In Part 1, the importance of breathing and muscular relaxation, termed “progressive relaxation,” were presented as strategies 1 and 2 for developing consistent performers. Here in part 2, meditation and mindfulness are discussed.
Meditation
Practicing the habit of relaxed concentration includes cultivating an awareness of the power of the mind. The purpose of meditation is to bring the body and mind to a place of unity in which things can be experienced in the moment that they occur. Meditation in the context of musicianship increases the connection between a musician’s mind and body by teaching the student to quiet both. As with the breathing and the progressive relaxation skills, there is a simple, yet powerful technique to introduce the skill of meditation to students.
Begin by finding a comfortable place to sit and take a few deep breaths. Then choose a one- to two-syllable mantra. This is helpful for two reasons: first, the mantra offers a concrete way to connect with the exercise (which is beneficial when practicing this skill with younger students who haven’t yet developed their abstract thinking), and second, research has shown that using a mantra blocks most of the signals from the brain to muscles, resulting in a quieter physical state.1 With eyes open or closed, inhale deeply and slowly to the count of three, then exhale while articulating the mantra. Repeat this as many times as it takes until the student begins to feel a connection between their breathing, their mental clarity, and their presence in the moment.
Mindfulness
I saved mindfulness for last because it encompasses all the previous skills. It combines physical relaxation with cognitive awareness through the passive direction of thoughts. It allows students to be thought observers and gentle guides, capable of redirecting unwanted thoughts or feelings during performance. This is a vital skill for students to develop. They need to understand that it is completely within their control to direct their thoughts while they play or perform. Too often students’ minds run unchecked while playing and they only realize the danger of this when a mistake occurs. Practicing mindfulness allows students to decide which thoughts are allowed and which are not.
Imagine you are standing by a river and imagine all your thoughts as leaves floating gently by. Don’t dwell on any of the thoughts, but gently push the “leaves” along when they appear. Do this for one minute. Ask your students to make a connection between this exercise and any anxious, uncomfortable, or distracting thoughts they may experience when they play and remind them that when these thoughts come, they may gently push them away and return their focus to their music perhaps by thinking of their mantra.
Imagine giving your students the gift of utilizing these skills to create powerful moments at the beginning of each lesson and practice session. Imagine the stillness, the quiet focus, the relaxed concentration that might blossom within them, opening them up for instruction and a productive time of learning. It requires zero equipment, only time. If your students can achieve this level of mental focus, they have made great strides toward securing a consistent, confident performance.
For more detailed information on these topics, visit the “articles” section of Mindful Music Pedagogy. While you’re there, download free supplemental student worksheets on breathing, progressive relaxation, meditation, and mindfulness from the Mindfulness for Musicians Workbook.
If you prefer guided audio, download files here.
—Written by Jessica Koebbe, published August 2020.
1Dorothy V., and Bette L. Harris, The Athlete's Guide to Sports Psychology: Mental Skills for Physical People, (New York: Leisure Press, 1984), 66.