Teaching the Whole Musician: A Guide

to Wellness in the Applied Studio 1st

Edition Paola Savvidou
Visit to download the full and correct content document:
https://ebookmass.com/product/teaching-the-whole-musician-a-guide-to-wellness-in-t
he-applied-studio-1st-edition-paola-savvidou/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

SuperCollider for the Creative Musician: A Practical

Guide Eli Fieldsteel

https://ebookmass.com/product/supercollider-for-the-creative-
musician-a-practical-guide-eli-fieldsteel/

Applied Linguistics and Language Teaching in the Neo-

Nationalist Era 1st Edition Kyle Mcintosh

https://ebookmass.com/product/applied-linguistics-and-language-
teaching-in-the-neo-nationalist-era-1st-edition-kyle-mcintosh/

Questions and Answers: A Guide to Fitness and Wellness

Gary Liguori

https://ebookmass.com/product/questions-and-answers-a-guide-to-
fitness-and-wellness-gary-liguori/

Political Participation in Iran from Khatami to the

Green Movement 1st ed. 2020 Edition Paola Rivetti

https://ebookmass.com/product/political-participation-in-iran-
from-khatami-to-the-green-movement-1st-ed-2020-edition-paola-
rivetti/
Questions and Answers: A Guide to Fitness and Wellness
4th Edition, (Ebook PDF)

https://ebookmass.com/product/questions-and-answers-a-guide-to-
fitness-and-wellness-4th-edition-ebook-pdf/

Teaching Rounds: A Visual Aid to Teaching Internal

Medicine Pearls on the Wards 1st Edition Navin Kumar

https://ebookmass.com/product/teaching-rounds-a-visual-aid-to-
teaching-internal-medicine-pearls-on-the-wards-1st-edition-navin-
kumar/

Teaching and Researching: Motivation (2nd Edition)

(Applied Linguistics in Action) Zoltán Dörnyei

https://ebookmass.com/product/teaching-and-researching-
motivation-2nd-edition-applied-linguistics-in-action-zoltan-
dornyei/

The Whole Package Harte Marie

https://ebookmass.com/product/the-whole-package-harte-marie/

The Whole Package Marie Harte

https://ebookmass.com/product/the-whole-package-marie-harte/
Teaching the Whole Musician
 Teaching the Whole
Musician
A Guide to Wellness in the Applied Studio

Paola Savvidou

1
 3
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.

Published in the United States of America by Oxford University Press

198 Madison Avenue, New York, NY 10016, United States of America.

© Oxford University Press 2021

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by license, or under terms agreed with the appropriate reproduction
rights organization. Inquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.

You must not circulate this work in any other form

and you must impose this same condition on any acquirer.

Library of Congress Cataloging-in-Publication Data

Names: Savvidou, Paola, author.
Title: Teaching the whole musician : a guide to wellness in the applied studio / Paola Savvidou.
Description: New York : Oxford University Press, 2021. | Includes bibliographical references and index.
Identifiers: LCCN 2020048704 (print) | LCCN 2020048705 (ebook) |
ISBN 9780190868796 (hardback) | ISBN 9780190868802 (paperback) |
ISBN 9780190868826 (epub) Subjects: LCSH: Musicians—Health and hygiene. |
Musicians—Wounds and injuries. | Overuse injuries—Prevention.
Classification: LCC ML3820 .S28 2021 (print) | LCC ML3820 (ebook) |
DDC 780.71—dc23
LC record available at https://lccn.loc.gov/2020048704
LC ebook record available at https://lccn.loc.gov/2020048705
ISBN 978–0–19–086880–2 (Pbk)
ISBN 978–​0–​19–​086879–​6 (Hbk)

DOI: 10.1093/​oso/​9780190868796.001.0001

1 3 5 7 9 8 6 4 2
Paperback printed by Marquis, Canada
Hardback printed by Bridgeport National Bindery, Inc., United States of America
Contents

Preface  vii
Acknowledgments  ix
About the Companion Website  xi

1. Setting the Foundation: What Is Wellness?  1

2. Parent, Teacher, Mentor, or Psychologist? The Multifaceted Role of the
Applied Instructor  21
3. “Is It Tendinitis?” Common Physical Injuries  44
4. Stacking the Joints: Physical Alignment  75
5. Protecting the Body: Injury Prevention  98
6. Expressive Performance: Laban Movement Analysis  113
7. The Power of the Mind: Mental Health Basics  138
8. Turning Inward: Contemplative Practices  174
9. Fueling the Body and Mind: Nutrition and Sleep  195

