A Case for Mindfulness Practice in the Collegiate Voice Studio, Part 1

Abstract

This article examines the potential for mindfulness practice within a university curriculum for singers. For the past forty years, research has acknowledged mindfulness as a viable way to reduce anxiety and depression and to overall enhance physical, mental, and emotional health. Musicians who undergo mindfulness training have reported reduced performance anxiety, increased performance quality, enhanced focus,and greater enjoyment, among other published results. Despite these advantages, few institutions regularly offer courses in mindfulness. Singers may particularly benefit from mindfulness, given the unique challenges of their craft: playing an invisible instrument, one often inseparable from one’s identity, while relying on subjective outside ears. Voice teachers have an opportunity to proactively teach mindfulness in their studios. After reviewing mindfulness’ noteworthy research, this article explores the benefits of mindfulness as they pertain to musicians and students, as well as the role of the voice teacher in cultivating mindful practice and performance.