Training Sound Performers: An international needs-based music teacher survey

Research output: Contribution to conferenceConference presentation/ephemera

Abstract

Health promotion in music education settings has long been advocated to help address high performance-related injury rates and poor recovery outcomes in musicians (Fry, 1987; Chesky et al., 2006; Zander et al., 2010). While there have been numerous health promotion initiatives for music students, these have been predominantly in higher education settings (Evans et al.,submitted 2023). The important role of instrumental and vocal teachers in health promotion for music students at all educational levels has gained more prominence in recent research (Guptill & Zaza, 2010; Norton, 2016, 2019; Wijsman & Ackermann, 2019; Gill et al., 2022; Matei & Phillips, 2023). To maximise health promotion efforts, it is important to involve music teachers as stakeholders and “allies of prevention” (Norton, 2019). Yet, to date, there has been comparatively little research specifically focused on how to provide instrumental and vocal teachers with accessible, understandable, evidence-based health education resources, and what guidance they need to apply such resources in their pedagogy, so they are well-equipped to exercise their duty of care in relation to their students.
This presentation describes a mixed-methods study that explores music teachers’ experiences of health promotion in their own education and training; awareness of musicians’ health issues; perceptions of their oversight role for their students’ performance health; perceived capacity to integrate health information into their pedagogy; health-related topics they would prioritize for their teaching; and preferences regarding the delivery of musicians’ health education for teachers. This research will inform the design of planned new health education resources for music teachers.
A convergent, parallel mixed methods design was used. A literature review of published research and grey literature concerning health education for music teachers was performed using relevant standard databases. A customised, needs-based, online survey in English was designed based on the literature review, the authors’ extensive past experience in developing and delivering health education to musicians, and expert peer review. There were 178 responses to the survey. Of these, 120 participants completed 80% or more of the survey questions and their responses were deemed to be complete and included in the analysis. 20 respondents completed approximately half the survey and their responses have been included in the analysis for the questions they answered, totaling 140 participants from 16 different countries. Qualitative data were collected through survey text answers and semi-structured interviews with 35 survey participants, probing individual participants’ experience, perceptions, views and recommendations about health education for music teachers.
Our findings concur with past research indicating that music teachers feel they have an important oversight role in relation to their students’ performance health, and that their own experience underpins that sense of responsibility and the advice they provide to their students (Norton, 2019). Participants who completed the questionnaire showed prior awareness about musicians’ health issues, suggesting this may have motivated their interest in participating in the survey. A majority of participants who completed the questionnaire were highly engaged and many provided extensive text responses when asked to elaborate on their views, including recommendations about the content of health education for music teachers. Instrument-specific resources and performance psychology/mental skills training were highlighted as of particular importance by many participants. Participants also requested guidance about how to identify developing problems in different age groups, and strategies they could use to integrate evidence-based information into their teaching about physiology, hearing health, performance biomechanics, mental skills and practice strategies. Teachers showed a preference for a range of delivery options, but online only or a blended learning mode were preferred by most participants (77%). A majority of interviewees endorsed the need for evidence-based health education that they can apply in their teaching and expressed interest in participating in a future trial of health education resources. The survey was completed primarily by teachers with a prior interest in the topic of musicians’ health which may limit the breadth of responses represented, yet this also offered the opportunity to learn from stakeholder participants who are highly knowledgeable and experienced. Our preliminary findings show that teachers working with students of all ages and learning levels recognize the need for accessible, evidence-based musicians' health education. Our participants were passionate and eager to take up new professional development opportunities in musicians' health that can inform and support their pedagogy.
This research will provide insight about the crucial role music teachers play in the health promotion equation. It will inform the development of new health education resources for music educators and support the promotion of music students' health and learning at all levels. Limitations include a comparatively small sample, given the international perspective we hoped to gain. Important global regions were not represented, like Asia and South America, possibly due to language barriers or lack of survey distribution there. Therefore, the results cannot be considered generalizable to a wider global population of teachers. Analysis of the data is ongoing.

Chesky, K., Dawson, W. J., & Manchester, R. (2006). Health Promotion in Schools of Music. Medical Problems of Performing Artists, 21(3), 30–36.

Evans, A., Rennie-Salonen, B., Wijsman, S., & Ackermann, B. (submitted, 2023). Health education for music students and teachers: A scoping review.

Fry, H.J.H. (1987). Prevalence of overuse (injury) syndrome in Australian music schools. British Journal of Industrial Medicine, 44, 35-40.

Gill, A., Osborne, M., & McPherson, G. (2022). Sources of self-efficacy in class and studio music lessons. Research Studies in Music Education. https://doi.org/10.1177/1321103X221123234

Guptill, C., & Zaza, C. (2010). Injury Prevention: What Music Teachers Can Do. Music Educators Journal, 96(4), 28–34. https://doi.org/10.1177/0027432110370736

Matei, R., & Phillips, K. (2023). Health education in conservatoires: what should it consist of? Findings from workshops with experts (Part II). Health promotion international, 38(1), daac179. https://doi.org/10.1093/heapro/daac179

Norton, N.C. (2016). Health Promotion for Musicians: Engaging with instrumental and vocal teachers. Arts and Humanities as Higher Education Special Issue: The Reflective Conservatoire 15 (3/4). http://www.artsandhumanities.org/health-promotion-for-musicians-engaging-with-instrumental-and-vocal-teachers/

Norton, N. (2019). Human, Professional, Musician, Educator, Ally of Prevention: Your Health Matters. American Music Teacher, 68(6), 14–17. https://www.jstor.org/stable/26815959

Wijsman, S., & Ackermann, B. J. (2019). Educating Australian musicians: are we playing it safe?. Health Promotion International, 34(4), 869–876. https://doi.org/10.1093/heapro/day030

Zander, M. F., Voltmer, E., & Spahn, C. (2010). Health promotion and prevention in higher music education: Results of a longitudinal study. Medical Problems of Performing Artists, 25, 54–65.a longitudinal study. Medical Problems of Performing Artists, 25, 54–65.
Original languageEnglish
Publication statusPublished - 6 Jul 2023
Event41st Annual PAMA International Symposium - New York, United States
Duration: 6 Jul 20239 Jul 2023
https://artsmed.org/events/41st-annual-pama-international-symposium/

Conference

Conference41st Annual PAMA International Symposium
Country/TerritoryUnited States
CityNew York
Period6/07/239/07/23
Internet address

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