Designing online professional learning in musicians’ health to build teaching capacity and increase occupational health literacy

Abstract
Within the context of school and studio teaching of musicians, healthy music practices are critical components of the instrumental and vocal music teaching experience and crucial for sustained engagement and lifelong music participation. Previously, there has been considerable research advocating health promotion as part of student learning within higher music education settings to help address and prevent music performance-related injuries and future health problems. Recent literature identifies the need for purposeful professional learning opportunities for music teachers at all educational levels to gain increased knowledge about musicians’ health, focusing specifically on integrating this into their teaching. This international, interdisciplinary project explores the design and development of health education professional learning for music teachers, delivered in online and blended learning settings. Using a mixed-methods participatory research design, preliminary stakeholder research was undertaken in an international survey of instrumental and vocal music teachers. 100% of teachers who completed the survey (N=115) indicated that music teachers should receive health education as part of their training and professional development, but only 27% indicated that such information was provided in their workplace. 95% of participants said they would be interested in using online resources for this purpose, and 76% preferred online only or blended learning delivery modes. This presentation will describe the Design-Based-Research (DBR) approach used for developing, trialling, and implementing evidence-based, online professional learning about musicians’ health for music teachers. It will discuss how online professional learning about musicians’ health can be created so that it can be accessed, interpreted, and applied by practitioners in diverse learning environments and contexts. It will overview topic areas identified for inclusion, and necessary design considerations for successful online delivery and teacher engagement. Through the exploration of small vignettes and teaching scenarios, essential components of the online and blended design process will be outlined. Key considerations including tools and resources (text and multimedia), technology compatibility (devices), pedagogy, communication modes, differentiated instruction, flexible delivery, and teacher interaction will be included. The presentation will assert that, regardless of location, teaching experience, or instrument type, online learning can inform practitioners, enabling them to integrate health information effectively in their music pedagogy as they work in their studios and classroom environments. The presentation will conclude by reflecting on how an online learning design affords a unique conduit to provide professional learning about musicians’ health for music educators, enhancing their teaching capacity as well as helping them to increase their occupational health literacy.