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Health Promotions in Schools of Music

2004 Conference | Sponsors | University of North Texas | Performing Arts Medical Association

Music Education Liaison
Summary
Messages

Hearing Health
Education
Research

Vocal Health
Summary
PreConference Report 1
Preconference Report 2
Postconference Report

Neuromusculoskeletal
Health
Education
Research

Mental Health
Summary
Relationships
Teacher Stresses

Conclusion



MENTAL HEALTH REPORT

Teacher-Student Relationships and Positive Communication
with Peers and School Personnel.

Zdzinski submitted the following report:

Sources that inhibit healthy teacher-student relationships and positive communication with
peers and school personnel are:
Institutional-based stress sources
Ensemble policies and time commitment
Applied music lessons & jury examinations
Excess credit hours for music education curricula
Institutional bureaucratic stressors
Ensemble & applied studio placement (competition)
Scholarship concerns

Research that has addressed some of the above issues in music education: 
LeBlanc’s model of Musical Performance Anxiety 
Professional Socialization of College Musicians (Roberts, Woodford)
Interpersonal Self-Regulation of Music Student Learning (McPherson)

Balancing Diverse Musical and Educational Standards and Expectations

By the very nature of their work, music teachers need to respond to challenges from multiple sources, not all of which are in agreement with each other, itself a source of professional stress. The challenges lie in maintaining and teaching toward the various standards that different entities connected to music in the schools have set forth:
(a) Music schools, in compliance with the National Association of Music Schools, prepare all music majors for a set of musical and technical competencies and proficiencies that are assumed to serve as the standard by which to gauge progress in primary and secondary school music instruction.
(b) The school community expects compliance with and adherence to educational standards set by non-music, professional communities, such as those represented by educators in the core subjects of math, science, and language arts. Music teachers are at times expected to give precedence to those standards over adherence to musical standards.
(c) Individual principals impose standards of conduct that can be perceived as running counter to the music teacher’s own expectations of what is important.
Greater awareness of and preparation toward learning about the possibly divergent expectations that exist among the many different groups with which a music teacher must communicate on a regular basis, may ease experiences of stress and sensations of alienation, a major contributor to teacher burn-out.