Theses and Dissertations (Music)

Permanent URI for this collectionhttp://hdl.handle.net/2263/31921

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Performances of femininity in Amy Crankshaw's 'The Apothecary'
(University of Pretoria, 2024-04) Rhoodie, Hester Sophia; Panebianco, Clorinda Rosanna; twinkatewatson@gmail.com; Watson, Kate
South African composer Amy Crankshaw’s 2020 chamber opera, The Apothecary, co-created with British librettist Clare Best, portrays performances of femininity in complex ways. This study presents a qualitative analysis of performances of femininity in The Apothecary, while drawing on the composer and librettist’s feminist perspectives and interpretations of femininity in contemporary opera. A qualitative methodological approach is used within a broader framework of feminist phenomenology, within a hermeneutic paradigm. Semi-structured interviews with Crankshaw and Best delved into their perspectives on femininity, and the intention and creative process for The Apothecary. An analysis of the score and video recording of the 2021 Guildhall School of Music & Drama premiere of the opera was conducted to explore the intersections between text, music and drama in creating and reinforcing depictions of femininity. Findings show that The Apothecary displays nuanced and ambiguous performances of femininity and provides a criticism of the male gaze through musical, textual and visual elements. This study is the first comprehensive investigation of a South African female composer’s operatic work, and the first to specifically focus on the performances of femininity. The insights gained from this study may stimulate conversations amongst creatives within the contemporary opera industry and allows for discussions to be had on the effectiveness of opera as a form to display differing performances of femininity and female agency.
Music therapy as part of postpartum care to support emotional wellbeing
(University of Pretoria, 2024-03-31) Dos Santos, Andeline Dr; Stuart-Rohm, Karyn Dr; reneudo81@gmail.com; Schmidt, René
mental health during the postpartum period is a neglected area of health care in the South African context which may significantly contribute to maternal mortality and morbidity rates in South Africa. This qualitative study aimed to explore how music therapy can offer emotional support to mothers in the postpartum phase. Four self-referred mothers participated in seven group music therapy sessions. Sources of data included four semi-structured individual interviews and ten excerpts from videos of the music therapy sessions. Thematic analysis of the interview transcripts and thick descriptions was undertaken. Four themes were developed: (i) Music therapy afforded nurturing of the self; (ii) Music therapy afforded empathic connections and experiences; (iii) Music therapy stimulated inner resourcefulness; (iv) Music therapy helped to restore emotional equilibrium in the new role as a mother. Findings aligned with existing literature on music therapy with postpartum clients and may be integrated with other research efforts on how to provide a continuum of care to postpartum mothers.
Exploring group music-making experiences of lower elementary third culture kids and English language learners at an international school in Beijing
(University of Pretoria, 2024-03-15) Cruywagen, Sonja; lhalton1@gmail.com; Halton, Liane
The study explores the group music-making experiences of Third Culture Kids (TCK/TCKs) and English Language Learners (ELL/ELLs) at an international school in Beijing. While international schooling offers unique advantages, it can also be a source of anxiety for TCKs and ELLs. As expatriate learners, TCKs need to adapt to new academic environments, interacting with peers from diverse cultures and in unfamiliar languages. ELL learners face the challenge of meeting academic and cultural standards in a second language and interacting with peers and teachers from various countries. Literature has demonstrated that an education in music provides academic, social, and emotional benefits. Limited research on group music-making experiences for TCK and ELL learners in international schools is available. Data from observations of two group music-making lessons, learner drawings, and descriptions were analysed to present a triangulated view of the group music-making experiences of TCK and ELL learners. The findings indicated that group music-making activities facilitated multisensory learning experiences and the development of collaborative and social-emotional skills for TCK and ELL learners. The study shows the importance of incorporating group music-making activities into international school music programs to address the challenges experienced by TCK and ELL learners. The study fills a gap in the literature and offers insights for music educators and researchers in international music education.
