Boston Conservatory at Berklee Alexander Technique Teacher Training Course

The Technique:

Alexander Technique enables students to become aware of their habitual tendencies. Students who study the Alexander Technique learn how to apply its principles to all the activities of daily living. They learn how to make new choices that often result in easier, freer movement, less pain, and improved activity. They recognize that choices outside of their habitual ones often serve them better in life. It is this exciting aspect of the technique that attracts students to the teacher-training course. The need for this work in the world is great, and Boston Conservatory is poised to train great teachers who will take the work where it is needed most.

Scholarship Goals: 

The goal of this scholarship is to make the Alexander Technique accessible to all people. A lack of diversity in teacher-training courses has limited the reach to communities who can benefit from the Alexander Technique. By providing tuition support to eligible trainees, we hope to reach members of the global majority and communities that have not typically received this work. 

Scholarship Awards: 

• Scholarships will be awarded annually to one or more candidates (as funding allows) to support tuition costs.
• All awardees will provide an end-of-year report, including a self-assessment, by June 15 of the academic year that the award covers. 

Eligibility Requirements:

Scholarship candidates must meet the following eligibility requirements:

1. Must be at least 18 years of age

2. Must be committed to and have access to bringing this work to members of the global majority and to communities who have not typically received it

3. Must be enrolled in at least two core courses per semester 

Application Process:

This scholarship requires two letters of reference: 

• One professional or academic reference that speaks to the candidate’s commitment, work ethic, reliability, follow through, and experience and, if applicable, commitment to Alexander Technique
• One personal reference that speaks to the candidate’s character, open mindedness, willingness to grow, and specific traits that will enable the candidate to share the Alexander Technique with others

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AT Training Core (I, II, III)

Activities in the primary class are the same for all three years, though the emphasis and expectations are different for each year of training. Students are not separated by training year. This allows for the same material to be revisited with new perspective and understanding each year. Trainees learn the procedures of table work (working with students on a bodywork table), chair work (guiding a student to sitting and standing from a chair), and activity work (helping students with various activities, e.g. playing a musical instrument). Body mapping (studying basic anatomy from a personal and experiential perspective) is studied each year. Alexander Technique procedures such as whispered ah or hands on the back of the chair are explored each year.

Hybrid Training

Over recent years, we have learned that training on Zoom is a worthwhile option. While the training course does accept students who are out of town, they are required to visit the training in person twice per semester. Please contact the program director to discuss which option will work best for you. In accordance with our ISMETA-approved training requirements, the hybrid training online component does not include more than 19 percent of the training online. 

AT Training Core I

Trainees learn about their own use and how this affects their contact with their students. Learning to receive information via hands-on contact is an important first step to working with and directing students. By the end of the first year, it is expected that trainees can make hands-on contact with students without compromising their own use. First-year students are expected to give an “entrance report” describing their goals and expectations for this work. They provide some details about what led them to train. Becoming aware of their use while speaking is an important part of training.

AT Training Core II

Trainees learn how to guide students into movement. They combine their kinesthetic listening skills with a more directed approach to guiding students into movement. By the end of the second year, trainees can guide students in various activities without compromising their own use. They are beginning to use more language in conjunction with their hands-on teaching. Self awareness while speaking to a group becomes more natural to second-year trainees.

AT Training Core III

Trainees combine language and hands-on instruction equally. They become the teachers of the group. Their ability to teach to the group and articulate their intentions should be clear and comfortable. Third-year students are expected to give an “exit report” describing their perspective on their goals, achievements, and expectations. By the third year, the activity of public speaking will be quite comfortable.

AT Reading

Trainees will read all four books written by F.M. Alexander as well as seven books written about the technique written by others. A list of books will be given to trainees in the first semester. The sequence listed below is subject to change.

AT Reading I a

Freedom to Change, Frank Pierce Jones
One book not written by F.M. Alexander (chosen from a book list)

AT Reading I b

The Use of the Self, F.M. Alexander
One book not written by F.M. Alexander (chosen from a book list)

AT Reading II a

The Universal Constant in Living, F.M. Alexander
“What Is the Mechanism” and “Experimental Studies” from Freedom to Change, F.P. Jones
One book not written by F.M. Alexander (chosen from a book list)

AT Reading II b

The Bedford Lecture
Tinbergen Speech
Dunster Lecture
Barlow Memorial Lecture 1965
One book not written by F.M. Alexander (chosen from a book list)

AT Reading III a

Constructive Conscious Control of the Individual, F.M. Alexander
“Notes on Teaching” from Freedom To Change, F.P. Jones
One book not written by F.M. Alexander (chosen from a book list)

AT Reading III b

Man’s Supreme Inheritance, F.M. Alexander
One book not written by F.M. Alexander (chosen from a book list)

Third-Year Seminar Course (I and II)

This course explores practical issues around running a practice as an Alexander Technique teacher.

AT Seminar I

This course will explore issues around boundaries and ethics as well as basic business practices. We will also look at several case studies (particular injuries and trauma) to help prepare trainees for the “real world” of teaching.

AT Seminar II

This course continues with issues surrounding running an AT practice. In addition to case studies and ethical issues, trainees will develop promotional material (e.g. brochure, business card, website) and an informational sheet suitable for new clients. (This informational sheet will satisfy the requirements set by ATI’s Ethics Committee.)

AT Internship I and II

Third-year trainees will participate in a year-long internship in two classes. Trainees may intern in the following classes: 

• AT for Musicians with Debi Adams
• Awareness for Musicians with Bob Lada
• AT for Dancers with Shannon Jones
• Awareness for Dancers with Joshua Tuason
• Alexander for Actors with Jessica Webb
• AT for Singers with Sara Goldstein  

Please contact the program director for class options, as class options change from year to year.

Approved Workshops

Trainees are expected to attend a total of four workshops at the Alexander Technique Training Center in Cambridge by the end of their third year. A signed letter from ATCC is necessary to receive credit for these hours. Other workshops may be substituted with the approval of the director of the Conservatory teacher-training program.

Practicum Teaching I, II, III

Third-year trainees will offer private lessons at no charge to Boston Conservatory and Berklee College of Music students, faculty, and staff. Other students outside of this community may be used as well. Trainees are required to accumulate a total of 150 hours of teaching, beginning in the summer before the third year of training. Practicum students must include those outside of the music community. Some of the practicum hours may include online teaching. The third-year seminar class includes supervised teaching.

Approved electives come from a multitude of disciplines. The list below is an example of the types of elective credit that is acceptable. Approval from the training course director is required for all electives.

The Musician as Educator
All instrumental pedagogy courses
Dalcroze Eurhythmics
Linklater
Psychology courses
Arts and the New Neuroscience
The Creative Musician
Kinesiology and Anatomy
Child and Human Development
Feldenkrais Courses
Body Mapping