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“Having no expectations, I was astonished at the effects. My life immediately improved. I started eating more. I began to carry a water bottle around. My personal relationships improved, and I now have a new zest for life. Meditating everyday has led me to find old passions that have been forgotten…my enjoyment of music has increased dramatically”
Matthew
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“Through the regular practice of Ascension-Meditation, I have been able to stop taking antidepressants and sleep medication, and gain a balance in my life. But more important, I have become literally addicted to the peaceful state of mind…”
Simon
These are statements of participants of a five-week meditation course, which I taught at the Schulich School of Music, McGill University, Montreal, in February/March 2017. The participants learned the techniques of Ascension Meditation. What are these declarations based on? Beliefs? Wishful imagination? Facts? Could meditation have such a deep impact on a person’s life after such a short time? If so, is there an explanation?
The intention of this blog is to bring some light to these questions and link my personal experience as a musician, meditator and meditation teacher with scientific evidence and practical solutions.
Alexander Freund, Montreal, April 2017
[toggle title=”Meditation and scientific research”]
According to Lin et al. (2007) more than 1500 publications have showed numerous psychological and physiological effects of meditation.
Kenny (2005) talks about more than 2000 studies that show the benefits of meditation, e.g. improving awareness and concentration and as coping strategy for anxiety and depression.
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Meditation has become a very hot topic. Why? One word:
STRESS.
[toggle title=”What is stress?”]
According to the Centre for Studies on Human Stress (CSHS) we all secrete stress hormones when faced with (or anticipating) a situation that is either novel, unpredictable, threatens our ego, or lowers our sense of control.
NOVELTY – Something you have not experienced before
UNPREDICTABILITY – Something you had no way of knowing it would occur
THREAT TO THE EGO – Something that calls your competence as a person into question
SENSE OF CONTROL LOWERED – Something that makes you feel you had little or no control over the situation
– That’s why sometimes we just go N.U.T.S.
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It is an issue, which so unpleasantly connects all of us. We live in the age of smartphones, tablets and social media; times with unbearable amounts of communication, 20-30 or more emails per day with the sender’s expectation to be answered within 10 minutes. The virtue of the Western world is to produce “winners”, “doers” and “achievers”, every day’s pace is fast, we rush through the increasing competition for skills, grades, academic titles and gathering of opportunities to build up a curriculum in order to be on top of the list for the merciless job hunt.
Career, grants, success and reputation seem to be bigger priorities than wellbeing, health and happiness or simply being at peace.
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The glorious motto for our overachieving society is “Work hard!” – What happened to “Enjoy”?
What happened to “Relax”?
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Society is a reflection of the educational system as well as education is a reflection of society. As this blog is part of a university research project, let’s have a look into our environment as students and professionals:
The rates for anxiety-mood disorders among college students are higher than in the general population while psychological distress is associated with disability and lower academic achievement (Stallman, 2010).
The study of Kitzrow (2009) states an increase in the severity of mental health problems among students. Eating disorders, drug and alcohol abuse, insomnia, depression, anxiety and even suicide attempts are increasing psychological and behavioral issues.
The 2016 Association of University and College Counseling Center Directors Annual Survey reported an increase in anxiety and depression between 2012 and 2016 (image).
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[toggle title=”More Anxiety among musicians”]
A very recent study (Vaag, 2015) compared the symptoms of anxiety, depression and psychological stress of 1,607 Norwegian musicians with those of 2,550 workers of the general Norwegian workforce. Psychological distress was reported in 18% of the musicians in comparison to 8% of the workforce, which indicates that anxiety and depression were significantly more prevalent among musicians.
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It seems obvious that more and more people become aware of the necessity for a permanent and effective solution and coping strategy for stress and anxiety.
Awareness – Mindfulness
Awareness means to be conscious about something.
Mindfulness – a word, which increasingly pops up in publications. Mindfulness actually means awareness.
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[tab title=”MINDFULNESS”]
The Five Facet Mindfulness Questionnaire (FFMQ; Baer et al., 2006) measures five factors of mindfulness:
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[tab title=”OBSERVING“]
“OBSERVING – defined in terms of noticing or attending to internal and external experiences” (Baer et al, 2006)
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[tab title=”DESCRIBING“]
“DESCRIBING – defined in terms of labeling internal experiences with words” (Baer et al., 2006)
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[tab title=”ACTING WITH AWARENESS“]
“ACTING WITH AWARENESS – defined in terms of attending to one’s activities of the moment (opposite of acting on automatic pilot)” (Baer et al., 2006)
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[tab title=”NON-JUDGING OF INNER EXPERIENCE“]
“NON-JUDGING OF INNER EXPERIENCE – defined in terms of taking a no evaluative stance toward thoughts and feelings” (Baer et al., 2006)
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[tab title=”NON-REACTIVITY TO INNER EXPERIENCE“]
“NON-REACTIVITY TO INNER EXPERIENCE – defined in terms of allowing thoughts and feelings to come and go, without getting caught up in or carried away by them” (Baer et al., 2006)
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Ok– and what is Meditation?
