Abstract
The conceptions of the body and the piano technique are closely related in a highly complex way at a conceptual, practical and historical level. The inquiry into piano pedagogy has been constant since the existence of the instrument. Somatic Education, developed throughout the twentieth century, made significant contributions to artistic pedagogy in general and, very particularly, to instrumental pedagogy. This paper reviews the postulates of piano pedagogy and Somatic Education (Alexander Technique, Eutony and Feldenkrais Method), the pedagogical proposals for piano pedagogy from Somatic Education and the historical evolution of music teaching in Spain. In the second part, we study the presence of Somatic Education in the curricula and teaching programs of higher music conservatories, we interviewed 11 teachers who work in them. We also interviewed 1 expert and 3 experts in Somatic Education who worked with musicians. The results obtained indicate the positive effect of Somatic Education in instrumental practice, the improvement of body use and availability and the need to include this training in the stages prior to the higher degree. It also includes the varied training of teachers who teach and its practical implications.
