Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
##common.pageHeaderLogo.altText##

ARTIGOS

Vol. 12 Núm. 1 (2024): Percepta - Revista de Cognição Musical

Safe Space for Musical Performance: A Case Study on Promoting Health and Well-being in Instrumental Teaching in Brazil

DOI
https://doi.org/10.34018/2318-891X.12(1)150-178
Enviado
octubre 31, 2024
Publicado
2025-02-12

Resumen

This article describes the methodology used to develop the Safe Space for Musical Performance (SSMP), an approach created during the course "Studies on Psychophysical Integration in Musical Performance," offered to students in the Graduate Program in Music at the Federal University of Paraíba (UFPB). The course aimed to promote health and well-being in musical practice by integrating psychophysical aspects with theoretical knowledge of musician physiology. Thirteen students participated in 15 synchronous online sessions, which included warm-up exercises, discussions, musical practice, and relaxation activities. The results indicated that the SSMP fostered greater cohesion in musical practices and created a collaborative, safe environment for sharing experiences. It is concluded that establishing the SSMP can serve as a guideline for promoting healthier musical practices in Brazilian educational institutions.

Citas

  1. Abubakar, F. L., Otakey, H. A., Umar, S. A., Fulani, S. M., & Isah, A. (2022). The impact of insecurity on secondary schools in Northern Nigeria. Arts and Social Science Research, 12(2), 19-19.
  2. Alicke, M., Zhang, Y., & Stephenson, N. (2020). Self-awareness and self-knowledge. In Oxford Research Encyclopedia of Psychology.
  3. Alonso, M. A. P. (2015). Metacognition and sensorimotor components underlying the process of handwriting and keyboarding and their impact on learning. Procedia - Social and Behavioral Sciences, 176, 263-269. https://doi.org/10.1016/j.sbspro.2015.01.470
  4. Araújo, R. C. de, Ferronato, R. S., & Veloso, F. D. D. (2024). Metacognition in musical practices: Two studies with beginner and expert Brazilian musicians. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1331988
  5. Araújo, L. S., & Spahn, C. (2022). Promoting health-related lifestyle. In G. E. McPherson (Ed.), The Oxford Handbook of Music Performance, Volume 2 (online edn, Oxford Academic, 18 Mar. 2022). https://doi.org/10.1093/oxfordhb/9780190058869.013.14
  6. Araújo, L. S., Wasley, D., Perkins, R., Atkins, L., Redding, E., Ginsborg, J., & Williamon, A. (2017). Fit to perform: An investigation of higher education music students’ perceptions, attitudes, and behaviors toward health. Frontiers in Psychology, 8, 1558.
  7. Árnason, K., Briem, K., & Árnason, Á. (2018). Effects of an education and prevention course for university music students on their body awareness and attitude toward health and prevention. Medical Problems of Performing Artists, 33(2), 131-136.
  8. Babu, A. L., & Suneela, M. E. (2019). Level of insecurity and the relation of different components of insecurity to the academic performance of intermediate students. International Journal of Research in Humanities, Arts and Literature (IJRHAL, 7(4), 871-876.
  9. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  10. Barton, R., & Feinberg, J. R. (2008). Effectiveness of an educational program in health promotion and injury prevention for freshman music majors. Medical Problems of Performing Artists, 23(2), 47-53.
  11. Batūraitė-Bunka, A., Jurevičienė, M., & Skoczowsky-Danielsen, G. (2024). Unveiling the effects of nonviolent communication training on youth empathy. Social Welfare: Interdisciplinary Approach, 14, 70–87. https://doi.org/10.15388/SW.2024.14.5
  12. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
  13. Berg, L., King, B., Koenig, J., & McRoberts, R. L. (2022). Musician occupational and financial stress and mental health burden. Psychology of Music, 50(6), 1801-1815.
  14. Brown, B. (2017). Braving the wilderness: The quest for true belonging and the courage to stand alone. Random House.
  15. Bluestein, J. (2015). The perfection deception: Why trying to be perfect is sabotaging your relationships, making you sick, and holding your happiness hostage. Health Communications, Inc.
  16. Cacciamani, S., Cesareni, D., Perrucci, V., Balboni, G., & Khanlari, A. (2019). Effects of a social tutor on participation, sense of community and learning in online university courses. British Journal of Educational Technology, 50(4), 1771-1784.