The word alone can be kind of confusing. For some it conjures up images of bearded yogis sitting on mountaintops in mysterious, far-off places like Tibet. Others think you need to be seriously religious to be able to meditate – or that meditation takes too much effort for a “normal” person like you…or…maybe…all that isn’t actually true?
All the myths and misconceptions about meditation out there have very little to do with what this practical tool is really all about.
Although meditation has constituted a part of many religious practices (Barlow, 2007) the practice of meditation itself is not a religious act.
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You don’t need to embrace any specific religion or belief system in order to meditate. Meditation is a practical tool to experience life in a mindful state.
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Which forms of meditation exist?
There exist numerous forms of traditions, teachings and techniques. Some traditions are more rigid than others, some meditation techniques require a lot of discipline, others are so simple and effortless that children can master them and put them to use. Some are repetitive; others are mechanical; some require strict postures while others can be done at any moment and any place with closed or open eyes. All of them have one thing in common:
They are a PRACTICE… when practiced on a daily basis they guide the attention inwards and cultivate the awareness of the still and silent space within.
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Barlow (2007) classifies meditation into “concentrative” and “non- concentrative” techniques. A concentrative technique directs the attention to a repetitive stimulus (e.g., a mantra) while a “non- concentrative technique expands the meditator’s field of attention to include as much of his or her conscious mental activity as possible.”(e.g. mindfulness)
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[toggle title=”Mindfulness Meditation” state=”opened”]
Mindfulness Meditation: Jon Kabat-Zinn (1990) describes Mindfulness as the non-judgmental, compassionate awareness of present moment experiences.
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[toggle title=”Breathing“]
- Breathing and body-awareness exercises – it teaches to consciously shift the attention from the movement of the mind to awareness of body parts or functions, for example the breath.
- https://www.youtube.com/watch?v=CLvPhzNuxE4
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[toggle title=”Vipassana“]
Vipassana is a way of self-transformation through self-observation, one of India’s most ancient techniques of meditation.
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[toggle title=”Mindfulness-Based Stress-Reduction“]
Mindfulness-Based Stress-Reduction (MBSR Kabat-Zinn, 1990) – consists of a body scan, mindful (Hatha) yoga, and sitting meditation. It aims to improve mindfulness and reduce the perceived stress-level. MBSR is the most studied form of mindfulness training in the United States.
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[toggle title=”Zen” state=”opened”]
The practice of Chan/Zen meditation (Chan=Chinese, Zen=Japanese) is the core of Zen Buddhism. It incorporates both concentration (samatha – calming the mind) and mindfulness (vipassana – insight into nature). Many aspects of Zen practice are essentially mindfulness practices (Barlow, 2007). Lin et al., (2008) describe Chan meditation as a practice “to be mindful of both inner mental states and outer surroundings of the present moment, with a calm and non-judgmental attitude towards them.”
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[toggle title=”Mantra Meditation” state=”opened”]
Mantra Meditation: A mantra is a sound, a word or a sentence that is an integral part of the practice (e.g. Om, Om Shanti etc.). The mantra is the focus of the meditation and is mentally repeated (Barlow, 2007).
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[toggle title=”Transcendental Meditation“]
Transcendental Meditation (TM) –a mantra-meditation based on the ancient Vedic tradition of enlightenment in India, dating back 5,000 years. It was introduced to the Western world in the 1960’s by Maharishi Mahesh Yogi, With over 700 published studies in over 160 professional scientific journals since the 1970s one of the most scientifically researched forms of meditation (Burns et al., 2011).
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[toggle title=”Ascension Meditation“]
Ascension Meditation – A practice of individualized mantras based on Acknowledgement, Gratitude, Love and Compassion, rooted in the Vedic tradition and the Yoga Sutras of Patanjali – a teaching that helps to “grasp the intricacies of Yoga” (Bhavanani, 2010). This practice has a a mindfulness aspect and cultivates a relationship with inner stillness and peace, it is a closed and open eyes practice.
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Note: These are examples with no emphasis on order or impact. Other practices (e.g. Tibetan and Hindu meditation traditions), which were not mentioned here are not less impactful or beneficial.
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The purpose of meditation
There are many ways of experiencing peace – meditation is one of them.
Its purpose is to experience life fully as it unfolds, with full awareness of the present moment. “Through the practice of meditation, one can develop greater calmness, clarity and insight in facing life’s experiences and in turning them into occasions for learning, and thus deepening one’s wisdom.” (Kabat-Zinn, 1990)
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The goal of meditation is not to have a blank mind. It is about changing the relationship with thoughts, emotions and circumstances by observing and shifting the attention from past and future-attached thoughts to the still essence of the present moment.
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[toggle title=”VIDEO: Peace is within”]
Video: Here
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Meditation has a number of measurable, “real-world” benefits for our health, social life, productivity, and life-enjoyment, for example…
- Decreases Inflammation at the Cellular Level (Malarkey et al., 2013)
- Improves brain function (Luders et al., 2011)
- Increases Positive Emotion (Fredrickson et al., 2008)
- Decreases Stress (Arias et al., 2006)
- Reduces loneliness (Creswell et al., 2012)
- Increases focus and attention (Jha et al., 2005)
- Reduces anxieties, fatigue, depression, tension, anger and confusion and improves sustained attention and working memory (Zeidan, 2010)
For more specific scientific references, I recommend to check the following Blog:
Seppälä, E. (2013). 20 scientific reasons to start meditating today. Psychology Today.