Notes  221
References  233
Index  253
Preface

Over the past fifteen years of teaching I have learned that my rigorous training and
preparation for the profession of a pedagogue desperately needed augmentation in
several other dimensions that I never thought relevant to the work of teaching piano.
I found myself in situations where I had to encourage a perfectionist six-​year-​old
who lay on the bench for the entire lesson because she was so hard on herself for the
wrong notes she played, or comfort a college student who cried every week due to
tendinitis pain and the fear that her career was over. And then I listened and gently
empathized with the retiree who couldn’t bear the loneliness in his apartment and
described how piano was the only thing in his life that kept him going.
The process of learning music can bring enormous joy and also deep struggle
as we face our own personal insecurities, often exacerbated by an internal voice of
judgment. That competitive drive to reach higher levels of achievement can also
lead students to over-​practicing, injury, and other unhelpful habits. In the lesson,
vulnerabilities must be met with love in a trusting and safe environment. We must
realize that, as teachers, we are more than transmitters of technical and artistic skill.
Music teachers have the capacity to be lifelong mentors—​role models with the power
to support and nurture a holistic vision for a life in the arts. And when we hold our
students in that space of caring attention and acceptance, they will be better situated
to thrive, shining brighter into their future.
Acknowledgments

Writing a book is much like raising a child. It takes the support of many individuals
who contribute in different ways: loving encouragement, curious questioning, and
professional advice. Through every step of this process I have relied heavily on a re-
markable network of family, friends, colleagues, mentors, and healthcare professionals
for their insight, expert advice, and honest feedback. I feel incredibly fortunate to work
in an institution with a team of medical colleagues who don’t even think twice about
spending their time and energy answering questions and pointing me to the right re-
sources. My deepest gratitude especially to Kristen Schuyten, Lexie-​Muir Pappas, Allie
Heckman, Bruce Edwards, Elizabeth Baldner, Marsha Benz, and Lisa Camfield. A
huge “Namaste” to my favorite yogini, Catherine Matuza, for reviewing the sections on
yoga and for generously serving as the model for the companion website videos. And
thank you to my illustrator, Amber Huo, for the beautiful images.
One of my favorite parts of this process was connecting with students, faculty,
and medical professionals through interviews. Your insights have opened my eyes
to more perspectives and raised even more questions to explore in the future. While
I wish to keep students and faculty names anonymous for confidentiality reasons,
I would like to publicly thank Dr. Jeremy Stanek and Evan Engelstadt for their exper-
tise on physical health and nutrition, respectively. I was able to develop these ideas
in large part due to my position at the University of Michigan. I am grateful for the
encouragement and support of my former and current supervisors.
Within piano pedagogy (my field of training), I continue to be inspired by bril-
liant colleagues who pave the way to new and exciting research in wellness: Vanessa
Cornett, Jessica Johnson, Lesley Sisterhen-​McAllister, and Brenda Wristen. Wellness
for the performing artist would not have become a recognized field if it weren’t for
the pioneering work of people like Gail Berenson, Linda Cockey, Gerald Klickstein,
and Judy Palac. I was inspired to view wellness from a mentorship perspective due to
my own deeply impactful mentors: Jessica Johnson and John Salmon. They saw me
not just as a student or a pianist, but as a human being, with equal doses of talents
and struggles.
My friends and family were an enormous source of strength—​lifting me up when
I felt defeated and reminding me that I can only tackle one thing at a time (my
mantra that my sister Dina ingrained into me since freshman year of college). Thank
you, Amy, Alex, Chris, and Olivia, for proofreading parts of the book and reminding
me that simplicity is more powerful than convoluted wordiness.
People tell me I have inherited my mother’s strength and my father’s determi-
nation. So, thank you, mom and dad for passing those traits down to me, without
which I wouldn’t have been able to finish this project. The pride of my sisters, Dina,
x Acknowledgments

Margarita, and Chrysso, in my work has kept me motivated. Their passion and crea-
tivity in their work has energized me in my own process. My in-​laws’ loving support
eased my moments of self-​doubt. Thank you, Nancy and Johannes.
None of my work would be possible without the support of my husband Jonathan.
And I am not just referring to the daily emotional encouragement and endless
supply of dark chocolate, but the willingness to stay up until 2:00 a.m. night after
night proofreading chapters of this book, followed by early wake-​up calls by our dar-
ling little Oliver, so that I could continue editing. All this during the toughest year of
our lives (2020—​I’m sure many readers will relate). Thank you for your endless faith
in me, love, and healthy dose of critical feedback.
Finally, thank you to Normal Hirschy of Oxford University Press for giving me
this remarkable opportunity to write a book on the topic I am most passionate about,
and to the rest of the team for seeing this project to fruition.
About the Companion Website

www.oup.com/us/teachingthewholemusician

Oxford has created a website to accompany Teaching the Whole Musician. Material
that cannot be made available in a book, including movement exercises, meditation
audio, and worksheets, is provided there. The reader is encouraged to consult this re-
source in conjunction with the chapters. Examples available online are indicated in
the text with Oxford’s symbol .
1
Setting the Foundation
What Is Wellness?

