Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Musical Arts

Department

Music

Committee Chair

Timothy Shiu

Committee Member

Janet Page

Committee Member

Josef Hanson

Committee Member

Marcin Arendt

Abstract

Musicians often struggle with excessive tension, inefficient movement, and performance-related discomfort, which can hinder technical development and artistic expression. Alexander Technique (AT) has been widely recognized for improving coordination, reducing strain, and fostering a more mindful approach to performance. However, its integration into violin practice often lacks a systematic framework that students can apply without prior AT experience. This study investigates the development of a structured methodology for applying AT principles in the daily practice of college-level violin students, using Jean Sibelius’s Violin Concerto, Op. 47 as a case study. I implemented weekly AT lessons with licensed instructor Eleni Vosniadou to address this, incorporating targeted exercises into daily violin practice. Four performance excerpts were selected to represent key violin techniques: vibrato, shifting, articulation, and tone production. Independent observers analyzed pre- and post-lesson recordings using a structured perception-measurement scale. At the same time, qualitative data was gathered through self-reflective journal entries tracking physical awareness, tension management, and technical control. Findings indicated that AT principles can be systematically integrated into violin practice, leading to measurable improvements in technique, ease of movement, and overall performance comfort. While observer data revealed varying levels of perceptibility regarding improvement, self-reported reflections demonstrated increased body awareness, reduced strain, and a more deliberate approach to practice. The study’s structured AT exercises offered a replicable method for enhancing psychophysical awareness. This research contributes to the growing field of somatic education in music. Somatic education refers to methods that enhance physical function by increasing awareness of movement, improving motor control, and retraining habitual muscle patterns. This study provides a practical and systematic approach to integrating AT into violin pedagogy. By bridging the gap between somatic awareness and traditional violin training, this study offers musicians and educators a framework for refining technique, preventing injury, and fostering more efficient practice habits.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open access

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