In the heart of bustling New York City lies the Balance Arts Center (BAC), a haven for performers, teachers, and anyone seeking alignment in body and mind. Founded by Ann Rodiger, a pioneer with over 40 years of experience teaching the Alexander Technique, the BAC has become a vibrant community hub for movement, mindfulness, and artistry. Ann’s passion for the Alexander Technique began during her dance studies at The Ohio State University, where she discovered how this transformative method could bring balance and stability to her body—especially as someone navigating the challenges of Ehlers-Danlos Syndrome. Today, the BAC thrives as a 15-room studio space offering workshops, teacher training, and performance opportunities. Ann’s innovative adaptations of the Alexander Technique for hypermobility and Ehlers-Danlos Syndrome have expanded its reach beyond performing artists to those seeking therapeutic support. In this Mystic Mag‘s interview, Ann shares her journey from dancer to healer, her vision for the BAC as a community resource, and the timeless principles of the Alexander Technique that continue to inspire her teaching and transform lives worldwide.
How has your understanding of “mindfulness and awareness in action” evolved since founding the Balance Arts Center in 2008?
My understanding of mindfulness—and what I sometimes like to call “mindfulness in action,” or how we pay attention while engaging in activities—has grown immensely with every new person I work with and every conversation I have about the principles of the Alexander Technique. Each time I witness someone change through this practice, I am reminded of how powerful our thinking truly is.
Our approach to things, our mindset, and our attitude toward what we’re doing make a significant difference. Are we trying to control everything, or are we approaching with curiosity? Are we judging ourselves for doing something “wrong,” or are we exploring with an open mind to see what we can learn without judgment? This shift in attitude has been transformative, not only for those I work with but also for myself.
When I see someone change, it inspires me to reflect on my own approach. I think, “What if I tried that?” or “How does this apply to me?” These moments of reflection spark new ideas that emerge from the process—whether it’s noticing how someone responds to sensing the ground, feeling a sense of bounce, or focusing on another physical or mental cue. These insights lead naturally to the next step, creating an ongoing cycle of learning and growth.
At this point, what I’ve come to understand—something that might seem obvious in theory but feels completely different when experienced firsthand—is that everything is connected. The way I approach something mentally affects my body, and my body’s balance, in turn, impacts my mental state. How I think influences what I see, hear, and notice, and ultimately, it shapes what I choose to pay attention to.
This is the real power of mindfulness: it gives us the ability to choose where we direct our attention. Once we learn how to focus on something in a way that makes a difference, everything can change.
Every day I work with people, my understanding of this deepens. I continue to gain new examples of how interconnectedness works and how transformative it can be.
The Balance Arts Center has grown significantly since its inception. How does the design and functionality of your space support the teaching of the Alexander Technique?
Since 2008, I’ve moved spaces several times. I started out in a small loft studio in downtown Manhattan. From there, we expanded into a larger space in Midtown, and now we’ve grown even further into an even bigger location with multiple studios. This new space allows for several people to practice the Alexander Technique simultaneously, along with other modalities, all under one roof.
One of the most rewarding aspects of this growth is seeing how a community has naturally formed around it. My students, whom I’ve trained, now have a space where they can work, collaborate, and feel supported. They no longer feel isolated or unable to ask questions, bounce ideas off others, or share experiences. For example, a student might say, “I have someone thinking this—have you encountered that before?” This kind of dialogue fosters learning and connection.
Additionally, we’ve created a space with a small theater where my students who are performing artists can practice their craft. They get the chance to apply the Alexander Technique principles directly to their art forms, which is especially valuable for performers. This integration of technique into their performances has been a powerful way to see the reach of the Alexander Technique expand and deepen.
It’s been incredible to intentionally create a space where people not only come together but also work, explore, and communicate. I remember working by myself in a small studio for a long time, wondering, “Where are the people I can talk to?” Now they’re here, and it’s a thriving, supportive community. That’s something I truly appreciate and am excited about every day.
What type of services do you offer?