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Rest is an antidote to stress and necessary for physical rejuvenation. Sufficient rest is a highly effective technique for reducing stress and restoring health and vitality to the body. Research on transcendental Meditation has shown that during mantra meditation, body and mind enter a state of profound rest. (Barlow, 2007). Rest is measured in Oxygen consumption, which can be lowered during 20–30 minutes of meditation to a degree ordinarily reached after 6–7 hours of sleep (image).
[toggle title=”What does meditation cause in my body?“]
To show two detailed examples of scientific findings let’s have a look at the parts in our brain related to stress and emotions, the amygdala and the hippocampus.
The amygdala is recognized as one of the most important limbic structures in prevailing models of stress states. It receives information from sensory modalities and connects and reports to other subcortical structures. It “mediates stress-related behavioral and physiological effects such as stress-hormone release, blood pressure elevation and facial expression of fear “(LeDoux, 2000).
A study (Hölzel et al., 2010) that compared a meditation group to a non-meditation control group found, following the meditation intervention, that participants in the meditation group reported significantly reduced perceived stress, which correlated positively with decreases in amygdala gray matter density as had been predicted prior to the study The more participants’ stress levels decreased, the greater the decrease of gray matter density in the amygdala. The results suggest that improving the subjective experience of stress through a behavioral intervention may actually decrease amygdala gray matter density in humans
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The hippocampus has involvement in the modulation of cortical arousal and responsiveness (Newberg & Iversen, 2003), regulation of emotion (Milad et al., 2007), and in learning and memory processes (Squire, 1992).
A study by Hölzel et al. (2011) found significant increases in gray matter concentration (density) of the left hippocampus in the meditation group after an 8 week Mindfulness Based Stress Release-intervention while no significant change was observed in the control group. This confirms that structural changes in this brain region are possible and even detectable within 8 weeks.
This is a remarkable discovery as the general trend in the adult brain is progressive loss of grey matter density, which is associated with several pathological conditions like memory loss and major depression (Sheline, 2000). Differences in regional gray matter are associated with performance abilities (Milad et al., 2005); the finding of increased volume through MBSR in the hippocampal region suggests improved function in regulating emotional responding as well as in the learning and memory process. In other words:
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[tab title=”Increase of gray matter “]
= higher mindfulness scores
= improved emotional response
= better learning
= improved memory
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[tab title=”Decrease of gray matter”]
= lower mindfulness scores
= memory loss
= depression
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Musicians and Meditation
How does this all translate to musicians? The demanding music business challenges artists starting from an age on way before achieving professionalism. We are constantly exposed to irregularity, lack of sleep, emotional ups and downs and unpredictable physical and mental borderline experiences interchanging with enthusiastic outbursts:
[toggle title=””Daily life of music students and professional musicians””]
Developing skills in countless procrastination-practice-hours,
Competitions,
Auditions,
Exams,
Injuries,
Concerts,
More practicing,
Endless traveling on tours,
Comparing yourself with the one who is “sooo much more talented”,
Questioning skills,
More practicing,
Fatigue,
Again auditioning,
Advancing to the finals,
Practicing long tones until 2am,
Not advancing to the second round,
Playing the most satisfying concert until that moment,
Sudden strong anxiety attacks during a concert,
Complete overload of academic assignments,
Beginning the practice routine at 6am,
Too many ensemble credits to fulfill,
No time for practicing,
Winning an audition,
No time for sleep,
Going N.U.T.S.
… etc. [/toggle]
Does that sound familiar?
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We are so used to our emotional rollercoaster that ongoing comments in our head seem to be completely natural;
“I am not good enough”,
“So-and-so has more talent”,
“I can’t”,
“Will I ever be able to play this?” …etc.
These internal comments seem so natural that eventually we don’t even notice them anymore, as well as we don’t notice when we judge ourselves by our musical outcome and its recognition and when we limit our self-definition to our musical achievements.
The results are often lack of motivation, performance anxiety, insomnia and depression and in many cases simply the end of enjoyment and fun – and eventually the end of a promising career.
A part from meditation there are other coping strategies for stress and anxiety, for example Autogenic Training, Biofeedback Training, Exercise Therapy and Cognitive-Behavioral Treatment (Barlow, 2007).
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Contrary to cognitive-behavioral treatment, the goal of meditation is not to ‘challenge’ or ‘change’ dysfunctional thoughts and undesired feelings, but rather to observe their rise and fall with an open attitude (Lin et al., 2007).
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[toggle title=””Effects of Meditation on Performance Anxiety”” state=”opened”]
A study conducted by Lin et al. (2007) investigated the effects of Chan meditation on musical performance anxiety and musical performance quality as well as the relation between performance and anxiety, comparing a meditation group with a non-meditation control group. The meditation group demonstrated a significant decrease in performance anxiety and a measurable increase in performance quality.
