Faculty
Vicky Panagiotaki - Co-Head
Alexander Technique Teacher, Dance Educator, Founder and Director of Alexander Technique Center Athens Greece, Faculty Member of the Drama School of the National Theater of Greece.
Vicky Panagiotaki was born in 1964. She studied History and Archaeology (National and Kapodistrian University of Athens), Classical - Contemporary Dance (D. Grigoriadou Higher Professional School of Dance), Theatre and Play Pedagogy (Universität der Künste, Berlin) and Alexander Technique (Ausbildungszentrum für F.M. Alexander-Technik, Berlin) under the direction of Daniel McGowan.
She was trained in the Body Control system (based on J. Pilates' teachings), and has attended intensive seminars in Improvisation, Body-Mind Centering, and Butoh Dance with Masaki Iwana.
She has taught Dance-Movement-Improvisation at the Universität der Künste Berlin (UdK), Ufa-Fabrik Berlin, Staatliche Europaschule Berlin (SESB), and Alexander Technique at Dock 11-Berlin and in numerous drama schools in Athens, including the Drama School of the National Theater of Greece.
She has presented the Alexander Technique in academic study programs (Department of Music Studies, University of Macedonia; Department of Primary Education, Postgraduate Program, NKUA).
She has taught and applied the Alexander Technique in Greece working with actors and performers in numerous performances, including off-theater productions and the Athens and Epidaurus Festival.
In 2020, she founded the Alexander Technique Center Athens, a STAT-approved Teacher Training Center.
Gunda Fielden - Co-Head
Gunda is the Head of Training at Alexander Technique Training South West, in Totnes, Devon. Gunda trained in Berlin with Danny McGowan, graduating in 1996. She has taught on training courses for much of her time as a teacher, working in Berlin at AZAT from 1996-1999, teaching voice work at BATTSA in Bristol from 2008-2011, and working as Deputy Head of Training at CCARE in Totnes from 2014-2019. In addition to individual lessons Gunda has considerable experience offering Professional Development work for trained teachers. Before becoming an Alexander Technique teacher, Gunda worked in the theatre as a Director and Stage Manager as well as running acting workshops for young people. She has a particular interest in voice work – helping people reclaim the natural ease and resonance of their spoken voice, and is a strong advocate of the Technique’s role in positive ageing and a better experience of pregnancy and childbirth.
Ruth Rootberg - Co-Head
Ruth Rootberg trained with Missy Vineyard at the Alexander Technique School New England in Amherst, Massachusetts, and was certified by the American Society for the Alexander Technique (AmSAT) in 2003. She is also a member of STAT.
Ruth has been teaching privately ever since she qualified and has offered many workshops to the public and also to teachers at professional conferences.
A trained singer and actor, Ruth is also a Designated Linklater Voice Teacher and Laban Movement Analyst.
Ruth enjoys writing about the Alexander Technique. She has published two volumes of interviews with senior teachers, Living the Alexander Technique, and will have a third published in spring 2025.
In 2024, Ruth won 1st prize for her article “Working on Yourself” in the annual Mouritz Award for Writing on the Alexander Technique.
She has also published articles in both the AmSAT Journal and the Alexander Journal.
Ruth spends some time each year in Devon, England, and has recently joined the faculty of the Alexander Technique Training South West.
Michael Stenning - Co. Head
Michael Stenning is a Canberra-based Alexander Technique teacher with 40 years’ experience, who established the Canberra Alexander Teacher Training School in 2016.
Michael is a musician who used the Alexander Technique to rehabilitate himself and resume playing after his career as a trombonist was interrupted due to tension and stress.
Alongside training teachers and offering CPD, he maintains the private teaching practice he established with his Alexander Technique teacher partner, Léonie John, in 1985.
Over the last 20 years, Michael has run CPD workshops for Alexander Teachers in Australia, Denmark, Argentina, Uruguay, the USA, and the UK.
