The Mind, is a Powerful Source for Singers.
Updated: May 12
The concept that mindfulness is being ‘aware of one’s internal and external experiences’ (Cardaciotto et al. 2008) is relatable within my #singingteaching practice when teaching #voice, as #vocalists connect with their “internal and external auditory perception” (Yarnell,2017).
#Vocalists will hear a different #sound when they #sing to what the listener hears (Yarnell,2017), consequently connecting with their ‘mind, body and #imagination as well as, muscle groups’ (Yarnell,2017).
Being aware of ‘internal and external experiences’ (Cardaciotto et al. 2008) through #mindfulness practice, could prove extremely beneficial towards supporting the development of #vocaltechnique when focusing on ‘timbre and intensity’ (Roubeau et al. 2009).
The Mind, is a Powerful Source.
If I split mindfulness in half - ‘mind’ and ‘fulness’ I perceive the singular word in a different format, from a new angle. The #mind, from my own #perspective, is a powerful source allowing us to think, do and to be alive. Fulness, is to be filled with capability, to feel complete and #content.
Image by ThoughtCatalog from Pixabay
Mindfulness and Me.
#Mindfulness, in some cases has been viewed as a #meditation practice, and has also been conferred to as a ‘personality trait’ (Bennett et al. 2018) in terms of ‘openness to experience dimension of personality’ (Costa and McCrae,1992). This is an interesting concept to consider when considering multiple realities with individual #perspective, (Merriam, 1995) because of the different #personality traits individuals bring forth.
I question - Would the same #mindfulness technique achieve the same outcome, if everyone has a #unique personality? It would seem impossible to distribute a unique approach to mindfulness for each individual if ‘not everyone feels the same thing’ (Loney, 2016).
Image by Libya-Nada from Unsplash.
I must consider that each person may experience a different outcome conversely, from the same technique, from a multiple perspective (Merriam, 1995) and although different, it could still have similar benefits.
Bennett, R.I, Egan, H., Cook, A. and Mantzios, M. (2018) ‘Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education: A Randomized Experiment’, Higher Education for the Future, 5(1), pp. 75- 88. DOI: 10.1177/2347631117738649
Cardaciotto, L., Herbert, J., Forman, E., Moitra, E., and Farrow, V. (2008) ‘The Assessment of Present-Moment Awareness and Acceptance: The Philadelphia Mindfulness Scale’, Assessment, 15(2), pp. 204-223. DOI: 10.1177/1073191107311467
Loney, N. (2016) ‘Meditation and Mindful Teaching with Steve Ferrell’, The Full Voice Podcast With Nikki Loney, 9. Available at: https://www.thefullvoice.com/podcasts
Costa, P.T. and McCrae, R.R. (1992) Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources.
Merriam, S.B. (1995) ‘What Can You Tell From an N of 1?: Issues of Validity and Reliability in Qualitative Research’, PAACE Journal of Lifelong Learning, 4, pp. 51-60.
Roubeau, B., Henrich, N. and Castellengo, M. (2009) ‘Laryngeal vibratory mechanisms: the notion of vocal register revisited’, Journal of Voice, 23(4), pp. 425–438.
Yarnell, S. (2017) ‘The ‘Real’ Me: Practical Application of Research into the Perception of Vocal Timbre’, Contemporary Music Review, 36(6), pp. 562 – 579.