Feldenkrais as Pedagogy in the Music Classroom and Teaching Studio

Recent studies in cognitive psychology and neuroscience show that skill-based learning, such as that involved in studying a musical instrument, benefits from emphasizing variation over rote repetition. Teaching students to explore multiple approaches to a technique develops adaptability and nuance in performance while reducing the risk of repetitive strain and more complex neurological injuries. Teaching students to experiment around problem issues promotes creativity in practice, helps alleviate fear of failure, and promotes long-term flexibility in practice habits. This workshop explores the pedagogical ideas of Israeli mathematician, physicist, and mechanical engineer, Moshe Feldenkrais, adapted by the presenter for use in music classrooms, ensemble teaching, and private teaching. Feldenkrais’s work employs what he called “differentiation” and “integration” to explore infinite variations of function through movement and sensation. Feldenkrais believed our tendency was to fixate on our successes and fall into habits of repetition that, on the one hand prevented us from reaching our learning potential, and on another created discomfort and injury from repetitive overuse. We will focus on how ideas of differentiation and integration, borrowed from Feldenkrais’s Awareness Through Movement lessons, can be used to teach technique, rhythm, posture, breath, phrasing, and aural-skills, as well as strategies for working with performance anxiety and specific issues of playing-related discomfort. Participants will explore exercises and experiments that can be done in the classroom, in private teaching, and in individual practice to promote effective learning, reach diverse populations of students, and allow for individualized observation and experimentation