Michael has developed Alexander Technique programs for:
people in screen-based work
musicians
sportspeople
He maintains a keen interest in music and endurance sports and is interested in the practice and performance of any kind. He has worked extensively with instrumentalists and singers.
He is a former Chair of the Australian Society of Teachers of the Alexander Technique.
Michael is the author of Embodying Practice: A Guide for New Teachers of the Alexander Technique (2025).
Yoodong Kim graduated from the three-year Alexander Technique Teacher Training Course (KATA) in Korea in 2017. He graduated from the Theater Department of the Korea National University of Arts.
He is interested in actors and the performing arts in general, as well as in holistic education and integrated ‘psycho-physical’ growth and healing.
After graduating from the Alexander teacher training course, he continued studying the Alexander Technique for ongoing development in Germany, the UK, and Australia.
He was the representative of the Alexander Technique Yangjae Education Center in Korea, and now he runs Somayuj, a community for holistic growth and healing.
Yoodong translated the Alexander Technique book by Bill Connington, Physical Expression on Stage and Screen: Using the Alexander Technique to Create Unforgettable Performances..
Yoodong Kim - Assistant Teacher
Coni Fabiani - Assistant Teacher
Coni Fabiani is a certified Alexander Technique teacher, musician, and composer from Patagonia, Argentina. She completed her teacher training in Buenos Aires under Violeta Winograd and Merran Poplar, graduating in 2020. She also holds a degree in Musical Arts, with a focus on composition and arranging, and studied clarinet extensively. For over a decade, Constanza worked in social music education projects, teaching clarinet and developing creative workshops for children and young people. Today, she lives in Barcelona and teaches group Alexander Technique classes at Fundación Mescladís, working with students from diverse cultural backgrounds, including migrants and refugees. Constanza’s work weaves together art, education, and embodiment, with a strong commitment to accessibility and social inclusion. One of her deepest aspirations is to integrate the Alexander Technique into popular education, creating spaces where people can reconnect with their bodies, voices, and creative potential.
Léonie John
Léonie has been teaching the Alexander Technique since 1984. She has a background in music, having studied the piano in her native Scotland. She began having lessons in the Alexander Technique during student days due to severe back problems. The focus gradually shifted from music to the Alexander Technique via disparate activities such as teaching the piano in the Outer Hebrides and working at the UN in Geneva. After qualifying as an Alexander teacher, Léonie built up a busy teaching practice in Edinburgh, before moving to Australia in 1985. She has taught in Switzerland, Denmark, Argentina and Uruguay. She has a wide experience of teaching individuals as well as of training teachers. Léonie continues to work at the piano, enjoys mountain sports and is a qualified Eyebody teacher.
About Moderation
Moderation is an appraisal process for students in training. It provides an external viewpoint concerning a student’s progress and development. The moderator is an independent teacher, external to the school, whose role is to support trainees and trainers. The moderator can offer confirmation to trainees and to trainers of what is on track and going well for a given stage in training. The moderator can also highlight, again either to trainees or trainers, where more attention is needed.
Lucia Walker is an experienced Alexander Technique teacher and movement artist based in Wales, with over 40 years of experience in AT and Contact Improvisation. She trained in Oxford with her parents, Dick and Elisabeth Walker, who studied directly with F. M. Alexander from 1938 to 1947, and qualified as a teacher in 1987. Her teaching combines Alexander Technique with movement, improvisation, and awareness-based practices. Lucia continues to teach, perform, and direct in the fields of Contact Improvisation and Instant Composition, exploring creative presence and embodiment. She also works with vision (through ALTEVI) and Nonviolent Communication to support deeper listening and more conscious response. Lucia teaches individuals, groups, and teacher trainees internationally, and has a particular interest in working with performers—musicians, actors, dancers, and singers. She has been involved in teacher training since 1990 and has served as a STAT moderator since 2007, currently supporting programs in the UK and South Africa.
