The main purpose of this study is to investigate if and how group-lessons in the Feldenkrais Method (ATM-lessons) have a positive impact on the learning process in singing and performance.
The method is an example of a learning process with a somatic approach. The use of the method is a well known and established instrument to achieve elasticity, flexibility and functionality in body and mind, that is, in the skeleton and nervous system.
The study was carried out as a long term observation study with focus on four singers’ observations regarding their own voices in singing. The matters to investigate were singing technique, musical interpretation and musical communication. Beside the student’s own observations the investigation was based on interviews. This material was analyzed later with a phenomenological approach.
Using the method, bringing up unaware movements and unconscious thinking to a level of awareness and conscious thinking and acting through differentiation, gives as result many interesting phenomena. Full breath and expressive singing are the two core categories extracted emerging from the following categories: working procedure, differentiation, intention, aspects of time bringing about effects in form of an increased kinesthetic awareness, deep sensibility, increased resonance and an open mind.
The impact on the learning process in singing is both philosophical and concrete. The non-judging way of exploring without assessment is preventing performance anxiety since you become aware of your behavioral patterns, possibilities and wishes. A released thorax with full flexibility in ribs, clavicles, shoulder blades gives access to a full and extended singer’s breath. It is also obvious that elaboration with patterns of behavior and thinking together with linguistic phenomena also opens the entrance to expressive singing.
Hence the conclusion is that the Feldenkrais Method can serve as a valuable tool for singers in their learning process and to improve the art of performing and communication as well.
Karlstad, 2010. , 84 p.
awareness, movement, somatic learning process, breathing, musical expression, communication, deep-sensibility, self-image, autonomy