A Body Mapping lesson usually begins with a few simple questions about the student’s recent well-being. The student will then play or sing a warm-up, solo passage, or anything else of their choosing. After the playing/performing observation, the teacher will then begin asking a question or two to the student to determine the Body Mapping topic(s).

Yes! Guided explorations, techniques, and discussions are used in Body Mapping lessons with helpful learning tools such as images and models.

The curriculum of Body Mapping was inspired by Alexander Technique, but they are not the same method. Body Mapping focuses on refining one’s internal definitions of how the body is constructed and how it moves. There is a lot of self-discovery involved and less hands-on guidance like there is in Alexander Technique.

The importance of having an accurate body map was discovered in an Alexander Technique course when students were able to free tension and move more efficiently just by learning the intricacies of our basic anatomy and movement patterns. At that point, Barbara Conable took this concept and developed Body Mapping.

Ultimately we want Body Mapping to serve as an injury prevention tool that will provide freedom and ease while performing so that we are able to achieve the highest level of artistry possible.

If an injury is already present and a medical professional has already been consulted and approved somatic studies, then Body Mapping can be quite helpful on the path to recovery.