Perspectives on Health and Wellness

We all want to be well. But what does that mean? When I first encountered the term
“wellness” as applied to the performing arts, it seemed obvious. Either you are well,
or there is something wrong with you. Keep your body and mind healthy, and you
will achieve wellness. If you can find that state of being, you will earn that fuzzy, warm
feeling of happiness—​the feeling you get sipping a warm beverage on a cold winter
day. But wellness is not a piping hot pumpkin spiced latte. Over the past decade,
I have come to learn that this dichotomous attitude oversimplifies the complexity of
pursuing wellness, and, when accepted widely, has devastating effects on our ability
to cultivate student-​centered pedagogy. Pursuing wellness requires us to think be-
yond just our physical and emotional states. It evolves over time, and a disruption in
one dimension can ripple through other, typically stable aspects of our lives. These
disruptions can manifest in many different ways, and may exacerbate our struggles
when moments of stress boil over at home, in the workplace, or even in public. This
book aims to frame the interconnectedness of wellness in a holistic manner, so that
we can better understand how to support individual students within our pedagogy.
To begin to understand these concepts in ways that can help us as teachers, we have
to unpack some simplistic notions, and define the basic dimensions of what it means
to be well.
Wellness has received considerable attention in the media. Although enjoyable,
this association with consumerism and fleeting moments of satisfaction does not
nearly begin to address the depth of reflection and thoughtfulness required to lead
a rich and fulfilling life. To further confuse matters, there is a lack of clarity on the
differences between the terms health and wellness. Our first order of business, then,
is to understand the differences between those terms and what they mean.
In the Western world, we generally consider good health to be the absence of ill-
ness (and, truly, we have made remarkable strides in medicine to treat and eradicate
diseases). However, while the absence of illness suggests that you are in good health,
it does not necessarily mean that you are living a fulfilled life and living up to your
full potential. This is where wellness enters the picture. In Western medicine, as the
patient, you are the receiver of treatment; in a wellness model, you are utilizing your
strengths toward actively maintaining health and recovering from illness. Taking

Teaching the Whole Musician. Paola Savvidou, Oxford University Press (2021). © Oxford University Press.
DOI: 10.1093/​oso/​9780190868796.003.0001
2 Teaching the Whole Musician

ownership over recovery means increased self-​reliance and more successful long-​
term outcomes.
This differentiation between the two terms is addressed in the definitions created
by the World Health Organization (WHO). The WHO states in its constitution that
health is “a state of complete physical, mental and social well-​being and not merely
the absence of disease or infirmity.”1 This is a more expanded definition than the
view of health described earlier; the WHO definition of wellness addresses not only
the physical, mental, and social dimensions, but also the level of fulfillment in one’s
life: “Wellness is the optimal state of health for individuals and groups. There are
two focal concerns: the realization of the fullest potential of an individual physically,
psychologically, socially, spiritually, and economically, and the fulfillment of one’s
role expectations in the family, community, place of worship, workplace and other
settings.”2 This definition includes spiritual, financial, and occupational dimensions
within the context of personal fulfillment.
Let’s pause here for a moment and address what you may be thinking: What does
wellness have to do with teaching music? The short answer is that, as music teachers,
we play a significant role in the lives of young musicians as they prepare to launch
into a profession that challenges them to develop a clear sense of meaning and pur-
pose. Presumably, we want our students to succeed, and because music-​making is
not just a profession, but a line of work that is intimately connected to these personal
identity factors, it is prudent for us to understand how we can support our students
so they can, in turn, lead long-​lasting and thriving careers in the arts. I should clarify
that our students need to take responsibility for and ownership of their own well-
ness. They must ultimately take responsibility for the decisions concerning their
long-​term health and well-​being. However, as students explore the complexity in-
herent in pursuing wellness, a process informed by numerous external factors, it
should quickly become apparent that pedagogues have an important role to play.
As teachers we have the capacity to positively impact our students’ habits, mindset,
and confidence. Beyond empowering them to take an active role in the pursuit of a
fulfilled life in the arts, we know that helping others contributes toward transcend-
ence: acting in ways that don’t involve yourself only, but that contribute to a greater
sense of good. Therefore, there may be personal satisfaction reasons, too, for helping
our students, in that we can attain a greater sense of well-​being for ourselves.
We will continue to explore the benefits of supporting our students’ holistically
throughout the book, but, for now, let’s go back to the theories of well-​being for a
moment and untangle all their moving parts.