The lives of important contemporary Zulu composers and their contribution to choral music in Kwazulu/Natal
(University of Pretoria, 1996) Potgieter, H.; Hugo, E.; Dumakude, Vuma Jonathan
no abstract
Telling your story, together : musical collaboration as a resource for intellectually disabled persons who communicate without speech to express a self-determined narrative in music therapy
(University of Pretoria, 2023-11) Lotter, Carol; inboxmraven@gmail.com; Raven, Michael Robert
This study explores the ways music therapy, and in particular, collaborative music making allows the expression and configuration of non-verbal narratives. It presents three cases of music therapy with intellectually disabled persons who communicate primarily without speech. Each case is presented individually. In total, 21 sessions of music therapy were analysed. Reflexive Thematic Analysis and Arts Based Methodology were used to generate main themes for discussion. Across the full dataset, 13 main themes were identified, organised collectively into five overarching themes. 1) Embodied Themes featured: a) Embodied Communication; b) Navigating Interpersonal Dynamics and Expectations Without Words; and c) Unspoken Understanding and Connection: Conveying With The Body. 2) Identity Themes included: a) Defining Characters; b) Navigating Interpersonal Dynamics and Expectations in the Music; and c) Making Contact and Meeting in the Music. 3) Presence Themes were: a) Presence Invites Presence; b) Supporting Authentic Expression; and c) Listening and Leaving Space. 4) Dialogue Themes were: a) Musical Dialogue; b) Making Meaning Through Interaction; and c)Channels of Dialogue - Establishing and Configuring Narrative. 5) Mystery Themes included a single main theme: a)The Unknown as a Path to New Stories. The findings point to the immense value of clinical improvisation in fostering musical dialogue and establishing shared meaning where words are not accessible. Relevant musical and interpersonal tools used in this endeavour, as well as emergent narrative structures, are explored. This study also highlights key factors that promoted the development of the therapeutic relationships, namely: reciprocity, respect and a radical openness to non linguistic modes of connection. Non-verbal narratives seem to operate differently to verbal ones, and so effective dialogue calls for a relationally focused way of being present that fosters acceptance and collaboration.
Dyadic music therapy in the context of substance use disorder
(University of Pretoria, 2024-02-14) Dos Santos, Andeline; alexandria.kjames@gmail.com; James, Alexandria
One of the most detrimental effects of a substance use disorder (SUD) is the breakdown of meaningful familial and interpersonal relationships. In this qualitative study, I aimed to explore the experiences and reflections of persons in treatment for SUDs and their close family members or partners in a dyadic music therapy assessment phase. By utilising Thematic Analysis (TA) informed by Interpretative Phenomenological Analysis (IPA), I sought to explore the meanings, perceptions, and the impact of music during a music therapy assessment phase on the recovery process within the context of dyadic relationships. Sessions for this study took place at an out-patient community-oriented rehabilitation programme in Pretoria and consisted of two 45–60-minute assessment sessions with three dyads. The first was structured as an interview, with the option for actively using music. The second was a semi-structured music therapy assessment session. The study found that six overarching themes emerged out of the music therapy assessment across all three dyads, with each presenting in different and complex ways in each case. The affordances of musical engagement in the process could be summarised as inviting an alternative form of communication, offering opportunities to reflect on the nature of the relationship, offering playful and/or explorative way of being together, offering opportunities to reflect on the substance use journey, offering a space to explore needs, and addressing resources and fostering ambition.
Harmonising identity : a narrative exploration of masculinity and emotions in adolescent school boys undergoing disciplinary action through group music therapy
(University of Pretoria, 2024-02-14) dos Santos, Andeline; lulu.negota@gmail.com; Negota, Lutendo Ndivhuwo
This study examined how adolescent participants who are experiencing disciplinary action at their school explore masculinity and emotions through narrative music therapy. Four male participants from a private high school in South Africa attended eight sessions over four weeks. Seven main themes were identified through narrative thematic analysis: Music therapy offers boys an appealing space within which to explore experiences, thoughts and togetherness; Music therapy offers a reflective space to explore identity; Music therapy offers a constructive relational space; Music therapy offers boys a play space for engaging in emotional expression and exploration; Music therapy can facilitate exploration of societal norms of masculinity; Music therapy can facilitate exploration of alternate narratives of manhood; Music therapy can facilitate space to explore hopes for the future. This dissertation discusses these themes in detail and offers reflections on these insights for therapists working in similar contexts.
