What is Musical Trauma?
When discussing the intersection of music and trauma, it is commonly understood that music often serves as a tool for healing from traumatic experiences. However, whether you are a professional or non-professional musician, you may sometimes encounter traumatic experiences related to music-related activities. For example, a student who performs unsatisfactorily and receives negative feedback might become disillusioned and may no longer want to take lessons or perform. Does this sound familiar? Another example might be a student who has an unpleasant lesson with a less sensitive instructor and decides to pause their lessons, potentially indefinitely. These experiences can be considered musical trauma, which refers to traumas stemming from music-related experiences that have either temporary or long-lasting impacts on students or musicians throughout their musical journeys.
I conducted an online survey consisting of 12 questions, covering definitions of musical trauma, examples, underlying causes, impacts on participants’ music journeys, support resources, and recovery strategies. So far, 32 individuals have participated, yielding 28 valid responses.
Results
Participants’ definitions of a “traumatic experience” varied but included elements such as an irrevocable performance experience leaving a lasting negative impact, toxic relationships with instructors, loss of control, and stage fright, among others. These traumatic experiences were often attributed to discouraging instructors, dissatisfaction with performances, peer or family pressure, toxic learning environments (including safety concerns, sexual harassment, emotional abuse, and so on), and injuries.
The findings revealed varying levels of influence on respondents’ musical paths, including temporary cessation of musical activities. Other consequences included loss of interest, discontinuation of musical pursuits, and a redirection to alternative interests.
Recovery and Support
Concernedly, 53.3% of participants have never received any assistance, while 36.7% sought help from sources such as self-support, family, mentors, and friends. Notably, there were no responses indicating access to professional communities or resources specifically tailored to students’ recovery needs.
I hope this study advocates for the establishment of supportive communities for instructors, musicians, and students, encourages open discussion on the topic, and calls for further research to identify and develop professional resources catering to these needs.
A private Facebook group was created by me to create a safe and comfortable space for people who are willing to open up and share their experiences. More people join, more discussions will be generated, more voices will be heard, and more support can be provided.
Resources for Musical Trauma and Recovery or Psychological Struggles
https://www.musicianshealthcorner.com/resources.html
https://musiciansunion.org.uk/
https://musicpsychology.co.uk/
This project was presented at Ohio University Pedagogy Seminar 2024 and will be presented at NCKP 2025.