We primarily offer the Alexander Technique in terms of working with posture alignment, how individuals think, and their attitude toward what they are doing. We work with people dealing with back pain, vocal issues, and those recovering from injuries, among other concerns. This is where the Alexander work begins, and it is usually conducted through one-on-one private lessons.
We call these sessions “lessons” because the goal is for people to learn something they can take away and practice, rather than simply receiving treatment. The learning aspect is central to the Alexander Technique, as it empowers individuals to incorporate these principles into their daily lives.
Thanks to this space and the Balance Arts Center, I’ve been able to expand our offerings to include a teacher training class, which accommodates 15 to 20 people. This allows us to come together and work collaboratively. Having my own space also enables me to create a varied schedule and provide opportunities for everyone involved to teach and learn.
I offer private lessons, as do other instructors, including students in their third year of training who need practice working with clients. We also host group classes and introductory sessions, as well as specialized workshops. These workshops focus on areas such as posture alignment, breathing, posture for meditation, and even public speaking.
The Alexander Technique itself has roots in public speaking—Alexander was an orator who lost his voice and developed this method as a way to regain his ability to speak with ease and clarity. As a result, actors, dancers, singers, and other performers are often drawn to this work, participating in both group classes and private lessons.
In addition to in-person classes, we’ve expanded into virtual and hybrid formats. For example, we offer intensives where participants can join part of the day online from anywhere in the world. Excitingly, we’re also planning a global virtual conference at the end of March, which will be accessible in multiple languages.
I’m thrilled to launch this type of programming, intentionally including people from all over the world to make the Alexander Technique accessible on a global scale.
Your book, Mind & Mend Your Hips, addresses specific physical challenges. What inspired you to focus on this area, and how does it align with your broader mission?
“My Mind and Mend Your Hips” was born out of my own personal journey. I’ve undergone two hip replacements, one on each side. As a dancer, and someone who is hypermobile, my hips were compromised over time due to the intense and sometimes extreme movements that dancers are known for—and often praised for. Eventually, I found myself hobbling and in persistent pain.
It became clear to me that my hips were affecting the rest of my body. Once I realized this, I knew something had to be done. I couldn’t fix it myself, so I sought out a wonderful surgeon to perform the necessary procedures. I had one hip replaced first, and six years later, the other.
This experience taught me a profound lesson about personal evolution: we can’t always fix everything on our own. Sometimes, we need external tools or assistance—like glasses to improve vision or surgery to restore mobility. These interventions can help us take better care of ourselves and lead to further self-improvement.
This journey also gave me deeper insights into how I think about the Alexander Technique and its principles. Writing my book allowed me to explore and articulate these principles in a way that I hope is accessible to readers. Originally, I envisioned it as a book focused solely on hip issues, but as I delved deeper, I realized it was really about the Alexander Technique. I ended up writing the Alexander Technique sections first, and then I wove in the “hip” content to connect it all.
The result is a book that serves as an introduction to the Alexander Technique, framed through the lens of addressing hip issues. However, the principles outlined in the book are universal and apply to so many aspects of life. Tailoring the Alexander Technique to help people with hip challenges is just one example of how it can be customized for different needs.
The first part of the book is dedicated to the core principles of the Alexander Technique, offering readers a solid foundation in the method and my approach to it. Ultimately, I hope the book serves as a guide for anyone interested in exploring the transformative potential of this work—whether they’re dealing with hip issues or any other challenges.
As a teacher and mentor, what qualities do you prioritize when training the next generation of Alexander Technique practitioners?
That’s a really good question, and I think it’s one that needs to be asked often. It helps us understand how to bring the work to people in a way that will benefit them. What I look for in people is the ability to communicate well about what they are experiencing and what they understand. They should also have a strong ability to build rapport with others and listen actively. Most importantly, they need to be curious. They must remain curious so they don’t fall into the trap of thinking they know everything. It’s important to recognize that the process of learning is lifelong and ongoing.
For me, the attitude of curiosity, discovery, and exploration is almost the most essential part of the Alexander Technique. This allows people to enter an environment where they don’t feel judged, where they feel free to bring whatever is going on with them. In turn, someone will offer them ideas to try out, helping them explore themselves in ways they may not have considered before.