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[toggle title=”Remember some of the benefits mentioned before:” state=”opened”]
Deeper rest,
Better memory,
Emotional balance
More concentration,
Less stress and anxiety,
Development of a non-judgmental awareness of the present moment,
…etc.
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Aren’t these exactly the qualities we explicitly need to make music on a high level?
Imagine how your daily life and work as a musician could look like with a practical tool like meditation, which you can use on flights, in the bus to the school, walking in the park, waiting for the train, before class or rehearsal or even during the concert!
At this point I’d like to suggest to have a look at my McGill colleague Marina Thibeault’s blog: The Art of Zen Playing.
And more, what effect could this have in our schools?
Quiet Time – meditation in schools
Burns et al. (2011) and Colbert et al. (2013) describe “Quiet Time”, a program study that has been conducted in inner-city high schools, which involved teaching Transcendental Meditation to all students, staff, and administrators who then would meditate together twice a day for 15 minutes.
Research on the Quiet Time program demonstrated
- Reduced stress levels
- Improved mental and physical health for both students and teachers
- Decrease in school violence
- Increased self-concept
- Improvement in the quality of sleep
From the Quiet Time Program Report 2016:
- 21% Increases in graduation rates (Education 133 (4): 495-500, 2013)
- 10% improvement in test scores and GPA (Education 131: 556–565, 2011)
- 40% reduction in psychological distress, including stress, anxiety and depression (American Journal of Hypertension 22(12): 1326-1331, 2009)
- Reduced ADHD symptoms and symptoms of other learning disorders (Mind & Brain: The Journal of Psychiatry 2 (1): 73-81, 2011)
- Reduction in teacher burnout and perceived stress (Permanante Journal 18 (1): 19-23, 2014)
[toggle title=”Video: Meditation in schools”]
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Our schools and universities are in need of effective coping strategies for stress and anxiety, which are preventive and easily accessible and applicable. Again, considering the benefits found in the Quiet Time program, imagine, which impact could or would it have on the personal level and the academic outcome, if the educational institutions would offer meditation to students and faculty as additional option of growth.
The Guildhall School of Music is one example of universities who started pilot projects involving mindfulness into the daily activities.
OMMMm…Of Music, Meditation, McGill, & me
Many of the stressful experiences described in this blog are familiar to me; in fact, they were every day companions for many years. I was very much affected by the negative energy as one can find in many orchestras. Also, more than 10 years of extensive international concert tours got me to the limit of what my body and my mind were capable of.
In search for a solution, I learned to meditate in 2010. As a musician it was easy to understand what a daily practice is, so I just did it, every day, since then.
I stopped judging myself and accepted the circumstances in my life for what they were. I stopped getting angry or disappointed when things did not coincide with my expectations or plans and eventually I started to make nothing more important than my own peace. During a six-month retreat in Spain I practiced Yoga twice a day and meditated for 180 days. Since then I have taught Ascension Meditation in Mexico, Germany, USA, Canada and Spain.
As a music professor I have applied meditation in courses and masterclasses with musicians and opera singers and can truly confirm the benefits, which were found in the studies mentioned in this blog.
Since 2005 I have performed more than a thousand concerts in five continents with M5 MEXICAN BRASS. Touring is very demanding and now I am 13 years older, yet I feel more comfortable and effortless on stage than ever before. Do I play better now? It does not even matter.
My Doctoral Research at McGill University about meditation in music education intends to express scientifically what I have personally experienced: that both the effortlessness of musical performance and psychological attitude towards life are benefited by the regular practice of meditation.
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I am convinced that any educational work has the purpose of not only producing achievers and highly skilled graduates,
but also conscious, creative, and fulfilled human beings.
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This blog is part of the Music Performance and Body Seminar, taught by Dr. Isabelle Cossette, whom I’d like to thank for her teaching. The benefits described in this blog do not only apply for musicians.
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If you are curious to know more about meditation, please feel free to write me. You might ask yourself: “Which meditation practice should I choose?”. Trust your intuition and the old martial arts proverb “When the student is ready the teacher will appear”. You will know what suits you best on your quest.
One thing is certain – you should meditate with whatever practice resonates with you. When you learn to take your attention inwards you will become aware of an inner knowingness, a momentum when decisions “are made by themselves”. From my experience I can tell you that a solid practice is not about theory, belief or philosophy, it’s about a vivid experience of inner stillness and peace.
Its like a good musical instrument; who cares about the name of the brand if it serves you to produce a beautiful sound?