  17. Campbell, P. S., Myers, D. E., & Sarath, E. W. (2016). Transforming music study from its foundations: A manifesto for progressive change in the undergraduate preparation of music majors. In Redefining music studies in an age of change (pp. 59-99). Routledge.
  18. Cherrier, S., Le Roux, P. Y., Gerard, F. M., Wattelez, G., & Galy, O. (2020). Impact of a neuroscience intervention (NeuroStratE) on the school performance of high school students: Academic achievement, self-knowledge and autonomy through a metacognitive approach. Trends in Neuroscience and Education, 18, 100125.
  19. Chesky, K., Dawson, W., & Manchester, R. (2006). Health promotion in schools of music: Initial recommendations for schools of music. Medical Problems of Performing Artists. Disponível em: https://www.semanticscholar.org/paper/Health-Promotion-in-Schools-of-Music%3A-Initial-for-Chesky-Dawson/77f6a0528d7a163e96de5eb82e23b80a2789f428
  20. Concina, E. (2019). The role of metacognitive skills in music learning and performing. Journal of Music Education, 25(3), 215-230.
  21. Costa, C. P. (2015). Saúde do músico: percursos e contribuições ao tema no Brasil. OPUS, 21(3), 183–208. https://doi.org/10.20504/opus2015c2106
  22. Costa, C. P. (2005). Contribuições da ergonomia à saúde do músico: considerações sobre a dimensão física do fazer musical. Música Hodie, 5(2). https://doi.org/10.5216/mh.v5i2.2474
  23. Cox, T., & Kilshaw, H. (2021). Creating a more inclusive classical music: A study of the English orchestral workforce and the current routes to joining it (Executive Summary). Arts Council England. https://www.artscouncil.org.uk/sites/default/files/download-file/Executive_Summary.pdf
  24. Cruder, C., Barbero, M., Koufaki, P., Soldini, E., & Gleeson, N. (2020). Prevalence and associated factors of playing-related musculoskeletal disorders among music students in Europe: Baseline findings from the Risk of Music Students (RISMUS) longitudinal multicentre study. PLoS One, 15, e0242660.
  25. Cuyper, N., Smet, K., & De Witte, H. (2022). I should learn to feel secure but I don’t because I feel insecure: The relationship between qualitative job insecurity and work-related learning in the public sector. Review of Public Personnel Administration, 42(4), 760-785.
  26. Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer.
  27. Domingues, R. S. V., & Noda, L. (2021). Aperfeiçoamento e capacitação em performance musical: estratégias de trabalho na pandemia. Revista Música, 21(1). https://doi.org/10.11606/rm.v21i1.186430
  28. Dutta, J., Chetia, P., & Soni, J. C. (2015). A comparative study on emotional maturity of secondary school students in Lakhimpur and Sonitpur districts of Assam. International Journal of Science and Research, 4(9), 168-176.
  29. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  30. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
  31. Fishbein, M., Middlestadt, S. E., Ottati, V., Straus, S., & Ellis, A. (1988). Medical problems among ICSOM musicians. Medical Problems of Performing Artists, 3, 1–8.
  32. Foxman, I., & Burgel, B. J. (2006). Musician health and safety: Preventing playing-related musculoskeletal disorders. AAOHN Journal, 54(7), 309–316. https://doi.org/10.1177/216507990605400703
  33. Giananti, A., Roessler, J., & Soldati, G. (2024). Perceptual knowledge and self-awareness. Oxford University Press. https://doi.org/10.1093/9780191965210.001.0001
  34. Ginsborg, J., Kreutz, G., Thomas, M., & Williamon, A. (2009). Healthy behaviours in music and non-music performance students. Health Education, 109(3), 242-258.
  35. Green, K. D., Forehand, R., Beck, S. J., & Vosk, B. (1980). An assessment of the relationship among measures of children's social competence and children's academic achievement. Child Development, 51(4), 1149-1156.
  36. Haba-Osca, J., González-Sala, F., & Martínez-Carrasco, R. (2019). Towards critical-reflexive agency: Introducing the 2030 agenda through engaged pedagogy in higher education. In EDULEARN19 Proceedings (pp. 7267-7272).
  37. Hallam, S. (2001). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18(1), 27-39.
  38. Harman, S. E. (1982). Occupational diseases of instrumental musicians, literature review. Maryland State Medical Journal, 31(6), 39-42.
  39. Hildebrandt, H., & Nübling, M. (2004). Providing further training in musicophysiology to instrumental teachers: Do their professional and preprofessional students derive any benefit? Medical Problems of Performing Artists, 19(2), 62-69.