Generalist intermediate phase teachers’ experiences of teaching mathematics through music integration (Gauteng, South Africa)
(University of Pretoria, 2023-08-31) Cruywagen, Sonja; De Villiers, Ronel; marnahendriks72@gmail.com; Hendriks, Marna
By embracing the influential role of music in education, teachers can establish an environment that nurtures learners' curiosity, creativity, and enthusiasm for acquiring knowledge. Research suggests that incorporating innovative teaching approaches into pedagogy can promote deeper learning and inspire learners. Viewed through the framework of constructive alignment, this thesis introduces a qualitative, single case study delving into how generalist teachers experienced and perceived the integration of music and mathematics within an educational framework. Central to this study were the integrated music-mathematics lessons. These lessons combined interactive, creative, hands-on, and collaborative elements. Rooted in a constructivist approach, the research findings highlight the significance of maintaining a balance between a learner-centred approach and providing adequate teacher support. The outcomes suggest that effectively incorporating music into mathematics instruction does not demand formal music qualifications or advanced musical proficiency. Moreover, the research underscores the significance of adapting teaching methods and activities to accommodate diverse learning preferences. Ultimately, the findings illustrate that the integration of music and mathematics not only enriches the learning experience for learners but also enhances teaching possibilities for educators.
Vibroacoustic therapy and its effects on the attention of children with autism spectrum disorder
(University of Pretoria, 2024-02-13) Farquharson, Kate; Lotter, Carol; janellemoore98@gmail.com; Moore, Janelle Ada
Attention challenges are common among children with autism spectrum disorder (ASD), as evidenced by observable behaviours and brain structure (Janzen & Thaut, 2018). Attention challenges seen in ASD are linked to poor socio-communication and emotion regulation skills (Beckwe et al., 2014; Janzen & Thaut, 2018; Leitch, 2017; Lutz et al., 2008; McRae et al., 2012). This mixed methods study investigates Vibroacoustic Therapy (VAT) as a potential intervention for children with ASD, focusing specifically on its effects on attention and its link to emotion regulation. The study also aims to understand the experiences of children with ASD undergoing VAT to determine its feasibility as a therapeutic intervention. The pilot study involved 18 children (n=18), with nine in the treatment group and nine in the control group and three in the pilot group. It also involved the teachers of the children in the treatment and control groups. The study commenced with a pilot phase involving the pilot group, after which the treatment and control groups underwent 10 20-minute VAT sessions over six weeks. The study used a concurrent design, collecting independent quantitative and qualitative data throughout and integrating them in the interpretation phase. Quantitative components included attention assessments (NEPSY-II and JTAT) and teacher questionnaires which assessed sustained, selective, alternating, and joint attention, common challenges in children with ASD (Allen & Courchesne, 2001; Warreyn et al., 2014). Tests were administered before, halfway through, immediately after, and one week after the intervention to measure effects over time. Qualitative components included observations and creative semi-structured interviews, exploring the children's experiences of VAT. Findings indicated significant improvements in joint attention and positive experiences in emotion regulation, positioning VAT as a valuable intervention. The study confirms the acceptability and feasibility of VAT, emphasising its potential for integration into therapeutic programs, therapy practices, and school sensory rooms. However, one may need to adapt the intervention to meet diverse needs and sensory profiles of children with ASD. The study provides insight into VAT as a holistic therapy approach for children with ASD, highlighting specific recommendations for future research and implementations for practice.
