Posts Tagged ‘Music. Music Education’

The Music Commission: Opportunities and Barriers to Progressing in Music

Wednesday, May 2nd, 2018

The Music Commission, supported by ABRSM, has launched its first call for public evidence, with a survey containing a series of specific questions around progress in the development of a musical life. Taking part enables all voices to be heard, so if you are involved in music education – as a music leader, teacher, learner, or consumer – The Music Commission would like to hear from you!

Have you found abundant opportunities to develop your musical practice or have there been barriers to participation in musical life? What are your positive and negative experiences of learning and work environments, your peers in the arts community, teachers, employers, media, access to venues and rehearsal space,  housing, earning a living or supporting yourself through university? Perhaps you have you encountered health problems that have been a barrier to progress – there are significant physical and psychological demands placed on music students and professionals, which can be eased or exacerbated by social factors.

Please take the survey here.

The Music Commission is also asking organisations within the music sector to run focus groups, an initiative you can find out about here: Let’s Talk Music. The questions are modeled on the online survey.  How the discussions take place and in what context however, are entirely up to the organisation hosting them. The aim of the group is to discuss questions and then to put together a collaborative statement which draws on the thoughts, feelings and opinions of the group.  This can be submitted in writing, or using recordings, video content or images.

 

Music Technology Research

Friday, May 27th, 2016

Researchers at the Royal College of Music’s Centre for Performance Science are working on an international project to find out more about musicians’ use of technology.

The project, called TELMI, investigates new technologies to enhance the learning of musical instruments and develop new tools to increase efficiency, engagement, and healthy practice habits in musicians ranging from professionals to beginners.

All musicians aged 16 and over are invited to complete the following survey:

www.surveymonkey.com/r/TELMI-tech

Health Education for Musicians: Instrumental and Vocal Music Teachers’ Perspectives

Monday, September 9th, 2013

Royal Northern College of Music PhD Candidate (and BAPAM Student Advocate Scheme Manager), Naomi Norton, is exploring instrumental/vocal music teachers’ perspectives on health education and support for musicians. The research is being conducted under the auspices of the RNCM (and is approved by their Research Ethics Committee) with with financial support from the Arts and Humanities Research Council

I would like to invite all instrumental/vocal music teachers to participate in a PhD research project entitled Health education in instrumental/vocal music lessons: the teacher’s perspective. This research is based at the Royal Northern College of Music in Manchester under the supervision of Professor Jane Ginsborg and Dr Alinka Greasley with financial support from the Arts and Humanities Research Council[1].

Click here to access the survey: The teachers perspective on health education

A significant number of musicians in the Western world are affected by performance-related problems such as music performance anxiety, noise-induced hearing loss, occupational stress and musculoskeletal disorders. Many of these problems are preventable provided that appropriate education and support are available throughout a musician’s training and career. Performing arts medicine specialists are turning to instrumental and vocal teachers as potential advocates for health promotion with the next generation of musicians; this research aims to explore instrumental/vocal music teachers’ perspectives on health education and support for musicians.

The specific study in which I am asking you to participate involves completing an online survey consisting of an introduction followed by four sets of questions (mainly multiple or single choice, although some require an open-ended response) covering a range of topics regarding performance-related problems, health education and support, and a conclusion. There are 50 questions and completion of the survey is likely to take between 20 and 40 minutes depending on the length of your answers. You can complete the survey in stages by saving your responses and returning to complete the survey later. Pilot study participants reported that they enjoyed completing the survey as they found the questions interesting and stimulating. Participation is entirely voluntary, all results will be kept completely confidential and data will be published anonymously.

Here’s the link to access the survey again: The teachers perspective on health education

If you have any questions regarding this research or your participation in the study please email me at naomi.norton@student.rncm.ac.uk.

Please share this with individual teachers or teaching networks who you believe may be willing to participate; the only requirement is that participants are currently teaching at least one instrumental/vocal music lesson on a regular basis (regardless of instrument or genre).


[1] The Arts and Humanities Research Council (AHRC) funds world-class, independent researchers in a wide range of subjects: ancient history, modern dance, archaeology, digital content, philosophy, English literature, design, the creative and performing arts, and much more.  This financial year the AHRC will spend approximately £98m to fund research and postgraduate training in collaboration with a number of partners. The quality and range of research supported by this investment of public funds not only provides social and cultural benefits but also contributes to the economic success of the UK. For further information on the AHRC, please go to: www.ahrc.ac.uk
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