  40. Hochberg, F. H., Leffert, R. D., Heller, M. D., & Merriman, L. (1983). Hand difficulties among musicians. JAMA, 249(14), 1869-1872.
  41. Holt, M. (2016). Applied anatomy in music: Body mapping for trumpeters. UNLV Theses, Dissertations, Professional Papers, and Capstones. https://doi.org/10.34917/9112082
  42. Jain, K. (2024). Barriers to equity, diversity and inclusion in education. Diversity, Equity & Inclusion, 183.
  43. Jowett, G. E., Mallinson-Howard, S. H., Hill, A. P., & Madigan, D. J. (2023). An update and extension of the independent effects approach to perfectionism in sport, dance, and exercise. The Psychology of Perfectionism in Sport, Dance, and Exercise, 75-161.
  44. Jyoti, D. F., Frongillo, E. A., & Jones, S. J. (2005). Food insecurity affects school children’s academic performance, weight gain, and social skills. The Journal of Nutrition, 135(12), 2831-2839.
  45. Kareem, A. O. (2021). Insecurity in teaching and learning in the school environment: Curriculum implications. Editorial Board, 142.
  46. Kegelaers, J., Schuijer, M., & Oudejans, R. R. (2021). Resilience and mental health issues in classical musicians: A preliminary study. Psychology of Music, 49, 1273–1284.
  47. Kegelaers, J., Jessen, L., Van Audenaerde, E., & Oudejans, R. R. (2022). Performers of the night: Examining the mental health of electronic music artists. Psychology of Music, 50(1), 69-85.
  48. Kenny, D., Driscoll, T., & Ackermann, B. (2014). Psychological well-being in professional orchestral musicians in Australia: A descriptive population study. Psychology of Music, 42, 210–232.
  49. Kenny, D. T. (2011). The psychology of music performance anxiety (1st ed.). Oxford University Press.
  50. Kernis, M. H., & Goldman, B. M. (2006). A multicomponent conceptualization of authenticity: Theory and research. Advances in Experimental Social Psychology, 38, 283-357.
  51. Khesht-Masjedi, M. F., Shokrgozar, S., Abdollahi, E., Habibi, B., Asghari, T., Ofoghi, R. S., & Pazhooman, S. (2019). The relationship between gender, age, anxiety, depression, and academic achievement among teenagers. Journal of Family Medicine and Primary Care, 8(3), 799-804.
  52. Korlipara, M., & Shah, H. (2024). “Power of words”: Impact, concerns, and applications of nonviolent communication training. European Journal of Training and Development, 48(1/2), 90-111.
  53. Lauricella, S. (2019). The practice of nonviolence: Teaching an undergraduate course in nonviolent communication. Journal of Communication Pedagogy, 2, 103-110.
  54. Leech-Wilkinson, D. (2020). Challenging Performance: Classical Music Performance Norms and How to Escape Them. https://challengingperformance.com/the-book/
  55. Lehrer, P. M. (1987). A review of the approaches to the management of tension and stage fright in music performance. Journal of Research in Music Education, 35(3), 143–153. https://doi.org/10.2307/3344957
  56. Lima, A. L. R. de. (2017). Memorização deliberada e dessensibilização sistemática como estratégias auxiliares de controle da ansiedade na performance da Suíte Brasileira No 3 de Lorenzo Fernández. (Dissertação de Mestrado, Universidade Federal da Paraíba). Disponível em https://repositorio.ufpb.br
  57. López-Íñiguez, G., Pérez Echeverría, M. P., Pozo, J. I., & Torrado, J. A. (2022). Student-centred music education: Principles to improve learning and teaching. In Learning and Teaching in the Music Studio: A Student-Centred Approach (pp. 369-385). Springer Nature Singapore.
  58. Maslow, A. H. (1971). The farther reaches of human nature. Arkana.
  59. Maté, G. (2022). The myth of normal: Trauma, illness and healing in a toxic culture. Knopf Canada.
  60. Matei, R., & Ginsborg, J. (2024). How do European and Western Balkans conservatoires help music students with their health and well-being? Psychological Perspectives on Musical Experiences and Skills, 351.
  61. Matei, R., & Ginsborg, J. (2022). Evaluating musicians' health interventions: The need for standardized protocols. Journal of Music, Health & Well-being.
  62. Matei, R., & Phillips, K. (2023a). Critical thinking in musicians’ health education: Findings from four workshops with experts (Part I). Health Promotion International, 38(2). https://doi.org/10.1093/heapro/daac187
  63. Matei, R., & Phillips, K. (2023b). Health education in conservatoires: What should it consist of? Findings from workshops with experts (Part II). Health Promotion International, 38(1). https://doi.org/10.1093/heapro/daac179