Theories of Well-​Being

Theories in the field of wellness attempt to answer fundamental questions such as: Is
merely having more positive than negative experiences a satisfactory measure for
long-​term happiness? Do people essentially achieve well-​being when they get what
 Setting the Foundation 3

they want? What if what they want is morally wrong? And how do intrinsic values,
social relationships, and personal goals fit in? Obviously, since humans are complex
beings, no singular theory can fully answer these complex questions. In broad terms,
the existing theories fall under three main categories: (1) hedonism (preference for
pleasure over pain), (2) desire-​satisfaction (fulfilling personal wishes), and (3) ob-
jective list (measuring well-​being against lists that include items such as friendships
and knowledge). A fourth category, well-​being theory, has emerged in the research
of Martin Seligman, considered by many as the father of positive psychology, that
encompasses elements of all three aforementioned categories. We will use Seligman’s
framework as a basis for exploring these theories.
Martin Seligman arrived at his well-​being theory after rigorous research involving
thousands of people. In his TED Talk, “The New Era of Positive Psychology,” he
discusses three types of lives: a life of pleasure; the good life; and the meaningful life.
Let’s take a closer look at these, as they each hold a key to understanding our sense of
happiness and, by extension, our wellness.
A life of pleasure is one in which people seek experiences that will result in pos-
itive emotions. We all have the friend who is always up for a night out, one more
game, or declining a rote task in favor of a fun activity. This terminology within the
context of happiness is parallel to the hedonic approach toward well-​being, which
focuses on pleasure, happiness, and avoidance of problems or pain, and falls under
the first category of theories mentioned previously.3 For many people, it is more fun
to go out for ice cream than it is to mow the lawn! And that makes sense because
such experiences release the “feel-​good” hormones in the body (such as dopamine,
oxytocin, and endorphins), which elicit positive feelings. Although undoubtedly
more enjoyable, exclusively opting for hedonistic pleasures may be not be as ful-
filling as we think. We all encounter circumstances that challenge us to give up im-
mediate, short-​term pleasures in order to fulfill important personal and professional
responsibilities. We may be much better served by balancing those dosages of pleas-
urable experiences against the commitment to intentionality that will lead to long-​
term personal growth and satisfaction.
In contrast to an existence rooted in pleasure, the “good life” is one in which people
pursue activities that use their personality strengths, even if it challenges them. Some
people excel at being organized and tidy. You may have a friend who never gets tired
of helping you rearrange your bookshelf, cleaning off your desk, or unpacking those
ancient moving boxes from the attic. In such cases where someone is able to focus on
performing a task that simultaneously challenges them and activates a core strength,
they may achieve a state of “flow.” As described by Mihalyi Csikszentmihalyi, this
theory posits that people are happy when they are immersed in an activity that
matches their skill level.4
Within the “good life” we can see aspects of desire-​satisfaction theories of well-​
being, which postulate that people are happy when their desires are fulfilled, no
matter how much pleasure (or difficulty) is associated with achieving their goals.
A counterargument for these theories is that a goal may be satisfying temporarily
4 Teaching the Whole Musician

(for example, owning an extensive stamp collection), but may not contribute to
long-​term happiness. Moreover, one’s personal wishes may be potentially inconsid-
erate, or even damaging, to others (e.g., if my goal is to watch every late-​night talk
show on TV, it could be interrupting my roommate’s sleep and interfering with her
success in school).
Finally, the “meaningful life,” also called “eudaemonic well-​being” in the formal
research context, refers to the degree to which a person is leading a fulfilled life,
finding meaning, and the quality of their social relationships.5 It’s a state of being
that one has to work toward, rather than a fleeting feel-​good emotion; it represents
the act of living a life with greater purpose.
The theoretical distinction between a life of meaning and a life of pleasure has its
limitations. People are complex beings, and, while they may be pursuing meaning in
their personal and professional lives, that does not preclude them from also wanting
to have pleasurable experiences, which is why Seligman built on these three types of
lives to develop a theory grounded in a holistic approach to wellness. His well-​being
theory (WBT) is outlined in his book Flourishing: A Visionary New Understanding
of Happiness and Well-​Being. Indicators for the WBT include both pleasurable and
fulfilling components, in addition to other unique predictors, i.e., positive emotion,
engagement, relationships, meaning, and achievement (also referred to as PERMA).
Measuring well-​being against objective measures adheres to the third theory of ob-
jective lists mentioned at the beginning of this section. Positive emotions refer to
emotions such as happiness and joy. Engagement has to do with the level of active
involvement in daily activities. Connecting with others, feeling valued, and having
meaningful relationships fall under the relationship category. Meaning suggests
having a sense of purpose that is greater than the self, i.e., positively contributing
to other people’s lives. Finally, achievement is the desire to accomplish goals. This
model may be more realistic for students who not only want to pursue their passion,
but also wish to maximize enjoyment during their time in college. In the midst of
the daily grind, perhaps pursuing enjoyable experiences as well may increase their
overall sense of well-​being.
Indeed, researchers in the field have validated this theory through rigorous em-
pirical studies. The results show that PERMA can predict flourishing outcomes in
individuals. For example, Coffey et al., in a longitudinal study in a college popu-
lation, showed that sophomore PERMA can predict interviews for post-​graduate
opportunities in those students’ senior year. The same study also found that the
results of PERMA predicted better physical health and academic success two years
after.6 Knowing that positive emotions, engagement, connection, relationships,
and meaning can gauge students’ life satisfaction and longer-​term success, could
we, for example, encourage our students’ full and positive engagement with their
studies? Develop a meaningful teacher–​mentor relationship with them? Foster a
warm and supportive environment within the studio? Help them set goals to work
toward so they can feel a sense of accomplishment? Many of us already practice these
 Setting the Foundation 5

