Lived experiences of musicians with pain: an interpretative phenomenological analysis of performance-related pain of professional violinists

Kock, Sharon de; Merwe, Liesl van der; Wentink, Catrien

doi:10.1080/17482631.2023.2203624

Cited by 1 publication

(1 citation statement)

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“…This implies that ineffective practice results in excessive workload and may cause injuries, as the amount of practice time is correlated with playing-related injuries ( Robitaille et al, 2018 ; Gembris et al, 2020 ; Macdonald et al, 2022 ). However, even with the injuries, students and professional musicians tend to play through the pain; their identity is deeply entrenched with music, and quitting performance may result in an identity crisis ( Park et al, 2007 ; de Kock et al, 2023 ).…”

Section: Interpretive Autonomy Learning Behavior and Well-beingmentioning

confidence: 99%

Autonomous or controlled interpreters? Model of Werktreue internalization for classical musicians

Fujimoto,

Uesaka

2024

Front. Psychol.

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Self-regulated learning—a cyclical process in which a learner sets a goal, monitors, and self-reflects on one’s learning to set the next goal—is vital in instrumental learning. However, many conservatory students fail to initiate self-regulated learning; they take lessons passively, practice ineffectively, and fail to give satisfactory performance. These learning experiences could harm students’ well-being, and physical and mental health problems are widespread among students. Nevertheless, factors contributing to self-regulated learning remain unknown. We hypothesized that musicians’ autonomy in musical interpretation, which we refer to as interpretive autonomy, plays a pivotal role in self-regulated learning. Without developing interpretation, musicians fail to set personal goals, monitor, and self-evaluate their performances in terms of musicality. Although previous studies imply that interpretation plays a significant role in self-regulated learning, this has not been clearly demonstrated. Studies on interpretive autonomy are scarce due to a complicated discourse surrounding performers’ freedom in interpretation. The ideology of Werktreue underpins the classical music field, and classical music performances are evaluated based on how faithfully a performer interpreted the composer’s intention. Yet musicians hold various beliefs regarding the meaning of faithful interpretation, thus the degree of interpretive autonomy cannot be assessed unless its clear definition is provided. In addition, the mechanisms that promote or hinder interpretive autonomy in learning remain unexplained. To address these issues, we proposed a model of Werktreue internalization by applying self-determination theory. The model defines interpretive autonomy based on internalization types, identifies its effects on musicians’ learning behavior and well-being, and reveals the mechanisms that promote or hinder interpretive autonomy in learning experiences. This model allows researchers and educators to assess the degree of interpretive autonomy, attribute impaired learning behavior and well-being to a lack of interpretive autonomy, and promote interpretive autonomy by supporting students’ psychological needs in interpretation.

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