Melbourne Conservatorium of Music - Research Publications
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ItemThe role of artistic creative activities in navigating the COVID-19 pandemic in Australia(Frontiers Media, 2022)During the COVID-19 pandemic some Australians turned to artistic creative activities (ACAs) as a way of managing their own mental health and well-being. This study examined the role of ACAs in regulating emotion and supporting mental health and well-being during the COVID-19 pandemic, and also attempted to identify at-risk populations. We proposed that (1) participants would use ACAs as avoidance-based emotion regulation strategies; and (2) music engagement would be used for emotion regulation. Australian participants (N = 653) recruited from the general public completed an online survey, which included scales targeting anxiety (GAD7 scale), depression (PHQ9 scale) and loneliness (two UCLA Loneliness Scales, referring to “Before” and “Since” COVID-19). Participants reported which ACAs they had undertaken and ceased during the pandemic using an established list and ranked their undertaken ACAs in terms of effectiveness at making them “feel better.” For their top-ranked ACA, participantsthen completed the Emot on Regulation Scale for Artistic Creative Activities (ERS-ACA), and if participants had undertaken any musical ACAs, also the Musical Engagement Questionnaire (MusEQ). The results supported both hypotheses. ANOVAs indicated that participants ranked significantly higher on the “avoidance” ERS-ACA subscale than the other subscales, and that participants ranked significantly higher on the emotion regulation and musical preference MusEQ subscales than the other subscales. Additionally, while ACAs such as “Watching films or TV shows” and “Cookery or baking” were common, they ranked poorly as effective methods of emotion regulation, whereas “Listening to music” was the second-most frequently undertaken ACA and also the most effective. “Singing” and “Dancing” were among the most ceased ACAs but also ranked among the most effective for emotion regulation, suggesting that support for developing pandemic-safe approaches to these ACAs may provide well-being benefits in future crises. Additionally, correlation analyses howed that younger participants, those who took less exercise during the pandemic, and those with the highest musical engagement reported the poorest well-being.We conclude that ACAs provided an important resource for supporting mental health and well-being during the COVID-19 pandemic in Australia and could potentially support mental health and well-being in future crises.
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ItemPlaying an Instrument(Oxford University Press, 2016)Learning to play a musical instrument is one of the most widespread musical activities for children. While much research in the past century has focused on the assessment of musical abilities and the content of their lessons, more recent research has focused on children’s interactions with their social environments and how these interactions impact their ongoing ability and motivation to learn and play music. This chapter explores these social and cognitive developments starting with how children and their parents select an instrument and negotiate the commencement of formal music learning, through to the task related cognitive strategies children use to overcome the difficulties associated with learning and practice, and the ways they may eventually become able to integrate an identity as a musician with their own sense of self. Aspects of self-regulation and self-determination theory are discussed.
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ItemSocial and applied psychological explorations of music, health, and wellbeing(Palgrave Macmillan, 2018)This chapter explores the specific well-being benefits that diverse forms of musical engagement can promote from the particular perspective of the social and applied psychology of music. It surveys recent social-psychological literature broadly, and the authors also draw from their own research offering case studies to highlight research evidence concerning health and well-being benefits when applying a social-psychological lens to music research. It explores the influence of newer, digital technologies for promoting self-regulation, such as mood management via playlists; points to the range of benefits across types of well-being from music participation; and considers the role of music facilitators and educators with respect to promoting well-being. Relevant influences range from micro- to meso-level determinants interacting across the levels to influence our experiences every day.
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ItemLearning to perform: From 'gifts' and 'talents' to skills and creative engagement(Oxford University Press, 2017)To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.
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ItemPlaying an instrument(Oxford U, 2016)
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ItemSinging and Psychological Needs(Oxford University Press, 2019-04-11)
This chapter explores evidence that reveals the psychological benefits of participation in singing activity. The theoretical framework for this chapter focuses on Ryan and Deci’s(2002) model of psychological needs. This theory argues that when satisfaction of the psychological needs of competency, relatedness, and autonomy are met, health and wellbeing are achieved. It is shown how feelings of competency and social connection can be achieved by placing singing at the center of someone’s life which can enhance potential for positive well-being impact. Generating feelings of autonomy facilitate motivation and promote self-endorsed and self-governed actions. Examples from singing contexts provide evidence for this discussion. In groups such as older people, for example, the sense of individual control in the singing group can have positive effects in a life otherwise often controlled by doctors and care workers.