behaviors, so perhaps this gives you context for the work you are already doing with
your students.
Several researchers have developed theories of well-​being that are based on
measuring fulfilled (or eudaemonic) lives against objective factors. Carol Ryff
and colleagues at the University of Wisconsin–​Madison, for example, identified
six factors that encompass meaningful well-​being: autonomy, environmental
mastery, personal growth, positive relations with others, purpose in life, and self-​
acceptance.7 Corey Keyes, sociologist and psychologist, developed a model that
complements Ryff ’s eudaemonic perspective and expands on social interactions.
Keyes’s five factors that determine social well-​being are social acceptance, social
actualization, social coherence, social contribution, and social integration.8 Ryan
and Deci, professors of psychology and highly influential researchers on human
motivation, embrace the concept of eudaemonia in their self-​determination
theory (SDT).9 According to SDT, autonomy (making choices that are true to
one’s core mission and identity), competence (mastery), and relatedness (con-
necting with others, a sense of belonging) are three essential psychological
needs for psychological growth, integrity, well-​being, experiences of vitality, and
self-​congruence.10
SDT illustrates the importance of understanding the “order of operations”
in pursuing wellness. It is much harder to achieve balance across the various
dimensions if we are not pursuing activities that are rooted in our personal goals.
In order to maintain balance across our physical, emotional, and mental health, we
need to find meaning in our professional and personal lives. Consider what type of
work fulfills you and aims to make your community better. Start there and look for
opportunities to integrate such work into your professional life.
You would think that the eudaemonic approach of pursuing a meaningful life au-
tomatically means a happy and fulfilled life. Yet, finding happiness is not that simple.
Ryan and Deci explain that “eudaimonic theories maintain that not all desires—​not
all outcomes that a person might value—​would yield well-​being when achieved.”11
My guess is that you elected a career path in music because it is meaningful to you
and not because you were trying to avoid a more difficult path (i.e., pursuing a “life
of pleasure”). As a result, you are also likely experiencing many stressful moments
alongside those that trigger happiness. The reality is that a career in music comes
with intense training, competition, and the stress caused by discipline in the face of
uncertain outcomes. If left unchecked, these challenges may leave you unhappy, de-
spite having achieved the very goals you once imagined.
From this short overview of well-​being theories, we can deduce that it is a complex
and evolving topic that does not have a singular answer to the question of what is
well-​being and how it is measured. Researchers have developed several instruments
(mostly self-​reported) that large public health organizations use in national surveys.
These tools collect information on various indicators, such as predisposition to well-​
being (based on personality and genes), age, gender, income, and social relationships.
6 Teaching the Whole Musician

If we were to boil down the key components on which most theories agree, we might
summarize that well-​being goes beyond the mere absence of illness, to account for
pleasurable experiences, fulfillment of desires, and/​or meaningful concepts such
as relationships and intrinsic values. Despite the complexity of this work, we can
start exploring its practical applications within the applied lesson by discussing the
eight dimensions of wellness—​a relatable model that is easily adaptable to the music
students’ challenges.

The Eight Dimensions of Wellness

I was curious to determine how the students I interviewed defined wellness. I was
struck by their wisdom and ability to, on the spot, distill such a broad topic into just a
few sentences. Here are some of the definitions they came up with:

Wellness is becoming aware of, acknowledging, and being able to put words to how I’m
feeling; understanding why and which external factors are making me feel that way.
Wellness is learning to take care of yourself as a human; checking, assessing and
adjusting constantly. I don’t think it’s one thing, it’s a journey.
I would say having a sense of stability. I don’t like using the word “balance” because I feel
like musicians are never going to feel totally balanced. Feeling like you’re able to focus and
have the capacity to do the things that you want to do and the things that you value in life.

In these responses, the students touched on expressing emotions, self-​care, and

the fact that wellness is a way of life that enables us to reach our goals. Even though
the word “balance” is used widely to describe wellness, I agree with the student who
said musicians can never feel “totally balanced.” I view it, rather, as having awareness
of our strengths and weaknesses in each area of our lives within the constant inter-
play of growth and setbacks.
While many people understand the need for balance, they may also only perceive
wellness as consisting of the physical and emotional dimensions alone, unaware of
the several other components that contribute toward the larger equilibrium. We can
look to an established model to account for the multiple modalities of our day-​to-​
day well-​being.
In the 1970s, Dr. Bill Hettler established six dimensions of wellness that account
for the multidirectional nature of maintaining well-​being. A cofounder of the
National Wellness Institute (NWI), Hettler established the framework that health
is not just a matter of preventing disease, but rather a process of making delib-
erate choices on a day-​to-​day basis toward the betterment of self; a way of life that
empowers individuals to make choices toward improving each dimension based on
their strengths and weaknesses.
Since the wider adoption of this framework, their number has increased from six
to eight to include financial and occupational dimensions. The mere existence of
 Setting the Foundation 7

