Mindfulness Access Points in General Music: Singing, Breathing, and Self-Awareness
Edward Varner
Journal of General Music Education December 7, 2021 DOI: 10.1177/27527646211060294 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Commentary Peer reviewed |
|---|---|
| Interventions | Focused breathing Singing |
| Topics | Meditation |
| Keywords | Education |
| Key points | Argues that focused breathing and singing can serve as access points to improved self-awareness in the general music classroom, contending that singing is a holistic activity with healing potential for traumatic experiences and that mindfulness breathwork can enhance present-moment awareness and reduce anxiety, helping students address fear, stress, and anxiety. |
Abstract
The purpose of this column is to promote the use of focused breathing and singing as access points to improved student self-awareness in the general music classroom. Singing is a holistic activity with the healing potential to improve and transform many traumatic life experiences endured by our students. Similarly, mindfulness breathwork is a holistic approach used to enhance self-awareness in the moment and can reduce anxiety. Both pursuits have the potential to help students overcome difficulties of fear, stress, and anxiety. Both practices expose participants to new ways of understanding themselves and the world around them while creating important access points to mindfulness and self-awareness.