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[toggle title=”REFERENCES”]
References:
Arias, A., Steinberg, K., Banga, A., & Trestman, R. (2006). Systematic Review of the Efficacy of Meditation Techniques as Treatments for Medical Illness. The Journal of Alternative and Complementary Medicine, 12(8), 817-832.
https://dx.doi.org/10.1089/acm.2006.12.817
Baer, R.A., Smith, G.T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment 13, 27–45.
https://dx.doi.org/10.1177/1073191105283504
Barlow, D. H. (2007). Principles and practice of stress management. P. M. Lehrer, R. L. Woolfolk, & W. E. Sime (Eds.). Guilford Press. 365-366.
https://www.guilford.com/books/Principles-and-Practice-of-Stress-Management/Lehrer-Woolfolk-Sime/9781606230008/contents
Bhavanani, A.B. (2010). Yoga sutras of Patanjali: An overview by Yogacharya Dr. Ananda Balayogi Bhavanani. Mahatma Gandhi Medical College and Research Institute. Retrieved from https://www.researchgate.net/publication/241276720_An_overview_of_the_Yoga_Sutras
Burns, J., Lee, R., Brown, L. (2011). The effect of meditation on self-reported measures of stress, anxiety, depression, and perfectionism in a college population. Journal of College Student Psychotherapy. 25, 132–144.
https://dx.doi.org/10.1080/87568225.2011.556947
Centre for Studies on Human Stress (CSHS)
https://www.humanstress.ca/stress/understand-your-stress/sources-of-stress.html
Center for wellness & achievement in education & sfusd research, planning, & accountability department (2015). Quiet time program report. San Francisco, California. Retrieved from https://cdn.theatlantic.com/assets/media/files/quiet-time-white-paper.pdf
Colbert, R.D., Nidich, & Sanford, M. (2013). The effect of the transcendental meditation Program on Graduation, College Acceptance, and Dropout Rates for Students Attending an Urban Public High School. Education, 133(1), 495 – 501.
https://www.questia.com/library/journal/1G1-336280970/effect-of-the-transcendental-meditation-program-on
Creswell, J., Irwin, M., Burklund, L., Lieberman, M., Arevalo, J., Ma, J.,& Cole, M. (2012). Mindfulness-Based stress reduction training reduces loneliness and pro-inflammatory gene expression in older adults: A small randomized controlled trial. Brain, Behavior, and Immunity, 26(7), 1095-1101.
https://dx.doi.org/10.1016/j.bbi.2012.07.006
Fredrickson, B., Cohn, M., Coffey, K., Pek, J., & Finkel, S. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95 (5), 1045-1062.
https://dx.doi.org/10.1037/a0013262
Hölzel, B., Carmody, J., Evans, K.C., Hoge, E.A., Dusek, J.A.,…& Lazar, S.W. (2010). Stress reduction correlates with structural changes in the amygdala. Social Cognitive and Affected Neuroscience, 5(1), 11–17.
https://dx.doi.org/10.1093/scan/nsp034
Hölzel, B., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S.M.,…& Lazar, S.W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 19, 36–43.
https://dx.doi.org/10.1016/j.pscychresns.2010.08.006
Jha, A.P., Krompinger, J. & Baime, M.J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7(2), 109–119.
https://dx.doi.org/10.3758/CABN.7.2.109
Kabat-Zinn, J. (1990). Full Catastrophe Living. New York: Delta Publishing.
https://www.worldcat.org/title/full-catastrophe-living-using-the-wisdom-of-your-body-and-mind-to-face-stress-pain-and-illness/oclc/20490665
Kabat-Zinn, J. and Santorelli, S. (1999). Mindfulness-based Stress Reduction Professional Training: Resource Manual. Worcester, MA: Center for Mindfulness in Medicine, Health Care & Society.
Kenny, D. T. (2005). A systematic review of treatments for music performance anxiety. Anxiety, Stress, and Coping, 18(3), 183-208.
https://dx.doi.org/10.1080/10615800500167258
Kitzrow, M. (2009). The mental health needs of today’s college students: Challenges and recommendations. NASPA Journal, 41(1), 168-169.
https://dx.doi.org/10.2202/1949-6605.5037
LeDoux, J.E. (2000). Emotion circuits in the brain. Annual Review of Neuroscience, 23, 155–84.
http://dx.doi.org/10.1146/annurev.neuro.23.1.155
Lin, P., Chang, J., Zemon, V., & Midlarsky, E. (2008). Silent illumination: A study on Chan (Zen) meditation, anxiety, and musical performance quality. Psychology of Music, 36.
http://dx.doi.org/10.1177/0305735607080840
Luders, E., Togaa, A.W., Leporea, N., & Gaserb, C. (2011). The underlying anatomical correlates of long-term meditation: Larger hippocampal and frontal volumes of gray matter. NeuroImage, 45(3), 672–678.
http://dx.doi.org/10.1016/j.neuroimage.2008.12.061
Maharishi University of Management. Fairfield, Iowa.
https://www.mum.edu/about-mum/transcendental-meditation-technique/
Malarkey, W., Jarjoura, D., & Klatt, M. (2013). Workplace based mindfulness practice and inflammation: A randomized trial. Brain, Behavior, and Immunity, 27, 145-154.
https://dx.doi.org/10.1016/j.bbi.2012.10.009
Milad, M.R., Quinn, B.T., Pitman, R.K., Orr, S.P., Fischl, B., & Rauch, S.L. (2005). Thickness of ventromedial prefrontal cortex in humans is correlated with extinction memory. Proceedings of the National Academy of Sciences of the United States of America, 102, 10706–10711.