eight dimensions doesn’t mean that we are living a fulfilled life, however. The NWI
defines wellness as “an active process through which people become aware of, and
make choices toward, a more successful existence.”12 This definition speaks to the
notion that we are active participants in our well-​being. I view the eight dimensions
as a way to organize the various aspects of our lives that we need to nurture. We can
tease apart what troubles us and better understand our needs when thinking about
each dimension individually.
Figure 1.1 represents the eight dimensions of wellness. The overlap between the
petals suggests that one area affects the other, and together they make us whole.
Think about a student, for example, who has a physical injury. It’s not possible to
avoid feelings of fear and anxiety and negative thought patterns. Perhaps it also
affects income if she is unable to perform, and her social relationships if she is feeling
a sense of shame about her injury and is avoiding her peer group. Because of the
comprehensive nature of this approach, the eight dimensions of wellness model
is now widely adopted on college campuses as a framework for on-​campus serv-
ices within the overarching goal of helping students become self-​reliant in terms
of health and well-​being. Now let’s look at the eight dimensions and think about
common challenges music students face in each of these areas.

Physical

Spiritual Emotional
Mental

Intellectual Environmental

Social Financial

Occupational

Well-beingTM
Figure 1.1. The eight dimensions of wellness.
Reproduced by permission from the University of Michigan Student Life.
Another random document with
no related content on Scribd:
Russell, Bertrand, 204.

Santayana, George, 350.

Sapir, Edward, 338.
Schaaffhausen, D., 150, 325, 333.
Schäfer, E. A., 58, 165, 179, 184, 185.
Schleiden, Matthias J., 136.
Schmidt, H. D., 260.
Schoetensack, Otto, 318, 319.
Schroeder, Ch. F., 251.
Schuchert, Charles, 97, 98, 104 note, 106, 109, 110.
Schultze, F. E., 218.
Schultze, Max, 137, 138.
Schwalbe, Gust. Alb., 286, 317, 324, 325, 333.
Schwann, Theodor, 136.
Scott, Wm. B., 78, 96, 103, 119, 120.
Sedgwick, A., 95.
Sellars, R. W., 233 note.
Sewall, Anna, 236.
Smith, G. Elliot, 289, 341.
Smith, John Talbot, 355.
Smith, William, 102.
Snell, Karl, 308.
Sollas, W. J., 289.
Spallanzani, Lazzaro, 134, 136.
Spencer, Herbert, 10, 12, 98, 102, 103, 148, 166, 179, 360.
Starling, Ernest H., 57, 299, 301.
Stockard, Charles R., 62.
Stoll, A., 146.

Taylor, J., 340.

Tertullian, 346.
Thayer, Wm. Sydney, 135.
Tholuck, Fried. Aug., 338.
Thompson, Sir Wm., 182.
Thorndyke, Edward L., 237.
Tilden, Sir Wm., 151, 192.
Titchener, Edward Bradford, 205, 209, 274.
Tredgold, A. F., 15 note.
Tuccimei, Giuseppe, XIII, 360, 361.
Tyndall, John, 149.

Vallisnieri, Antonio, 134.

Van Loon, Hendrick Willem, 190.
Vegard, Lars, 183 note.
Vicari, E. M., 266, 267.
Virchow, Rudolph, 137, 273, 316, 317, 324, 346.
Vogt, Carl, 276, 324.

Waagen, W., 16 note.

Warner, H., 274.
Walkhoff, O., 317.
Walsh, James J., 336.
Ward, James, 163.
Wasmann, Erich, S.J., XII, 11, 33, 46, 47, 48, 49, 49 note, 67,
70, 134, 247 note, 261, 262, 277, 312, 313, 325, 333.
Waterston, David, 322.
Watson, John B., 198, 204, 250.
Wayland, John Walter, 357.
Weismann, August, 10, 13, 16, 25, 65, 186, 267.
Weber, Ernest Heinrich, 227.
Weld, H. P., 253, 255.
Welday, J. O., 357.
Wells, H. G., 1, 33, 190.
Wenstrup, Edward, O.S.B., XVI.
Werner, Abraham Gottlob, 99, 102, 103.
Wheeler, Geo. C. and Esther H., 261.
Wiedersheim, Robert, 292.
Wilder, Harris Hawthorne, 300, 301.
Williams, H. S., 96.
Willis, Bailey, 107 note.
Willstätter, R., 146, 147.
Wilson, Edmund B., 6, 12, 13, 140, 141, 143, 160, 164, 168,
170, 200, 201, 211.
Windle, Bertram C. A., 134, 341.
Wirth, Edmund J., 205.
Wissler, Clark, 344.
Woodruff, Lorande Loss, 39, 115.
Woods, Henry, 77, 78, 79, 80, 86, 118, 119.
Woodward, A. Smith, 321, 322, 340, 341.
Woodworth, Robert S., 198.
Wright, C. F., 289.
Wundt, Wilhelm, 197, 205, 206, 209, 212, 236, 237, 238.