  64. Matei, R., & Ginsborg, J. (2022). Health education for musicians in the UK: A qualitative evaluation. Health Promotion International, 37(2). https://doi.org/10.1093/heapro/daab146
  65. Mishra, M., & Ramakrishna, P. (2023). Education of socio-economic disadvantaged groups: From marginalisation to inclusion. Routledge. https://doi.org/10.4324/9781003370222
  66. Muñoz Medina, F., López Bohle, S. A., Van Beurden, J., Chambel, M. J., & Ugarte, S. M. (2023). The relationship between job insecurity and employee performance: A systematic literature review and research agenda. Career Development International, 28(6/7), 589-632. https://doi.org/10.1108/CDI-06-2022-0164
  67. Nelson, S., & Blades, E. (2005). Singing with your whole self: The Feldenkrais Method and voice. Journal of Singing, 62(2).
  68. Ojukwu, M. O. (2017). Effect of insecurity of school environment on the academic performance of secondary school students in Imo State. International Journal of Education and Literacy Studies, 5(1), 20-28.
  69. Oliveira, C. F. C. D., & Vezzá, F. M. G. (2010). A saúde dos músicos: dor na prática profissional de músicos de orquestra no ABCD paulista. Revista Brasileira de Saúde Ocupacional, 35(121), 33–40. https://doi.org/10.1590/S0303-76572010000100005
  70. Onifode, T., Imhonopl, J., & Uorim, O. (2013). Psychosocial adjustment of integrated secondary schools: Boys and girls – Implications for teacher education programmes. Pakistan Journal of Social Sciences, 5(7), 681–685.
  71. Onigbinde, L. (2018). The impact of natural disasters on education outcomes. University of San Francisco. Retrieved from https://repository.usfca.edu/artsci_stu/2018/posters/12/
  72. Panebianco-Warrens, C. R., Fletcher, L., & Kreutz, G. (2015). Health-promoting behaviors in South African music students: A replication study. Psychology of Music, 43(6), 779-792.
  73. Peretz, I. (2018). Apprendre la musique: Nouvelles des neurosciences. Odile Jacob.
  74. Perry, N. E., Turner, J. C., & Meyer, D. K. (2006). Classrooms as contexts for motivating learning. In Handbook of Educational Psychology (2nd ed., pp. 327-348).
  75. Pouryaghoub, G., Mehrdad, R., & Pourhosein, S. (2017). Noise-induced hearing loss among professional musicians. Journal of Occupational Health, 59, 33–37. https://doi.org/10.1539/joh.16-0217-AO
  76. Reid, L. L. (2000). The consequences of food insecurity for child well-being: An analysis of children’s school achievement, psychological well-being, and health. Joint Center for Poverty Research Working Paper, 137.
  77. Risko, E. F., & Dunn, T. L. (2015). Storing information in-the-world: Metacognition and cognitive offloading in a short-term memory task. Consciousness and Cognition, 36, 61-74.
  78. Riva, G., & Mantovani, F. (2012). Being there: Understanding the feeling of presence in a synthetic environment and its potential for clinical change. Virtual Reality, 16(3), 219-225.
  79. Robson, K. E., & Kenny, D. T. (2017). Music performance anxiety in ensemble rehearsals and concerts: A comparison of music and non-music major undergraduate musicians. Psychology of Music, 45(6), 868-885.
  80. Rosenberg, M. B. (2003). Nonviolent communication: A language of life (2nd ed.). PuddleDancer Press.
  81. Rosset, M., Baumann, E., & Altenmüller, E. (2022). A longitudinal study of physical and mental health and health-related attitudes among music students: Potentials and challenges for university health promotion programs. Frontiers in Psychology, 13, 885739. https://doi.org/10.3389/fpsyg.2022.885739
  82. Rousseau, C., Barton, G., Garden, P., & Baltzopoulos, V. (2021). Development of an injury prevention model for playing-related musculoskeletal disorders in orchestra musicians based on predisposing risk factors. International Journal of Industrial Ergonomics, 81, 103026. https://doi.org/10.1016/j.ergon.2020.103026
  83. Rubens, S. L., Felix, E. D., & Hambrick, E. P. (2018). A meta-analysis of the impact of natural disasters on internalizing and externalizing problems in youth. Journal of Traumatic Stress, 31(3), 332–341. https://doi.org/10.1002/jts.22292
  84. Santos, D. F. dos. (2022). Ansiedade de performance musical e sintomas depressivos em estudantes de música (Trabalho de Conclusão de Curso, Universidade Federal de Pernambuco). Disponível em https://repositorio.ufpe.br/handle/123456789/51252