https://dx.doi.org/10.1073/pnas.0502441102
Milad, M.R., Wright, C.I., Orr, S.P., Pitman, R.K., Quirk, G.J., & Rauch, S.L. (2007). Recall of fear extinction in humans activates the ventromedial prefrontal cortex and hippocampus in concert. Biological Psychiatry, 62, 446–454.
https://dx.doi.org/10.1016/j.biopsych.2006.10.011
Newberg, A.B., & Iversen, J. (2003). The neural basis of the complex mental task of meditation: neurotransmitter and neurochemical considerations. Medical Hypotheses, 61, 282–291.
https://dx.doi.org/10.1016/S0306-9877(03)00175-0
Seppälä, E. (2013). 20 scientific reasons to start meditating today. Psycology Today. Retrieved from https://www.psychologytoday.com/blog/feeling-it/201309/20-scientific-reasons-start-meditating-today
Sheline, Y.I. (2000). 3D MRI studies of neuroanatomic changes in unipolar major depression: the role of stress and medical comorbidity. Biological Psychiatry, 48, 791–800.
https://dx.doi.org/10.1016/S0006-3223(00)00994-X
Squire, L.R., (1992). Memory and the hippocampus: a synthesis from findings with rats, monkeys, and humans. Psychological Review, 99, 195–231.
https://dx.doi.org/10.1037/0033-295X.99.3.582
Stallman, H. M. (2010). Psychological distress in university students: a comparison with general population data. Australian Psychologist, 45(4), 249–257.
https://dx.doi.org/10.1080/00050067.2010.482109
Thibeault, M. (2015). The art of zen playing. McGill University, Montreal. Retrieved from https://sites.music.mcgill.ca/mpbs/the-art-of-zen-music-playing/
Vaag, J., Bjørngaard, J.H., Bjerkeset, O. (2015). Symptoms of anxiety and depression among Norwegian musicians compared to the general workforce. Psychology of Music, 1–15.
https://dx.doi.org/10.1177/0305735614564910
Vipassana: https://www.dhamma.org/en/about/vipassana
Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition, 19(2), 597-605.
https://doi.org/10.1016/j.concog.2010.03.014
Contact: alexander.freund@mail.mcgill.ca
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[2] https://s-media-cache-ak0.pinimg.com/736x/b7/6f/65/b76f651ca9264ccd2182ec9b6fff5127.jpg
[3] The 2016 Association of University and College Counseling Center Directors Annual Survey. Source: AUCCCD
[4] https://c1.staticflickr.com/6/5457/6903507494_c4b55b3588.jpg
[5] I feel peace: https://s-media-cache-ak0.pinimg.com/564x/72/f1/35/72f135b6ba557aaa7423219ca5d3470e.jpg
[6] Levels of Rest: Reference: Scientific American 226: 84-90, 1972
[7]https://upload.wikimedia.org/wikipedia/commons/d/d1/Blausen_0614_LimbicSystem.png
[8] Mark twain: https://dan4kent.files.wordpress.com/2012/09/mark-twain-worried-quote.jpg
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“What is Mindfulness”: https://www.youtube.com/watch?v=ny0d20TBc7s
“How to train your monkey mind”: https://www.youtube.com/watch?v=CLvPhzNuxE4
“Peace is within”: https://www.youtube.com/watch?v=pywrojIbCAY
“Meditation in schools”: https://www.youtube.com/watch?v=Adg-S2hY07w
M5 MEXICAN BRASS: https://www.youtube.com/watch?v=8j14xF7GRkM
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Hi Alex and thanks for your blog. I cannot describe all the benefits of meditation fairly just after a few months of regular practice. I could write for hours on this as you know I could. Given your topic of interest is meditation and music I suggest that you take a look at the following website which discusses brain waves and music which parallel well with brain waves and meditation :https://fonoaudiologos.wordpress.com/2013/09/13/la-psicologia-de-la-musica-infografia/
Good reading and I hope you are doing well with your family
Charles
I enjoyed reading it a lot!! I’ve practiced meditation for a time and the experience I have is what keeps me on doing it regularly and on the other hand, i love science and unveiling the benefits we have when meditating increases the desire to practice more and more, it’s necessary for people to know the benefits so more people practice whatever they feel attracted to. I think you did a great job summarizing the papers reporting results and so easy to understand.
Thanks Ofelia, it’s good to get feedback from a meditating scientist like you. I am grateful for any suggestion of studies or linked research, which help to express intellectually what we experience when meditating. Best regards,
Alex
I’m grateful you pointed out how easy is meditation, no matter what practice you use. As I’m reading it seems that it requieres the same amount of energy that we constantly use in another parts of our lives. Most importantly the after effects that meditation creates are astonishing. I really liked the part when you say that there are a lot of ways to experience peace. I relate to this because my husband can truly be in another world when doing his thing with numbers. It seems like he is truly connected with something within him. He totally transforms and I believe is ¨he being simply him,¨ and it requires dedication to your practice. Great work!
Dear Marcela, thanks for your comment. In my experience peace and passion are are closely linked, however, as the example of increased stress in the musicians-community shows, for some it creates the opposite. People are different. In my opinion the main step is when people make peace important and start looking for options, the rest comes by itself. All the best
Alex
Alex,
Thanks for putting this together and sharing it with the world!