Zahm, J. A., 268.

Zeno, 226.
Zittel, Karl A. von, 313, 345.
 INDEX OF SUBJECTS
Abiogenesis, 131, 135, 136, 142, 160, 165, 167, 179, 183, 186;
“new theory” of, 165;
“old theory” of, 165;
“philosophical” proof of, 186
Absence of function, real, 291;
apparent, 291
Abstract concept, 219
Abstraction, 221, 224, 254, 261, 262;
of active intellect predispositive, 221;
of intellect, potential, cognitive, 221;
power of, 261, 262;
process of, 221, 224
Abstract thought, 215, 267;
has soul as its exclusive agent and subject, 215;
not same as imagery, 215;
unique prerogative of man, 267
Acids, butyric, 159;
carbonic, 145;
fatty, 145;
formic, 145
Acromegaly, 294
Acromikria, 294
Act, 199
Action, 174, 175, 176, 177, 215, 216;
agent of, 176;
an expression of entity, 125, 216;
chemical, 175;
effect of, 176, 177;
 electrical, 176;
energy-content of, 174;
immanent, defined, 177;
mechanical, 175;
physical, 175;
reflexive, 177;
subject of, 176;
transitive, 174, 177;
defined, 177;
vital, 175
Active intellect, 220, 221
Activity, organic cannot escape physical determinism, 232
Adaptation, 7, 8, 9, 16, 45, 46, 47, 52, 53, 63, 124, 250, 290,
291, 328;
acquired, 8, 9, 16, 45, 290, 328, 333
—not inheritable, 9;
innate (inherited), 45, 46, 47, 52, 53, 63, 124;
of instinctive behavior to emergencies, 250;
structural, 291
Additive properties, 233 note
Adjustments, 204
Adolescence, 155
Adrenal bodies, 292, 295
Adults, 276
Aeschna grandis L., 115
Aftermath of evolutionary propaganda, 360
Agametes, 156
Agamic, 156
Agent, 171, 177
Age of Man, 289, 290
Agnosticism, 352, 355, 358;
 parasitic, 358
Agulhas, Lost Land of, 114
Alberta, 108
Albumen, living and dead, 144
Alcohol, methyl, 147;
phytyl, 147
Aldehyde, 145, 148
Aldol condensation, 145
Allelomorphic, 42
Allocation, taxonomic, 320
Alluvial epoch, 313;
loam, 324
Alpha Centauri, 184
Alps, 109
Altamira, caves of, 339, 340, 343
Alternating personalities, 211;
psychopathic condition, 211
Altruism, 355, 356;
without adequate motivation, 356
Amboceptors, 57
American Association for Advancement of Science, 343, 344;
Edict of, 343
Ammonites, 84, 86, 249;
intergradence in, 84
Ammonium cyanate, 173
Ammophila, 264
Ammophila gryphus, 261
Ammophila urnaria, 261
Amnion, 276
Amœba albida, 159
Amphibia, 61, 281, 296
Amphioxus, 60, 161
Analogous organs, 35, 36, 61
Analogy, 35, 59, 60;
convergent, 61
Analysis, 144;
chemical, 144;
physical, 144
Anarchy, 355, 360
Anatomists, 296
Anatomy, 196, 208, 276, 277, 303, 308;
comparative, 276, 277, 308;
of consciousness, attempted by Associationists, 208
Ancestors, 55, 59, 76, 82, 83, 92, 95, 115, 270, 280, 296, 304,
308, 309, 317, 349;
collateral, 76;
common, 55, 59, 83, 92, 269, 270, 278, 308;
direct, 76;
hypothetical, 308, 309, 317;
necessary priority of, 82, 83;
of man, 298
—alleged to be fish-like, 280;
tertiary, 270
Ancestry, 92, 280;
entails antecedence in time, 92;
of man, 280
Ancitherium, 76
Angiosperms, 72, 73
Animal, 242, 249, 307;
 appetite, gratification of, 242;
as “reflex machines,”249;
cave, 307
Animalism, 365
Animalistic man, 350, 352
Animality of man, not a modern discovery, 191, 192
Animism, 197, 198
Anisogametes, 157, 158
Anisogamy, 157, 158
Annelida, 117, 278, 280
Anomalies, 112, 303, 305, 319, 320;
anatomical, fluctuational, 303;
mutational, 303;
of spatial distributions, 112
Antagonism, 358;
between modern progress and Christian ideal, 358
Anthropomorphism, 236, 246, 250, 262;
Darwinian, 236, 250
Anthropologists, 318, 344;
foremost ones confess their ignorance regarding origin of
man, 344
Antibodies, 14, 15
Antigen, 15
Antirrhinum, majus and molle, 88
Anti-vivisectionists, 236
Ants, 261, 262;
leaf-cutting, 261
Ape, 245, 270, 272, 275, 285, 308, 309, 311, 314, 315, 316,
317, 345;
anthropoid, 270, 271, 272, 275, 309, 315, 317;
 cranial capacity, 314;
descended from man-like ancestor, 285;
descent from, not a doctrine of science, 345;
embryonic skull of, 285;
foot of, 50, 51
—a hand functionally but not structurally, 50, 51;
fossil, 308, 313;
giant, geneological tree of, 315;
higher, 311;
its cranium, 271;
large, 315;
living, 308
Ape-like features, acquired adaptation, 330
Appalachians, 107
Appetite, 221, 235, 241;
rational, 221;
sensual, 235, 241
Appendicitis, 295
Appendix, vermiform, 295, 296;
useful, 296
Apple-tree, 6, 88, 161
Apterix, 305
Arbacia punctulata, 159
Arboreal life, 271, 308
Arca, 118
Archæan, 104, 117;
record, damaged condition of, 117
Archæology, prehistoric, 339
Archæopteryx, 86
Archæozoic, 104, 148;
 times alleged to have been more favorable to origin of life,
148
Argument, 226;
no avail against fact, 226
Art, palæolithic, 340
Artefacts, 154
Artemia salina, 159
Artemisia absynthium, 248
Arthropoda, 61, 119, 261, 284
Artificial illumination, 340
Artistic attainment, high level of, 340
Artists, palæolithic, 335
Asia, 335
Ass, 5, 81, 304
Assimilation, 143
Association, 208, 235, 241, 242
Associationists, 208, 236
Astarte, 118
Asteroidea, 121, 122
Atavism, 303, 304
Atlantis, 114
Atmosphere, 148, 181, 183;
coronal of sun, 183;
formerly richer in carbon dioxide, 148;
of earth, 183
Atoms, 58, 144, 162, 165, 167, 170, 202;
structure of, 58
Atrophy, 285, 286, 288, 294, 299, 301, 302, 307;
 due to misuse, 288;
somatic, 307
Attention, 208
Audist, 219
Aurignacian Man, 332
Aurora borealis, 183, 183 note, 184 note
Australian, 321, 325, 328, 330, 333;
blacks, 325, 333
—modern, have brow ridges, 328;
modern, 325, 330;
skull of, 321
Author of Nature, 193
Autogamy, 158, 159, 161
Automatisms, 238, 240, 262;
teleological, 240
Automixis, 161
Autonomy, 174, 202;
dynamic, 174;
vital, 202
Axiom, 223, 224;
of reception, 223, 224
Axon, 213
Azoic bottom, 125