Personal value and continuous participation in choral singing at an independent South African male high school
(University of Pretoria, 2023-08-01) Barrett- Berg, Michael Joseph; jacqueslinde@gmail.com; Linde, Jacques Hendrik
The aim of this study is to explore the personal value that is attributed to choral participation, as experienced and expressed by boys attending an independent boys’ high school in South Africa. In order to explore the personal value associated with choral participation, the membership benefits related to choral singing within a male adolescent choir will be explored. The study further investigates the intrinsic and extrinsic motivations of young adolescent male singers who join choirs from the onset, and the reasons why they remain. This study adds to the limited literature on the value of choral singing in South Africa and provides new research specifically pertaining to the reasons why young men sing in choirs.
The influence of Xhosa traditional music and culture on modern South African jazz : exploring the narratives of six South African jazz musicians
(University of Pretoria, 2023-09-12) Sepuru, Phuti; Naidoo, Mageshen; viwe@hotmail.co.uk; Mkizwana, Viwe Siyabonga
This study explored and identified primary elements within Xhosa traditional music and culture that may have an influence on the modern South African jazz sound and approach. The study further sought to investigate how the upbringing and cultural traditions of the selected musicians has possibly contributed to their unique sound, through investigating their backgrounds, compositional techniques, stylistic interpretation, and approach in their output. The narratives of six South African Xhosa jazz artists on their lives, practices, and works served as cases. A collective case study design was employed using semi-structured interviews which were then transcribed verbatim. Three main themes emerged, namely: 1) Early recollections; 2) Music learning processes; and 3) Sounding home within South African jazz. The first theme addressed the musicians’ early childhood experiences, surroundings, and the impact of family. The second theme mainly explored the musicians’ various forms of music learning. The third theme focused on musicians’ thought of the compositional process, primary musical influences, and incorporation of indigenous music within their works. The findings of the study unveil the distinct Xhosa traditional elements thoughtfully integrated into contemporary South African jazz. These elements have played a pivotal role in shaping South African jazz, infusing it with a distinctive character. The resonant echoes of Xhosa traditional music reverberate within the fabric of modern South African jazz, contributing to its unique sonic identity.
Clinical record-keeping and client tracking practices within the arts therapies
(University of Pretoria, 2023-12-05) Lotter, Carol Barbara; Dos Santos, Andeline; jodz1995@gmail.com; Batty, Jodi
The arts therapies are recognised healthcare professions regulated by the Health Professions Council of South Africa (HPCSA). Among other responsibilities the HPCSA provides guidelines and procedures to enable practitioners to adhere to ethical practices during their work. Such practices include clinical record-keeping and client tracking (CRCT). Each arts therapy modality practices CRCT according to its specialised clinical training. Despite working primarily in the modality of their specialisation, arts therapists might include other creative mediums, such as music, art, drama, dance, etc. during the therapy process. For this reason, it is necessary for arts therapists to familiarise themselves with CRCT processes that apply in other arts therapies. As there has not been a review of literature that provides an understanding of CRCT practices across all four arts therapies modalities, this qualitative study aims to (i) adopt a narrative approach in reviewing the literature to explore CRCT practices in arts therapies across the world and (ii) through questionnaires explore the experiences and insights of arts therapists in South Africa regarding the application of CRCT in their specific modality. This study is therefore guided by two research questions, namely (i) What knowledge does the published literature in the arts therapies convey regarding CRCT practices? and (ii) What CRCT practices are used by South African arts therapists? A rigorous, four-step screening process of available literature was followed, and 22 data sources were selected to be part of the narrative literature review of the study. During the screening phase, the data sources were analysed for literature pertaining to the research question. A total of ten themes were identified to guide the study. An invitation to participate in this study was sent to all arts therapists in South Africa who were listed on the database of the South African National Arts Therapies Association (SANATA). A total of nine participants agreed to participate and completed the questionnaires. Questionnaire data was analysed using the six steps of thematic analysis and a total of 42 higher-level codes emerged. This study concludes with ten themes from the narrative literature review, supported by higher-level codes that speak to the practices of CRCT and how these might be useful and implemented in practice in the work of arts therapists. The findings of the study explored both the themes of the narrative literature review, as well as the responses from the participants in the questionnaire and concluded that CRCT is a valuable practice in the arts therapies and should include aspects such as clinical note-taking, assessments completed by the therapist, client-centred approach to work, emphasis on training in CRCT, reflexivity in practice, focus on and adherence to ethical work, manual or digital methods of practice in CRCT, the use of multimedia in work with clients and becoming familiar with CRCT practices used within other arts therapy modalities.