Lucia Walker - Moderator
Faculty
Gunda Fielden - Co-Head
Gunda Fielden was born in London in 1966 to a British father and German mother. She discovered the Alexander Technique at age 19 while seeking help for scoliosis and general health issues. She earned a BA in Drama from Manchester University (1986–1989), then moved to Germany and worked in theatre as a director, stage manager, and lighting technician. She trained in the Technique with Danny McGowan at the Ausbildungszentrum für F.M. Alexander-Technik, Berlin (1993–1996) while running large theatre projects with young people from East and West Berlin. Since qualifying, she has taught on teacher training courses, run a busy private practice, and worked at AZAT, Berlin (1996–1999), the Bristol Alexander School, UK (2008–2011) (voice work), and as Deputy Head at CCARE – Totnes (2014–2019). In 2019, she became Head of Training and renamed the school Alexander Technique Training South West (ATTSW). She now co-leads the school with Ruth Rootberg. Gunda has given numerous individual lessons, workshops, and talks, and has extensive experience in Professional Development for teachers. She is also an Independent Assessor for the STAT Assessment Procedure (SAP).
Gunda Fielden - Co-Head
Gunda Fielden was born in London in 1966 to a British father and German mother. She discovered the Alexander Technique at age 19 while seeking help for scoliosis and general health issues. She earned a BA in Drama from Manchester University (1986–1989), then moved to Germany and worked in theatre as a director, stage manager, and lighting technician. She trained in the Technique with Danny McGowan at the Ausbildungszentrum für F.M. Alexander-Technik, Berlin (1993–1996) while running large theatre projects with young people from East and West Berlin. Since qualifying, she has taught on teacher training courses, run a busy private practice, and worked at AZAT, Berlin (1996–1999), the Bristol Alexander School, UK (2008–2011) (voice work), and as Deputy Head at CCARE – Totnes (2014–2019). In 2019, she became Head of Training and renamed the school Alexander Technique Training South West (ATTSW). She now co-leads the school with Ruth Rootberg. Gunda has given numerous individual lessons, workshops, and talks, and has extensive experience in Professional Development for teachers. She is also an Independent Assessor for the STAT Assessment Procedure (SAP).
Vicky Panagiotaki - Co-Head
Vicky Panagiotaki, born in 1964, studied History and Archaeology (National and Kapodistrian University of Athens), Classical and Contemporary Dance (D. Grigoriadou Higher Professional School of Dance), and Theatre and Play Pedagogy (Universität der Künste, Berlin). She trained in the Alexander Technique with Danny McGowan at the Ausbildungszentrum für F.M. Alexander-Technik, Berlin (1996–1999). She also trained in the Body Control system (based on J. Pilates) and attended intensive seminars in Improvisation, Body-Mind Centering, and Butoh Dance with Masaki Iwana. She taught Dance–Movement–Improvisation at the Universität der Künste Berlin (UdK), Ufa-Fabrik Berlin, Staatliche Europaschule Berlin (SESB), and the Alexander Technique at Dock 11-Berlin. In 2000, she returned to Athens to establish the Alexander Technique in Greece, teaching in several drama schools, including the National Theatre of Greece. She also presented the Technique in academic programs (University of Macedonia, NKUA). She has worked on many productions, teaching the Technique to actors and performers, including off-theatre productions and the Athens and Epidaurus Festival. In 2020, she founded the Alexander Technique Centre Athens, a STAT-approved Teacher Training Centre.