  85. Schellenberg, B. J. I., Gaudreau, P., & Rose, L. (2024). Practically perfect in every way: Perfectionism and evaluations of perfect performances in sport. https://doi.org/10.31234/osf.io/v2nsb
  86. Schlinger, M. (2006). Feldenkrais method, Alexander technique, and yoga—body awareness therapy in the performing arts. Physical Medicine and Rehabilitation Clinics, 17(4), 865-875.
  87. Schwartz, D., & Gorman, A. H. (2003). Community violence exposure and children's academic functioning. Journal of Educational Psychology, 95(1), 163.
  88. Siegel, D. J. (2020). The developing mind: How relationships and the brain interact to shape who we are (3rd ed.). Guilford Press.
  89. Silva, J. W. F. da, & Farias, R. B. de. (2019). Ansiedade na performance musical: Constatação, sintomas e atividades práticas propostas para seu enfrentamento, no âmbito da Escola de Música da Universidade Federal do Rio Grande do Norte, uma pesquisa em andamento. In Congresso da ANPPOM, 29, Pelotas/RS. Anais [...]. Disponível em https://anppom.org.br/anais/anaiscongresso_anppom_2019/5590/public/5590-20721-1-PB.pdf
  90. Spahn, C., Strukely, S., & Lehmann, A. (2004). Health conditions, attitudes toward study, and attitudes toward health at the beginning of university study: Music students in comparison with other student populations. Medical Problems of Performing Artists, 19(1), 26-33.
  91. Spahn, C., Richter, B., & Zschocke, I. (2002). Health attitudes, preventive behavior, and playing-related health problems among music students. Medical Problems of Performing Artists, 17(1), 22-28.
  92. Tinoco, C., Traube, C., & Guptill, C. (2024). Musicians’ health and wellness resources in Canadian post-secondary music programs. Revue musicale OICRM, 11(1), 138-154.
  93. Vaag, J., Bjerkeset, O., & Sivertsen, B. (2021). Anxiety and depression symptom level and psychotherapy use among music and art students compared to the general student population. Frontiers in Psychology, 12, 607927. https://doi.org/10.3389/fpsyg.2021.607927
  94. Vaag, J., Saksvik-Lehouillier, I., Bjorngaard, J. H., & Bjerkeset, O. (2015). Sleep difficulties and insomnia symptoms in Norwegian musicians compared to the general population and workforce. Behavioral Sleep Medicine, 14, 325–342.
  95. Vermeersch, L., Van Herreweghe, D., Meeuwssen, M., Van der Jeught, H., Daenen, L., Smeers, E., ... & Ramioul, M. (2023). The health and wellbeing of professional musicians and music creators in the EU–insights from research for policy and practice.
  96. Van Hooren, B., & Peake, J. M. (2018). Do we need a cool-down after exercise? A narrative review of the psychophysiological effects and the effects on performance, injuries and the long-term adaptive response. Sports Medicine, 48(7), 1575-1595.
  97. Watson, A. H. D. (2009). The biology of musical performance and performance-related injury. Scarecrow Press. Disponível em http://ebookcentral.proquest.com/lib/mcgill/detail.action?docID=467511
  98. Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157.
  99. Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
  100. Thompson, W. F., & Olsen, K. N. (2021). The Science and Psychology of Music: From Beethoven at the Office to Beyoncé at the Gym. Bloomsbury Publishing USA.
  101. Trelha, C. S., de Carvalho, R. P., Franco, S. S., Nakaoski, T., Broza, T. P., de Lorena Fábio, T., & Abelha, T. Z. (2004). Arte e saúde: frequência de sintomas músculo-esqueléticos em músicos da orquestra sinfônica da Universidade Estadual de Londrina. Semina: Ciências Biológicas e da Saúde, 25(1), 65-72.
  102. Yu, S., Shi, J., Huang, J., Fan, S., & Xu, W. (2021). Longitudinal relationship between emotional insecurity and adolescent mental health: The mediation of rejection sensitivity and moderation of dispositional mindfulness. Mindfulness, 12(11), 2662-2671.
  103. 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(2), 54-65.
  104. Zaza, C. (1994). Based prevention for musicians. Medical Problems of Performing Artists, 9(1), 3-6.
  105. Zaza, C. (1998). Playing-related musculoskeletal disorders in musicians: A systematic review of incidence and prevalence. CMAJ, 158(8), 1019–1025.
  106. Zhukov, K. (2019). Current approaches for management of music performance anxiety: An introductory overview. Medical Problems of Performing Artists, 34(1), 53–60. https://doi.org/10.21091/mppa.2019.1008

Artículos similares

1 2 3 4 5 6 7 8 9 10 > >> 

También puede {advancedSearchLink} para este artículo.