Something New is a-Coming
You cry and you scream and you stomp your feet and you shout. You say, “You know what? I’m giving up, I don’t care.” And then you go to bed and you wake up and it’s a brand new day, and you pick yourself back up again. — Nicole Scherzinger
Wellness seeks more than the absence of illness; it searches for new levels of excellence. Beyond any disease-free neutral point, wellness dedicates its efforts to our total well-being – in body, mind, and spirit. — Greg Anderson
What is that saying? “When you point at someone, there are three fingers pointing back at you.” Or if you prefer the biblical reference (Jesus), “Don’t focus on the speck in your brother’s eye while ignoring the log in your own eye.”
Increasingly common, I find that our colleagues in music education do not model habits of good health and work/personal life balance. All fingers point at both my wife and I, as when we were at the pinnacle of our full-time careers (prior to retiring in 2013), teaching strings grades 3-12 in multiple buildings, preparing for concerts and festivals, designing curriculum, producing musicals, running marching bands, etc. often felt like a “runaway train ride” — a stressful 24/7 schedule with the two of us squeezing in time to meet for dinner in between our after-school rehearsals, and later “falling into bed” to snatch 5-6 hours of sleep, three to four days per week, ten months a year.
That said, I “see” little research, pre-service, in-service, post-service training, or even online dialogue about the wellness problems associated with our profession:
- Overwhelming workload, long hours, and challenging classroom situations
- Inconsistent hydration and consumption of a balanced diet
- Irregular amounts of daily aerobic physical exercise
- Insufficient quantities (length, depth, and frequency) of rest and sleep
- Infrequent use of sick days or vacations as needed for restorative health
- Misuse of the voice at work
- Inadequate hearing conservation and protection from over-exposure to sound
- Deficient scheduling of opportunities for mindfulness, meditation, and/or reflection
- Deprivation of personal outlets for creative self-expression (not related to the job)
- Lack of time to explore hobbies, interests, and socialization with family, friends, and loved ones
With the simplistic title of “Care,” blogs archived within the new section of this blog-site here will dive into these issues, remedies towards fostering a better “life balance,” and suggestions for the development of a self-care plan. Quoting from the timely article in the June 2019 issue of NAfME Music Educators Journal, “Health and Wellness for In-Service and Future Music Teachers” by Christa Kuebel, “Those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education.” We need to address methods for reducing job-related depression, anxiety, stress, loneliness, feelings of impotency, and “burnout,” which can lead to negative student outcomes, lowered professional standards, absenteeism, illness, and teacher attrition.
Definitions of Wellness
A state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity. — The World Health Organization
A conscious, self-directed and evolving process of achieving full potential. — The National Wellness Institute
According to the Student Health and Counseling Services of the University of California, Davis Campus, “wellness” is an active process of becoming aware of and making choices toward a healthy and fulfilling life. Wellness is more than being free from illness; it is a dynamic process of change and growth.”
Further elaboration of their eight dimensions of wellness is provided here:
- Occupational
- Emotional
- Spiritual
- Environmental
- Financial
- Physical
- Social
- Intellectual
They conclude: “Each dimension of wellness is interrelated with another. Each dimension is equally vital in the pursuit of optimum health. One can reach an optimal level of wellness by understanding how to maintain and optimize each of the dimensions of wellness.”
It’s Time to Bring on the “Experts”
Even though I would have told you “I am loving every moment of it” during my 35+-year career in music education, I would be the last person anyone should turn to for helpful advice on self-care. I cannot say I ever “practiced what I preached” lectured to my music students on taking care of themselves physically, mentally, emotionally, and socially. So, for this forum, we will bring in leading authorities and even a few “frontier blazers” who have agreed to share new ideas in alleviating “the problem,” so well defined in the MEJ article by Christa Kuebel:
Music education has been shown to be a field in which stress and burnout are common. We must address this difficult realization in order to make changes for the health and success of our current and future teachers. Our concert seasons will continue to come and go, and our responsibilities will not decrease in number, but taking time to consider how to take care of ourselves may allow us to fulfill our responsibilities in safe and effective ways throughout our entire careers.
— “Health and Wellness for In-Service and Future Music Teachers” by Christa Kuebel
Coming Soon…
Already, we have found a wealth of people who have perspectives and “prescriptions” that may help. We are anticipating future submissions from (or reviews of) the following self-care advisors:
- Aforementioned MEJ article, teacher self-care assessment, and excellent bibliography by Christa Kuebel
- Contributions by Lesley Moffat including her book I Love My Job, But It’s Killing Me and details about her Band Directors Boot Camp, “Music Teacher Mojo Meter,” and her website “Building Better Band Programs Without Burning Out”
- Recommended by NAfME member Jennifer Dennett, the book Exhausted – Why Teachers Are So Tired and What They Can Do About It by Paul Murphy, who also has an extensive website and other books on “teacher habits”
- Future wellness research and writings by Theresa Ducassoux, who has been accepted into the Google Innovator Academy, a program for teachers to work on tackling challenges in education
- Survey of “prioritizing teacher self-care” articles posted by Edutopia
- Other online sources
This is Where YOU Can Help!
If you find something interesting, please comment on it at this forum, or send an email to paulkfox.usc@gmail.com.
PKF
Photo credits (in order) from Pixabay.com
- “Wellness-massage-sound-massage” by Jürgen Rübig/rhythmuswege
- “Key-tag-security-label-symbol” by qimono/Arek Socha
- “Model-pillow-sleep-sleepwalking” by
- “Runner-male-running-jogging” by skeeze
- “Breakfast” by Bernadette Wurzinger/Einladung_zum_Essen
- “Zumba” by Andrzej Rembowski
© 2019 Paul K. Fox
Pete Townshend
We would not consider allowing our youth to play football without a helmet, work in chemistry lab or shop class without eye protectors. Yet everyday, we allow our children to participate in school-sponsored instrumental music activities without hearing protection.
The mission of South Hills Junior Orchestra, which rehearses and performs at the Upper St. Clair High School in Pittsburgh, PA, is to support and nurture local school band and orchestra programs, to develop knowledge, understanding, performance skills, and an appreciation of music, to increase an individual member’s self-esteem and self-motivation, and to continue to advance a life-long study of music. Members of the Orchestra learn, grow, and achieve positions of leadership to serve their fellow members.
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