A window into teaching musicians’ by Judith Kleinman and Peter Buckoke; observations on teaching the Alexander Technique at the Royal College of Music since 1989.
‘Alexander, music and education: Paths to self acceptance and self development’ by Judith Kleinmann reports on teaching music students at the Royal College of Music (London), where the Alexander Technique is part of a degree course.
‘Alexander Technique provision 2004–2005 in UK music conservatoirs’ by Malcolm Williamson reports of a survey of provision for Alexander Technique in nine UK music conservatories, including budgets and hours.