Perspectives on Incorporating Health Promotion into Post-Secondary Violin Studio Lessons: A Multi-Phase Qualitative Study
Year: 2018
Type: dissertation
Abstract: This research explores how health promotion education can be incorporated into post-secondary violin studio lessons, and how students respond to such an integration. The research questions guiding the study are: 1) What comprises ideal health promotion education in the post-secondary violin studio; and 2) What are students’ perceptions and experiences with lessons that incorporate this health promotion education? A multiphase qualitative design was employed to include the voices of various key players, including instructors, health practitioners, and students. The first phase consisted of interviews and lesson observations with four post-secondary violin studio instructors. The second phase comprised interviews with five health practitioners who work with injured violinists: an osteopath, massage therapist, chiropractor, physiotherapist, and physician. From these two phases, five Health Promotion Concepts were devised, comprising: warm-ups/cool-downs; anatomy education; body awareness; effective practising techniques; and a psychological component comprising mindfulness and strategies for addressing performance anxiety. The third phase involved six post-secondary violin students in a practical exploration of the Health Promotion Concepts, by means of eight, one-hour private lessons with the researcher, initial and follow-up assessments, and a follow-up interview to discuss the students’ experiences with the Health Promotion Concepts. Three overriding themes emerged across all phases: 1) A clash of values; 2) Learning is a process; and 3) Health promotion education is empowering. The recommendations made by instructors and health practitioners, combined with the reported benefits experienced by student participants, indicate that health promotion education can be an empowering and productive addition to studio music lessons. In order for these concepts to be adopted more widely, instructors need access to relevant knowledge and skills, and music education institutions must change policies and curricula to prioritise the health and wellbeing of students.
Source: TSpace (University of Toronto)
Author: Linnea Thacker
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2948743555