Printable handout here.

Dr. Blair Williams, Assistant Professor of String Music Education, Texas Tech University, blair.williams@ttu.edu

Dr. Lindsay Fulcher, Assistant Professor of String Music Education, University of Northern Colorado, Lindsay.Fulcher@unco.edu

Rachel Dirks, Director of Orchestral Studies at Kansas State University, rdirks@ksu.edu

Liz Dinwiddie, Performing Arts Dept. Chair, Ashley Hall School, Charleston, SC, dinwiddiee@ashleyhall.org 

Reflective practice comes naturally to trained musicians because it is embedded in our work as musicians and music teachers. We respond to feedback by altering future performances. But it can be hard to apply our musically refined reflective practices to achieving balance in our lives. (Kimpton & Kimpton, 2016)

RESEARCH 

  • Research shows that teachers and students are desperately over-scheduled, overworked, and over-stressed (Bley, 2015; Hamann, 1986, 1989; Hamann & Gordon, 2000; Hancock, 2008, 2009; Hedden, 2005; Kimpton & Kimpton, 2016; Krop, 2007; Pellegrino, Conway, & Millican, 2018; Scheib, 2003; Teachout, 1997; Teague & Smith, 2015). 

  • No matter your current teaching/music position and career path, there is a need for work-life balance. One must find time to process balance, it is personal and it can be vulnerable. There will be sacrifices and compromises.

BARRIERS

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  • Expectations from Work/Community/School/Church

  • Over-Committing or Lack of Commitment Boundaries

  • Family Responsibilities

  • Cultural Expectations

  • Time

  • Self

SEEKING SOLUTIONS

  • Meyer, Wheel of Life

  • Self

    Constructing balance with…

    • Daily, monthly, grading period, & yearly timeframes

    • Setting boundaries

    • Maintaining physical & mental health 

    • Consistency

  • Kimpton & Kimpton (2016), Human Portfolio List

IMPACT

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  • Self & Significant Relationships

  • Students

    • Mindful, reflective, and self-regulated

    • Balancing priorities & expectations

  • Future Music Educators

    • They are watching and deciding if they want to do our jobs one day.

    • Inspire, motivate, and demonstrate.

DIGITAL RESOURCES

BOOK AND ARTICLE RESOURCES

  • Bley, S. (2015). An examination of the time management behaviors and work-life balance of K-12 music educators (Doctoral dissertation). Available from ProQuest. (AAT 1592199).

  • Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. New York: Random House.

  • Campbell, M.R. & Thompson, L.K. (2007). Perceived concerns of preservice music education teachers: A cross-sectional study. Journal of Research in Music Education, 55(2), 162-176. 

  • Hamann, D.L. (1986). Burnout and the public school orchestra director. Update: The Application of Research in Music Education, 4(3), 11-14.

  • Hamann, D.L. (1989). Burnout assessment and comparison among general public school, public school music, and university music instructors. Dialogue in Instrumental Music Education, 13(2), 49-64.

  • Hamann, D.L. & Gordon, D.G. (2000). Burnout: An occupational hazard. Music Educators Journal, 87, 34-39.   

  • Hancock, C. B. (2008). Music teachers at risk for attrition and migration: An analysis of the 1999-2000 schools and staffing survey. Journal of Research in Music Education, 56(2), 130-144.                                            

  • Hancock, C. B. (2009). National estimates of retention, migration, and attrition: A multiyear comparison of music and non-music teachers. Journal of Research in Music Education, 57(2), 92-107.                                           

  • Hedden, D. G. (2005). A study of stress and its manifestations among music educators. Bulletin of the Council for Research in Music Education, 166, 57-67.                                                            

  • Kimpton, P. & Kimpton, A. (2016). Work-life balance for music educators. Chicago, IL: GIA Publications. 

  • Krop, J. (2007). Singing a different tune: Conscious wellness for music teachers. The Canadian Music Educator, 48(3), 16-18.

  • Meyer, P.J. & Success Motivation International. http://www.lmi-world.com/smi/. Accessed 1/7/2020.

  • Pellegrino, K. Conway, C.M., & Millican, J.S. (2018). Tenure and promotion experiences of music teacher educators: A mixed-methods study. Journal of Music Teacher Education, 27(2), 82-99.                                 

  • Scheib, J. W. (2003). Role stress in the professional life of the school music teacher: A collective case study. Journal of Research in Music Education, 51(2), 124-136.                                                                     

  • Teachout, D. J. (1997). Preservice and experienced teachers' opinions of skills and behaviors important to successful music teaching. Journal of Research in Music Education, 45(1), 41-50.            

  • Teague, A. & Smith, G.D. (2015). Portfolio careers and work-life balance among musicians: An initial study into implications for higher music education. British Journal of Music Education, 32(2), 177-193.

  • Veniga, R.L. & Spradley, J.P. (1981). The work-stress connection: How to cope with job burnout. New York: Ballantine Books.