Here’s the thing that comes up for me: the research has been done, the data is there to prove the efficacy of meditation, we see results in schools, law enforcement and even in the military (google: meditation and navy seals); how do we make it a pervasive reality? Who else needs convincing for meditation to become the default rather than the exception? In a world gone N.U.T.S, how does meditation become commonplace?
For myself, I would probably be dead or in jail had I not learned to meditate with an effective practice that works for me. For many years I experienced depression. I tried various modalities (no drugs), but found meditation was the only thing that broke the spell, and allowed me respite from the dark ruminations. I have since learned it’s not the thoughts that matter, but the attention I give to them. Everything that might look like depression can still be there, but now I can simply watch, observe and choose my focus.
I choose peace and stillness
Many thanks Kyle. You are asking the right questions, the practical ones. The scientific data is essential in order to talk about measurable facts. However, the second essential part is the experiental one, understanding the physiological and psychological processes alone does not provide the benefit itself, it has to be applied in real life through the practice, I agree. Thanks for the suggestion to look into the application in the military, I will check this out.
best wishes
Alex
Alex, this is absolutely terrific work. Very much needed information. Excellent and a big Bravo!
Thank you Richard, This is the scientific background information for the practical pilot project similar to the Quiet Time approach, which I would like to investigate at McGill. We could start in the Brass Aera. there are many parameters that can be measured, from general happiness, group dynamic, motivation level, stress level to performance quality. Let’s talk.
best regards
Alex
Thank you for the blog and all the resources you cited. Your research is very exciting.
You have inspired me to share about my experiences in the past months working with meditation in the schools and young kids. From teaching private piano lessons at all 3 elementary schools in my little community for the last 9 years, I wholeheartedly agree: meditation should be in the schools. Everyone from students to staff to teachers to the principal would benefit. So far, I have been able to work with two classes at one of the schools. The feed back so far has been very positive. In one class, the teacher, who also meditates, has found the class is much more able to focus and calmer. Even other teachers who teach this class have commented on the change. In the other classroom, when they recently had a very upsetting morning, it was the students themselves who suggested closing their eyes for a short meditation session to regroup and reset. Their teacher was quite impressed!
Dear Mary, thank you for your feedback. I have personally experienced what you describe and it coincides with the wide research conducted within the Quiet Time program mentioned in my Blog. The benefits were registered not only for students but as well for the faculty, measuring wellbeing or sleep quality for example. The drop-out and suspension rates in the schools, which participated in that program, decreased within the first year of the study and GPA (grade point average) increased drastically.
A series of references for research involved in that project can be found on the David Lynch Foundation website: http://www.davidlynchfoundation.ca/en/research
Best regards
Alex Freund
Alex, thank you for your positive and helpful research. I just thought I would add a note of encouragement too! While back in northeast Thailand, in Ubon Province late last year, catching up with old friends where I used to live, I was taken to some primary schools in the countryside where each day they have 30 minutes meditation at the beginning of each morning and each afternoon. Whole schools do this! They say everyone is ‘happier’ and the day goes better.
Also, in the northeast at my old university there , Khon Kaen University, they too offer a one semester credit bearing option of meditation to any undergraduate student in the university. It is seen as a legitimate part of the university!
Warm wishes, Chris
Dear Chris, knowing your professional history gives a special weight to your comment. As somebody who was 20 years International Development Director for a University and lived and worked in the UK, Thailand, China, Indochina and NZ I understand that you are very familiar with as well the Western and the Eastern approach of education. I trust that there is large potential for extensive further research of the approach you describe from Thailand , to be conducted in the Western university system, it coincides with the Quiet Time program. Thanks for your input,
best regards
Alex Freund
What a wonderful article and contribution to music education and performing arts! Thank you very much for sharing your wisdom. I felt so connect with the content of the article. As the author of The Conscious Musician book I feel your work should be spread all over the world in musical institutions and in the performing arts. I have to be ready physically and mentally before practicing of performing. And based on my own experience as a violinist and teacher I can tell that meditation is key in our daily practice and when it comes to perform in front of an audience. Once I heard an interview to Joshua Bell where the reporter asked him:” Maestro, Is it performing music a meditation in action? and he replied “Yes, it is”
Thank you again looking forward to your next article!!
Hello Paulina, thank you so much for your comment.
I agree that it is time for the educational system to think outside the box.For example, actors and singers learn in their programs to understand their bodies and have a more thorough mental preparation than instrumentalists. Concentration and relaxion exercises are part of their daily work. Instrumentalists usually learn how to play and that is mostly as far as it goes.
As research shows, meditation is more than just a tool to relax, it leads to the development of awareness (as stated by Kabat-Zinn, 1990).
From my experience as a teacher it is time to add awareness skills to the priorities of our education. There is an interesting TED talk by Richard Burnett (co-founder of “.B The Mindfulness in Schools Project” https://www.youtube.com/watch?v=6mlk6xD_xAQ ): I quote Burnett “Our educational system teaches us math, chemistry, biology, physics etc.…. but it does not educate us to be aware of the filter through which we perceive all this knowledge…the faculty of attention and awareness”.
