Mind, body and bow: A mindfulness study in grades 6-8 orchestra

Abstract

Abstract Student engagement in the middle school orchestra classroom presents unique challenges. Not only are students navigating the technical demands of playing their instrument and performing; they are also navigating the social and emotional complexities of being a pre-teen. This study explores the implementation of mindfulness-based strategies as resources for the teacher and student to help navigate through these challenges. My approach to this study was uncertain at first, with many ideas and directions to consider. I have a core concept: I just needed to find a way to put it all in motion. I quickly realized that I needed to keep it simple. In this report you will see the implementation of five basic mindfulness exercises — box breathing, "melting" grounding, focused listening, tension release (body scan), and re-center (visualization). These lessons were designed for 6th–8th grade orchestras to create a safe environment that allows students to improve concentration, in-the-moment awareness, self-control, self-efficacy, acceptance, and compassion. To implement these lessons, I first had to establish an environment that was safe enough for students to fully engage in mindfulness exercises. I was new to the district and new to the school; with 6th–8th graders, some of whom had a different teacher before me, I had to earn their trust. Drawing on Maslow's hierarchy of needs (Maslow, 1943, 1954) and expanding on the framework presented in "6 Mindfulness Techniques for Music Teachers" (Baird, 2018), I felt I had a solid foundation as an educator and facilitator. My time in the Master of Music program at Kansas State University has shaped me in ways that extend well beyond this project. Two developments stand out most. The first is intentionality — I have become more deliberate and purposeful in my planning, not only in how I design instruction, but in how I show up as an educator and as a person. The practice of taking a beat, of pausing before acting, of choosing presence over reaction, has quietly transformed both my classroom and my life. The second is finding and owning my voice as a teacher. The Master’s program gave me the space and the challenge to develop a clearer sense of who I am as an educator — what I believe, what I value, and how I want to lead. This project is, in many ways, an expression of both.