Agency and creative problem-solving through music therapy with unemployed women
(University of Pretoria, 2023) Dos Santos, Andeline; stephmarisparks@gmail.com; Sparks, Stephanie Mari
South Africa faces a significant unemployment crisis. The largest percentage of those unemployed are young Black females and the issues they face are complex and pervasive. There is extremely limited research with this population looking at creative ways to solve these difficult problems and enhance their perceived sense of agency within a South African context. In this qualitative study, I invited young women at a shelter in Johannesburg to participate in a music therapy process centred around the topics of creative problem-solving and agency regarding the social issues relevant to them. This was a Participatory Action Research (PAR) study and consisted of eight music therapy sessions with varying membership, where 15 women participated in total. Together (through group members’ articulation of what was meaningful, combined with my interpretation of what they had said), we developed the following findings: group members could more effectively appropriate the affordances of music as their understanding of music’s helpfulness grew; the beneficial byproducts of a music therapy process can create intention for action; they developed their understanding of how they could benefit from connection to community; awareness of community systems is crucial to understand power to act; and the experience of agency is a dynamic one. These insights show the importance of a contextually situated approach to work in these spaces and the richness of the subjective insights that emerged through the PAR process. Participants’ articulation of their experience has implications for music therapists working in these contexts, researchers, and non-profit organisations.
Exploring the role of music-assisted relaxation for re-injury anxiety in tertiary-level cheerleaders
(University of Pretoria, 2023) Lotter, Carol Barbara; u16133260@tuks.co.za; Msindo, Chuma
This research study explores the lived experiences of re-injury anxiety among tertiary-level cheerleaders and investigates the role of Music-Assisted Relaxation (MAR) in the rehabilitation process. The study employs an interpretivist paradigm and utilizes an exploratory case study methodology, involving three participants from different cheerleading clubs in Gauteng, South Africa. Data was collected through semi-structured interviews conducted before and after six MAR sessions. Participants' personal experiences with MAR and the potential impact on re-injury anxiety were examined. Thematic analysis reveals four overarching themes: (1) Experience of injury in cheerleading, (2) Mental preparedness, (3) Rehabilitation and Psychosocial Support, and (4) Personal experiences of MAR in Music Therapy. The findings demonstrate the multifaceted experiences cheerleaders have and provide suggestions for what valuable support MAR may offer in addressing re-injury anxiety during rehabilitation. The study contributes to the understanding of the psychosocial aspects of sports injuries and advocates for the integration of creative interventions like Music Therapy in rehabilitation programs.
Exploring the feasibility of an El Sistema-inspired community music programme for a South African university
(University of Pretoria, 2023-08-19) Vermeulen, Dorette; nathalieroue.za@gmail.com; Roué, Nathalie Yvette
In this study, I aimed to discover the potential avenues within the context of an El Sistema-inspired community music programme, particularly when integrated with an urban residential tertiary institution in South Africa. The objectives of this study were to identify the necessary physical and human resources for initiating an El Sistema-inspired community music programme, to explore the adaptation of such a programme to suit the country’s distinctive cultural context, and to elucidate the music education opportunities it could extend to the youth in South Africa. Utilising a qualitative multiple case study methodology, the research sought a comprehensive understanding of the potential implementation of an impactful community music initiative. In the role of a researcher, I functioned rather as an observer than an active participant in the unfolding of the research process. Insights were derived from interviews with both international experts in the El Sistema approach and local practitioners in community music settings, facilitating an in-depth comprehension of the phenomenon under investigation. Three main themes emerged from data analysis namely collaboration, sustainability, and development of human potential. Interpreting the data revealed that these three themes are interconnected factors that set off a chain reaction, ultimately culminating in the success of a community music programme. Several subthemes evolved, such as crossing cultural barriers through music, integrating community music with tertiary music studies to develop teaching skills, contributing towards skills development for both community youth members and tertiary music students, as well as the wellbeing and upliftment of the broader community. In conclusion, this research underscores the intricate interplay of collaboration, sustainability, and human potential development as essential components for the success of an El Sistema-inspired community music programme in South Africa, shedding light on the transformative impact such an initiative may exert on individuals, communities, and the broader cultural fabric.
