Skip to main content
Open Book Publishers

16. How do European and Western Balkans Conservatoires Help Music Students with their Health and Well-being?

Chapter of: Psychological Perspectives on Musical Experiences and Skills: Research in the Western Balkans and Western Europe(pp. 351–370)

Export Metadata

  • ONIX 3.1
  • ONIX 3.0
    • Thoth
    • Project MUSE
      Cannot generate record: No BIC or BISAC subject code
    • OAPEN
    • JSTOR
      Cannot generate record: No BISAC subject code
    • Google Books
      Cannot generate record: No BIC, BISAC or LCC subject code
    • OverDrive
      Cannot generate record: No priced EPUB or PDF URL
  • ONIX 2.1
  • CSV
  • JSON
  • OCLC KBART
  • BibTeX
  • CrossRef DOI deposit
    Cannot generate record: This work does not have any ISBNs
  • MARC 21 Record
    Cannot generate record: MARC records are not available for chapters
  • MARC 21 Markup
    Cannot generate record: MARC records are not available for chapters
  • MARC 21 XML
    Cannot generate record: MARC records are not available for chapters
Metadata
Title16. How do European and Western Balkans Conservatoires Help Music Students with their Health and Well-being?
ContributorRaluca Matei(author)
Jane Ginsborg(author)
DOIhttps://doi.org/10.11647/obp.0389.16
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0389/chapters/10.11647/obp.0389.16
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightRaluca Matei; Jane Ginsborg;
PublisherOpen Book Publishers
Published on2024-06-20
Long abstractThis study captured and compared the variety of health education courses in music higher education in Europe (E) and the Western Balkans (WB). Respondents were asked about the aims of such courses, their design, content, length, teaching staff, target population, and evaluation methods. A 38-item survey was open to school administrators and course leaders for each course completed in, or planned, during the 2016–17 (E) and 2019–20 (WB) academic years, respectively. The data was analysed descriptively. Having been implemented earlier, courses in E tended to be more practical than theoretical, compulsory rather than optional, and designed by more interdisciplinary teams. Courses in WB focused more on psychology than anatomy and hearing health. The variety of courses raises questions about the need for more precise guidelines and a broader definition of health.
Page rangepp. 351–370
Print length20 pages
LanguageEnglish (Original)
Contributors

Raluca Matei

(author)
Postdoctoral Research Fellow at Johns Hopkins University
https://orcid.org/0000-0002-3428-9768

Raluca Matei is currently Postdoctoral Research Fellow in Performing Arts and Health at the Peabody Institute of the Johns Hopkins University, USA. She has BA in both music and psychology, an MSc in health psychology, and a PhD in psychology from the Royal Northern College of Music, Manchester, with a focus on musicians’ health and well-being from an interdisciplinary, real-world perspective. She also studied with Maxim Vengerov at the Menuhin Academy in Switzerland. Raluca is currently interested in training critical thinking as part of the conservatoire curriculum and in questioning current assumptions in classical music.

Jane Ginsborg

(author)
Associate Director of Research at Royal Northern College of Music
https://orcid.org/0000-0003-0297-1751

Jane Ginsborg has BA degrees in both music and psychology, and a PhD in psychology. She is Associate Director of Research at the Royal Northern College of Music, Manchester (from 2009), was President of ESCOM (2012–15), and is Editor-in-Chief of Musicae Scientiae (from 2019). Her publications include Performing music research: Methods in music education, psychology, and performance science (Oxford University Press, 2021), and many articles and chapters on topics relating to expert music performance and musicians’ well-being.