In music education for example, priorities are the development of skills and to win auditions; the mental health of the students and professionals comonly receives attention when it is damaged, then therapies or medication are the answer. My article intends to show that these insights are part of scientific research and conversation for more than 40 years. Meditation is an efficient tool that can provide prevention before injuries or “burn outs” happen.
Allow me to share your website as a reference of your work, which I admire: http://paulinaderbez.com/en/
best wishes
Alex Freund
This is such an amazing research blog! As a full time dancer and mother of a toddler, my lifestyle can get hectic and chaotic at times and I can honestly apply and relate to many of the things mentioned here.
I have recently learned to meditate and I can say that I have started to see the results. I could truly take all the space here to share all the great experiences I have been having after learning to meditate. However, just to share a few:
–I have been able to focus more during my long hours of dance rehearsals.
–I have been able to fall asleep faster.
–I no longer feel like I need more sleep. Its like I feel rested all the time, giving me energy to accomplish more during my daily activities.
–I have more patience for everything and everyone.
— I learned to understand the situations and think about them rather than just jump into the initial feeling which can often be anxiety or stress. Such as traffic, running late, a difficult co-worker, a slow line in the supermarket, relationships , and the list can go on!
I wish meditation could be part of our education. I see great things happening if we could all learn this beautiful treasure.
Thank you Claudia, your response is very appreciated.
You are describing my personal reasons why I sticked to a meditaiton practice in the first place and why I decided to teach it. The benefits so obvious in my life that i had to share them. What you mention are also the reasons that led me to dedicate my doctoral research to this subject. It is something to share and I certainly aim to open doors in the academic world to implement these benefits into the teaching routine, please have a deeper look in to the “Quiet Time”- project, there is more info on the website of the David Lynch Foundation. http://www.davidlynchfoundation.ca/en/education
All the best wishes to you.
Alex Freund
Well Done Alex. Meditation has done wonders at McGill. I’ve experienced firsthand through working in ensembles with you how positive energy creates a synergy within a musical group.
Hi Francis, thank you very much, that’s a great feedback. I appreciate that you mention this because the practical application of meditation for rehearsal effectiveness and inter-human relationships is yet another benefit to add to this talk. A part from there being only a limited number of studies about the direct effect on musical quality, you have experienced that the right focus and positive energy DOES increase the musical quality (which coincides with the study by Lin et al., 2008), maybe this could be a specific future research: “Enhancing inter-human relationships and group-dynamic through meditation in order to increase musical quality”. I’m not too good inventing research titles, but something like that maybe? More to come for sure
best, ALex
Alex has truly tapped into something that musicians, and non-musicians should further investigate. The scientific investigation into the merits of meditation leave no doubt that the benefits are real and entirely palpable. The results of practicing meditation are measurable from a celular, physiological, psychological, and also on a very personal level. I believe that further investigation will reveal the absolute benefits of making meditation part of the obligatory curriculum requirements in Universities, conservatories of music ,etc. I look forward to the continuation of this blog by Alex, and hope to start implementing meditation into my daily routine.
Hello Jeff, thanks for your reply and interest. I could not agree more with your comment. From my personal educational path I had to learn that I was absolutely not prepared how to deal with the challenges of our profession and on the way I found out that the psychological stress is usual way bigger than the physical one.
I do believe that there is already enough evidence in scientific publications to justify the implemenation of meditation into the universities’ CV and as mentioned in my blog, pilot projects do exist (check this article about the Guilhall school of Music: https://www.theguardian.com/music/2011/jun/16/mindfulness-meditation-music).
You remember year’s course in Mexico City in the Faculty of Music of the UNAM, 80 trumpet players in complete silence for 15 minutes at the beginning of each day, cultivating an experience of stillness, which then was contagious to the whole course. The quality of human connections and enjoyment during the course was evidently beyond what I have seen in 15 years of teaching university level students. On long terms, I am convinced that this leads to an increase of the musical quality as well (check Lin et al.,2008). Thanks again and all the best, Alex
This is a very informative Blog, it gives me the impression of very objective information about the subject, not just the personal emotional feedback. I like the personal remarks at the end
Alejandra, thank you for your comment. Being a meditator myself I am aware that most meditators descriptions and euphoric expressions of their personal experience might be overwhelming or hard to belive for people who are not familiar with this way of life. Therefore exist many ideas and myths which label meditation as “fishy”, “mambojambo” or even religious practice. I believe that providing reviewed scientific evidence will help to balance these perceptions. In the end, it is an experiential practice and therefore the theoretical talk about it will provide only partial understanding. If you want a personal taste, check the simple exercise in this video and do it daily for one week and observe if something changes: https://youtu.be/CLvPhzNuxE4
best wishes, Alex Freund
Awesome article! Great research! I am convinced that meditation is very beneficial!
Thank you Nataraj, in fact there is an overwhelming amount of research about meditation and its physiologicl and psychological impacts. However, I believe that the biggest benefit is the behavioral change in one’s life, which one can only experience when practicing it. best wishes, Alex