Abstract
This paper explores how the Alexander Technique concept of ‘use’ provides a means for exploring tension within the pedagogy and practice of mentoring young actors/artists. It presents examples taken from classroom instruction, linking the Alexander Technique with acting performance as two related and synergistic processes. It also provides examples from basic curricular processes and examines a composite case study, which stands as an aggregate portrait for students working in a university-based conservatory training programme. The discussion concentrates on how learners develop a lively, flexible and psychophysically grounded craft and ends by reflecting on the function of the Alexander Technique and its ability to provide a framework for theatre artists.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