The impact of musculoskeletal pain on musicians’ relationship with music : an exploration through music therapy
(University of Pretoria, 2023) Dos Santos, Andeline; margariet64@gmail.com; Swart, Margariet
Many musicians experience musculoskeletal complaints, which can impact their relationship with music. In this qualitative study, I sought to investigate how musicians with musculoskeletal pain could explore and possibly enhance their relationships with music through music therapy. Three participants each took part in eight individual music therapy sessions including active and receptive techniques. I collected data through video recording the sessions and semi-structured interviews were also conducted. The data analysis process entailed interpretive phenomenological analysis. I developed six main themes: In music therapy one can identify and express needs and desires about one’s musical journey; one is allowed to feel and explore one’s emotions; one has space to express and make meaning in relation to one’s musical journey; one can build additional resilience; one can reconnect to music; one can alleviate and work productively with pain. I discuss how participating in music therapy afforded these participants opportunities to work productively with their pain as well as changing some of their perceptions around their pain and its impact on their lives and musical journeys.
Implications of queer music therapy for LGBTQ+ adolescents
(University of Pretoria, 2024) Lotter, Carol Barbara; u17227675@tuks.co.za; Marks, Megan
Queer identity can be complex and multifaceted, especially for adolescents. The aim of this qualitative case study was to explore the impact of a queer music therapy (QMT) model on a group of LGBTQ+ adolescents. The music therapy process that was conducted was designed to facilitate the exploration and expression of queer identity. The study was conducted at a private high school in South Africa with two participants. The music therapy sessions were conducted over a period of six weeks and comprised techniques from the QMT model such as critical lyric analysis, music-centred art processes, musical autobiography, and group anthem writing. The findings emerged from the thematic analysis of transcribed audio recordings of the sessions as well as semi-structured interviews. Results showed that the music therapy sessions offered the participants a space to explore their queer identities, as well as offering them a space for acceptance, growth, and reflection. These findings were presented by the following themes: navigating queer identity, interactions with self and others, dealing with challenges, family dynamics, the influence of religion, supportive spaces, the role of music therapy, living in a queer world, understanding acceptance, experiences of difficult spaces, the role of family, and experiences within music therapy. These themes are discussed in relation to queer identity.
Recording the mbira of Southern Africa : a case for establishing empirical acoustic-based recording methods of traditional instruments
(University of Pretoria, 2023) Warrington, Miles; Netshivhambe, Ntshengedzeni; avukhngqang@gmail.com; Ngqangweni, Avuyile K.H.
For this research an experiment was done in an attempt to establish a method for recording the mbira of Southern Africa. This work is important because it seeks to address some gaps in knowledge pertaining to recording practices of indigenous instruments. The idea was to bridge the gap between ethnomusicology and music technology to improve studio practices for recording African musical instruments, specifically the mbira. An experiment was carried out to determine how the acoustic properties of the mbira together with well-known standard recording techniques could assist in providing practitioners with information about best-practice for recording such an instrument. A recording technique to record the mbira was established. A mixed methods approach was implemented so that both qualitative and quantitative data could be obtained. This included the collection of quantitative data using investigative techniques and conducting interviews with participants to collect qualitative information. A summary of the findings may be found in the final chapter of this dissertation.
