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dc.contributor.advisorThompson, Marc
dc.contributor.authorDempsey, Tracy
dc.date.accessioned2021-01-04T07:08:34Z
dc.date.available2021-01-04T07:08:34Z
dc.date.issued2020
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73521
dc.description.abstractMusic-making can be a powerful source of well-being but does not occur in a vacuum. Participation in, and benefits derived from, music-making opportunities is affected by participants' confidence levels, beliefs about their abilities, previous experience and more. In Western culture, beliefs about music-making often include the notion that only certain people have musical ability; a misguided belief that prevents many from seeking out or engaging with music-making opportunities which could benefit their well-being. Other limiting beliefs affect well-being; coaching aims to help coachees identify and refine or replace such beliefs, encouraging transfer of skills from one area of competence to in the pursuit of specific goals. Positive psychology offers strategies for increasing well-being, including gratitude practice. Finally, evidence is mounting about the positive effects of mindfulness practice on well- being, with proponents reporting reduced anxiety and self-judgement. This action research project combined coaching, positive psychology, and mindfulness techniques in a music education project to explore their interconnected impacts on participant well-being and learning. An international group of 10 adults with little or no prior musical training or a strong desire to return to musical practice took part in an 8-week programme of 2-hour group sessions centred around kantele tuition, alongside individual coaching sessions exploring skill transference to and from other life areas. Qualitative analysis was used to explore the interconnected effects of elements of the study on participant well-being, with reference to Seligman's PERMA model. Participants (age range=24-51, musical training in years=0 (4), 0.5 (1), 2 (3), 6-9 (1)) reported increased well-being across multiple aspects of the PERMA model during semi-structured interviews, with thematic analysis identifying additional well- being outcomes. Due to participant workload and feedback, no behavioural tracking or reporting tasks were added to the weekly sessions. This led to high reported pleasure, but perhaps at the expense of more marked results via stronger habit formation, which might have increased well-being further due to competency gains in musical and mindfulness skills. Future iterations of the action research cycle could explore these issues.en
dc.format.extent95
dc.language.isoen
dc.subject.othermusic-making
dc.subject.othercommunity music
dc.titleMusical learning for the development of well-being, well-being approaches to deepen learning : an action research project integrating coaching, positive psychology, mindfulness, and music-making
dc.identifier.urnURN:NBN:fi:jyu-202101041002
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaHumanistis-yhteiskuntatieteellinen tiedekuntafi
dc.contributor.tiedekuntaFaculty of Humanities and Social Sciencesen
dc.contributor.laitosMusiikin, taiteen ja kulttuurin tutkimuksen laitosfi
dc.contributor.laitosDepartment of Music, Art and Culture Studiesen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMusic, Mind and Technology (maisteriohjelma)fi
dc.contributor.oppiaineMaster's Degree Programme in Music, Mind and Technologyen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi3054
dc.subject.ysoelinikäinen oppiminen
dc.subject.ysotoimintatutkimus
dc.subject.ysotietoinen läsnäolo
dc.subject.ysopositiivinen psykologia
dc.subject.ysomusiikkipsykologia
dc.subject.ysomusiikki
dc.subject.ysomusiikkikasvatus
dc.subject.ysooppiminen
dc.subject.ysovalmennus
dc.subject.ysohyvinvointi
dc.subject.ysolifelong learning
dc.subject.ysoaction research
dc.subject.ysomindfulness
dc.subject.ysopositive psychology
dc.subject.ysomusic psychology
dc.subject.ysomusic
dc.subject.ysomusic education
dc.subject.ysolearning
dc.subject.ysocoaching
dc.subject.ysowell-being


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