Vicky Panagiotaki - Co-Head
Vicky Panagiotaki, born in 1964, studied History and Archaeology (National and Kapodistrian University of Athens), Classical and Contemporary Dance (D. Grigoriadou Higher Professional School of Dance), and Theatre and Play Pedagogy (Universität der Künste, Berlin). She trained in the Alexander Technique with Danny McGowan at the Ausbildungszentrum für F.M. Alexander-Technik, Berlin (1996–1999). She also trained in the Body Control system (based on J. Pilates) and attended intensive seminars in Improvisation, Body-Mind Centering, and Butoh Dance with Masaki Iwana. She taught Dance–Movement–Improvisation at the Universität der Künste Berlin (UdK),
Ufa-Fabrik Berlin, Staatliche Europaschule Berlin (SESB), and the Alexander Technique at Dock 11-Berlin. In 2000, she returned to Athens to establish the Alexander Technique in Greece, teaching in several drama schools, including the National Theatre of Greece. She also presented the Technique in academic programs (University of Macedonia, NKUA). She has worked on many productions, teaching the Technique to actors and performers, including off-theatre productions and the Athens and Epidaurus Festival. In 2020, she founded the Alexander Technique Centre Athens, a STAT-approved Teacher Training Centre.
Ruth Rootberg - Co-Head
Ruth Rootberg trained with Missy Vineyard at the Alexander Technique School New England in Amherst, Massachusetts, and was certified by the American Society for the Alexander Technique (AmSAT) in 2003. She is also a member of STAT. Ruth has been teaching privately ever since she qualified and has offered many workshops to the public and also to teachers at professional conferences. A trained singer and actor, Ruth is also a Designated Linklater Voice Teacher and Laban Movement Analyst. Ruth enjoys writing about the Alexander Technique. Her third volume of interviews in the series Living the Alexander Technique was published June 2025. In 2024, Ruth won 1st prize for her article “Working on Yourself” in the annual Mouritz Award for Writing on the Alexander Technique. The article is published in Poise Journal. She has also published articles in both the AmSAT Journal and the Alexander Journal. Ruth spends some time each year in Devon, England, and has recently become Co-Head with Gunda Fielden of Alexander Technique Training South West.
Ruth Rootberg - Co-Head
Ruth Rootberg trained with Missy Vineyard at the Alexander Technique School New England in Amherst, Massachusetts, and was certified by the American Society for the Alexander Technique (AmSAT) in 2003. She is also a member of STAT. Ruth has been teaching privately ever since she qualified and has offered many workshops to the public and also to teachers at professional conferences. A trained singer and actor, Ruth is also a Designated Linklater Voice Teacher and Laban Movement Analyst. Ruth enjoys writing about the Alexander Technique. Her third volume of interviews in the series Living the Alexander Technique was published June 2025. In 2024, Ruth won 1st prize for her article “Working on Yourself” in the annual Mouritz Award for Writing on the Alexander Technique. The article is published in Poise Journal. She has also published articles in both the AmSAT Journal and the Alexander Journal. Ruth spends some time each year in Devon, England, and has recently become Co-Head with Gunda Fielden of Alexander Technique Training South West.
Michael Stenning - Co-Head
Michael Stenning is a Canberra-based Alexander Technique teacher with 40 years’ experience, who established the Canberra Alexander Teacher Training School in 2016. Michael is a musician who used the Alexander Technique to rehabilitate himself and resume playing after his career as a trombonist was interrupted due to tension and stress. Alongside training teachers and offering CPD, he maintains the private teaching practice he established with his Alexander Technique teacher partner, Léonie John, in 1985. Over the last 20 years, Michael has run CPD workshops for Alexander Teachers in Australia, Denmark, Argentina, Uruguay, the USA, and the UK. Michael has developed Alexander Technique programs for: people in screen-based work, musicians, and sports people. He maintains a keen interest in music and endurance sports and is interested in the practice of performance of any kind. He has worked extensively with instrumentalists and singers. He is a former Chair of the Australian Society of Teachers of the Alexander Technique. Michael is the
author of Embodying Practice: A Guide for New Teachers of the Alexander Technique (2025).