The effects of COVID-19 on practice habits : exploring the experiences of senior undergraduate music students
(University of Pretoria, 2023) Sepuru, Phuti; chloeelaineb@gmail.com; Vermeulen, Chloé Elaine
The study explored the experiences of senior undergraduate music performance or first instrument majors (third and fourth year in 2020) at the University of Pretoria during the COVID-19 pandemic. The COVID-19 pandemic, which resulted in a national lockdown, led to the closure of all tertiary education institutions in South Africa. As it became evident that the lockdown would need to last significantly longer than the initial three weeks, the University of Pretoria implemented online learning models for the academic year to be completed, and campus remained closed to students for the remainder of 2020. The study was conducted using a qualitative research methodology and it was guided by a collective case studies research design. Music students who were senior undergraduate in 2020 and that were enrolled for the modules Musiek Eerste Instrument 400 (First Instrument), or Musiek Eerste Instrument 403 (Performance) were recruited to participate in the study. Semi-structured interviews were used to engage participants. The interviews gathered data on the students’ experiences of practice and motivation during the COVID-19 pandemic. The study also explored the perceptions of students regarding their practicing and motivation before and during the pandemic. The research found that students were able to overcome the hurdles of campus closure and remain motivated and somewhat consistent in their practice. The importance of well-developed practice routines and strong student-teacher relationships in retaining motivation to practice was also highlighted. However, strain was experienced due to inexperience with online learning, connectivity issues, and a perceived decline in relationships, making access to campus and campus facilities a necessity for successful music studies. The implications of the study are towards the continued development of online learning and assessment models for tertiary music education. It is also recommended that further studies at different institutions in South Africa may be beneficial, as well as investigation into students’ experiences at the first- and second-year level of study during the COVID-19 pandemic.
South African classical pianists’ lived experiences of preventing and recovering from playing- and performance-related injuries
(University of Pretoria, 2023) Vermeulen, Dorette; landi.schaap@gmail.com; Schaap, Landi
This research aimed to explore the lived experiences of South African classical pianists who have suffered from a playing- and performance-related injury, and how they have navigated this challenge. I facilitated an in-depth exploration of six adult South African classical pianists, each diagnosed with a musculoskeletal disorder (MSD), through semi-structured online interviews to access their individual lived experiences. I implemented a qualitative interpretivist paradigm, analysing the data using an interpretative phenomenological (IPA) approach and identifying four main themes. These themes are firstly, pianists’ playing-related musculoskeletal injuries; secondly, the influence of musculoskeletal injuries on pianists; thirdly, how the pianists recovered from a musculoskeletal injury; and fourthly, how pianists can prevent a musculoskeletal injury. Although the visual symptoms of an underlying MSD were minimal, the pianists experienced their musculoskeletal injuries with pronounced physical symptoms while playing and practising the piano. The injuries that the pianists suffered from influenced them in profound ways, including their daily lives, mental and emotional well-being, and piano careers. Although the participants were satisfied with the medical care they received, it became evident that body awareness, relaxation techniques, and alternative practising methods were key aspects to assist in the recovery process. They also suggested that these strategies may prevent further injuries and should form part of the daily practising regimes of a pianist. Overall, the pianists did not experience the recovery and prevention process as a singular event, but rather a combination of a range of somatic lifestyle practices and piano practising methods that promote a healthy and sustainable career as professional pianist. With this study, I drew on the participants’ experiences to increase awareness and extend knowledge of performance-related MSDs affecting pianists in a South African context. The study concludes that, for professional pianists to prevent MSDs from occurring, music pedagogies in South Africa need to promote awareness with regards to healthy piano technique, and provide knowledge about prevention and recovery strategies during piano training from an early age. This study contributes to extending knowledge and education about playing-related MSDs that may potentially lead to pianists experiencing long-term problem-free playing for continuous artistic development.

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