Rising to a New Paradigm: Infusing Health and Wellness into the Music Curriculum

Pierce, Deborah

doi:10.2979/philmusieducrevi.20.2.154

Cited by 4 publications

(3 citation statements)

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“…She states that professional musicians, like athletes, have always faced physical and psychological problems related to their artistic work, due to intense and often solo training, as well as high levels of competition, which extends to student musicians as well. Pierce cites a study that reports 25% of music students entering college or university have higher ratings of depression and anxiety than their non-music peers (Spahn et al 2004in Pierce 2012. Some research has shown that the personalities of those who are drawn to the profession of music are "especially vulnerable to psychological injuries" (Pierce 2012, 155).…”

Section: Editors Diane Conrad and Anitamentioning

confidence: 99%

“…This kind of inclusiveness and community is commonly found in participatory musics (Turino 2008) and the subsequent feelings of belonging are a significant predictor of engagement (Bowker et al 2015). However, community is often lacking in North American culture and particularly in university settings that may have large populations and hierarchical, competitive structures (Pierce 2012, Putnam 2000.…”

Section: Mental Healthmentioning

confidence: 99%

“…These skills can be developed in an educational ensemble such as WARE, where the outcome is not as important as the immediate skill building and experience. As previously discussed,Pierce (2012) andSolís (2004) both advocate for opportunities for students to participate in global musical ensembles where process is valued over product and where students can explore new traditions, develop social bonds and create community.We have seen from the research presented in Chapter 1 that emotional health plays an important role in positive mental health. The work of cognitive scientist Elizabeth Margulis reveals a fascinating connection between repetition in music and positive emotions.…”

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Drumming Up Health: A Case Study of Carleton University's West African Rhythm Ensemble

Armstrong¹

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There is recent, compelling research that clearly documents the positive role that musicmaking plays in an individual's and community's well-being (Stige 2006, Thaut 2013, Turino 2008. Rhythm, in particular, has been shown to connect people with each other, reduce stress and anxiety, and promote feelings of empathy and community (Berlyne 1971, Clift & Hancox 2010, Thaut, 2013. The vibrant and energetic experience of participating in a drum and dance ensemble underlines the powerful forces at play in participatory music, and the mental, physical and social health benefits it can provide. This thesis examines the ways in which participation in the Carleton University West African Rhythm ensemble contributes to positive health and well-being for the students involved. Through email and audio interviews, and written surveys, this case study provides persuasive evidence of the value of inclusion of this style of music and dance in educational, therapeutic and community settings.iii Acknowledgments I would like to thank my supervisor, Professor Anna Hoefnagels for her guidance and encouragement during this process, from our initial conversations in the Music Department hallway through to the completion of this thesis. Her genuine interest in my topic, her bountiful lending library and her constructive and detailed suggestions have made me a more informed and discerning reader and writer. Her suggestions regarding professional opportunities have been valuable, and her advocacy and support has provided an extremely positive environment in which to explore and develop my ideas.

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Section: Editors Diane Conrad and Anitamentioning

confidence: 99%

Section: Mental Healthmentioning

confidence: 99%

mentioning

confidence: 99%

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