Yoodong Kim - Assistant Teacher
Yoodong Kim graduated from the three-year Alexander Technique Teacher Training Course (KATA) in Korea in 2017. He graduated from the Theater Department of the Korea National University of Arts. He is interested in actors and the performing arts in general, as well as in holistic education and integrated ‘psycho-physical’ growth and healing. After graduating from the Alexander teacher training course, he continued studying the Alexander Technique for ongoing development in Germany, the UK, and Australia. He was the representative of the Alexander Technique Yangjae Education Center in Korea, and now he runs Somayuj, a community for holistic growth and healing. Yoodong translated the Alexander Technique book by Bill Connington, Physical Expression on Stage and Screen: Using the Alexander Technique to Create Unforgettable Performances.
Michael Stenning - Co-Head
Michael Stenning is a Canberra-based Alexander Technique teacher with 40 years’ experience, who established the Canberra Alexander Teacher Training School in 2016. Michael is a musician who used the Alexander Technique to rehabilitate himself and resume playing after his career as a trombonist was interrupted due to tension and stress. Alongside training teachers and offering CPD, he maintains the private teaching practice he established with his Alexander Technique teacher partner, Léonie John, in 1985. Over the last 20 years, Michael has run CPD workshops for Alexander Teachers in Australia, Denmark, Argentina, Uruguay, the USA, and the UK. Michael has developed Alexander Technique programs for: people in screen-based work, musicians, and sports people. He maintains a keen interest in music and endurance sports and is interested in the practice of performance of any kind. He has worked extensively with instrumentalists and singers. He is a former Chair of the Australian Society of Teachers of the Alexander Technique. Michael is the author of Embodying Practice: A Guide for New Teachers of the Alexander Technique (2025).
Yoodong Kim - Assistant Teacher
Yoodong Kim graduated from the three-year Alexander Technique Teacher Training Course (KATA) in Korea in 2017. He graduated from the Theater Department of the Korea National University of Arts. He is interested in actors and the performing arts in general, as well as in holistic education and integrated ‘psycho-physical’ growth and healing. After graduating from the Alexander teacher training course, he continued studying the Alexander Technique for ongoing development in Germany, the UK, and Australia. He was the representative of the Alexander Technique Yangjae Education Center in Korea, and now he runs Somayuj, a community for holistic growth and healing. Yoodong translated the Alexander Technique book by Bill Connington, Physical Expression on Stage and Screen: Using the Alexander Technique to Create Unforgettable Performances.
Contact Yoodong
For inquiries regarding teacher training, private lessons, workshops, or continuing professional development, contact Yoodong Kim at:
📧 info@alexandertechniqueschoolseoul.com
📞 +82 1022720945
Location of IATSS: Room 401, Yuseong Building,
31-1, Myeongnyun 1-ga, Jongno-gu, Seoul,
Republic of Korea
Coni Fabiani - Assistant Teacher
Coni Fabiani is a certified Alexander Technique teacher, musician, and composer from Patagonia, Argentina. She completed her teacher training in Buenos Aires under Violeta Winograd and Merran Poplar, graduating in 2020. She also holds a degree in Musical Arts, with a focus on composition and arranging, and studied clarinet extensively. For over a decade, Constanza worked in social music education projects, teaching clarinet and developing creative workshops for children and young people. Today, she lives in Barcelona and teaches group Alexander Technique classes at Fundación Mescladís, working with students from diverse cultural backgrounds, including migrants and refugees. Constanza’s work weaves together art, education, and embodiment, with a strong commitment to accessibility and social inclusion. One of her deepest aspirations is to integrate the Alexander Technique into popular education, creating spaces where people can reconnect with their bodies, voices, and creative potential.
Léonie John
Léonie has been teaching the Alexander Technique since 1984. She has a background in music, having studied the piano in her native Scotland. She began having lessons in the Alexander Technique during student days due to severe back problems. The focus gradually shifted from music to the Alexander Technique via disparate activities such as teaching the piano in the Outer Hebrides and working at the UN in Geneva. After qualifying as an Alexander teacher, Léonie built up a busy teaching practice in Edinburgh, before moving to Australia in 1985. She has taught in Switzerland, Denmark, Argentina and Uruguay. She has a wide experience of teaching individuals as well as of training teachers. Léonie continues to work at the piano, enjoys mountain sports and is a qualified Eyebody teacher.
Coni Fabiani - Assistant Teacher
Coni Fabiani is a certified Alexander Technique teacher, musician, and composer from Patagonia, Argentina. She completed her teacher training in Buenos Aires under Violeta Winograd and Merran Poplar, graduating in 2020. She also holds a degree in Musical Arts, with a focus on composition and arranging, and studied clarinet extensively. For over a decade, Constanza worked in social music education projects, teaching clarinet and developing creative workshops for children and young people. Today, she lives in Barcelona and teaches group Alexander Technique classes at Fundación Mescladís, working with students from diverse cultural backgrounds, including migrants and refugees. Constanza’s work weaves together art, education, and embodiment, with a strong commitment to accessibility and social inclusion. One of her deepest aspirations is to integrate the Alexander Technique into popular education, creating spaces where people can reconnect with their bodies, voices, and creative potential.
Léonie John
Léonie has been teaching the Alexander Technique since 1984. She has a background in music, having studied the piano in her native Scotland. She began having lessons in the Alexander Technique during student days due to severe back problems. The focus gradually shifted from music to the Alexander Technique via disparate activities such as teaching the piano in the Outer Hebrides and working at the UN in Geneva. After qualifying as an Alexander teacher, Léonie built up a busy teaching practice in Edinburgh, before moving to Australia in 1985. She has taught in Switzerland, Denmark, Argentina and Uruguay. She has a wide experience of teaching individuals as well as of training teachers. Léonie continues to work at the piano, enjoys mountain sports and is a qualified Eyebody teacher.
About Moderation
Moderation is an appraisal process for students in training. It provides an external viewpoint concerning a student’s progress and development. The moderator is an independent teacher, external to the school, whose role is to support trainees and trainers. The moderator can offer confirmation to trainees and to trainers of what is on track and going well for a given stage in training. The moderator can also highlight, again either to trainees or trainers, where more attention is needed.
Lucia Walker - Moderator
Lucia Walker is an experienced Alexander Technique teacher and movement artist based in Wales, with over 40 years of experience in AT and Contact Improvisation. She trained in Oxford with her parents, Dick and Elisabeth Walker, who studied directly with F. M. Alexander from 1938 to 1947, and qualified as a teacher in 1987. Her teaching combines Alexander Technique with movement, improvisation, and awareness-based practices. Lucia continues to teach, perform, and direct in the fields of Contact Improvisation and Instant Composition, exploring creative presence and embodiment. She also works with vision (through ALTEVI) and Nonviolent Communication to support deeper listening and more conscious response. Lucia teaches individuals, groups, and teacher trainees internationally, and has a particular interest in working with performers—musicians, actors, dancers, and singers. She has been involved in teacher training since 1990 and has served as a STAT moderator since 2007, currently supporting programs in the UK and South Africa.
Lucia Walker - Moderator
Lucia Walker is an experienced Alexander Technique teacher and movement artist based in Wales, with over 40 years of experience in AT and Contact Improvisation. She trained in Oxford with her parents, Dick and Elisabeth Walker, who studied directly with F. M. Alexander from 1938 to 1947, and qualified as a teacher in 1987. Her teaching combines Alexander Technique with movement, improvisation, and awareness-based practices. Lucia continues to teach, perform, and direct in the fields of Contact Improvisation and Instant Composition, exploring creative presence and embodiment. She also works with vision (through ALTEVI) and Nonviolent Communication to support deeper listening and more conscious response. Lucia teaches individuals, groups, and teacher trainees internationally,
and has a particular interest in working with performers—musicians, actors, dancers, and singers. She has been involved in teacher training since 1990 and has served as a STAT moderator since 2007, currently supporting programs in the UK and South Africa.