Babylonia, 337
Bacteria, 135, 138, 183, 183 note
Barbarism, 337;
historically a state of degeneration and stagnation, 337;
not a primitive condition, 337;
no instance of spontaneous emergence from, 337
Bacteriologists, 183
Baltic Sea, 104, 105
Banana, 162
Basichromatin, 139
Bear Grass quarries, 106
Beaver, 247, 257
Bedding plane, 106
Bees, 257
Beetles, wingless, 306
Behavior, 249, 254, 255, 260, 261, 262, 263;
instinctive, 249, 254, 255, 260
—objectively useful, 254, 255
—subjectively agreeable, 254, 255;
concursively telic, 260-262;
consciously telic, i. e., intelligent 262;
unconcursively telic, 262;
must be perfect from outstart, 263
Behaviorism, degeneration of psychology into, 198
Behaviorists, 204, 250
Bestial man, 340, 342;
impossible, 340;
no traces of, 342
Bestial origin, 345, 352;
of man, 352;
of man, theory of, 345
Bestial soul, 114, 194, 213, 214, 234;
an emergent of matter, 194, 234 note
—not a product of physicochemical action, 194;
exists in the interest of the organism, 214;
incomplete complement of matter, 213;
material but not corporeal, 194, 214;
 operates only in conjunction with organism, 213;
perishes with dissolution of organism, 213
Bible, 127
Biochemists, 179
Biogenetic Law, 48, 275, 276, 277, 278, 283, 285
Biologists, 2, 3, 11, 19, 29, 53 note, 190, 200, 257
Biology, xiv, 24, 196, 197, 205
Bion, 170, 171
Biophysicists, 179
Bipinnaria, 283
“Biotic energy,”170
Bird of Paradise, 154, 353
Birds, 282, 296, 297
Bison, 331, 332
“Black Beauty,”236
Blackberries, 25
Blindness, germinal and somatic, 306
Blue-green Algæ, 138, 149, 181
Body, 198
Bone cave, 340
Bone fibres, 317
Bos primigenius, 329
Botany, 31, 55
Brachiopoda, 117, 118, 120
Bradypus, 52
Brain, 274, 315, 316;
human, 274
 —convolutions of, 274;
relative and absolute size of, 315;
relative size of, 316;
simian, 274
Brain case, 272
Brain cavities, below modern average, 329
Brain-fag, due to imaginative, not to intellectual activity, 228,
229, 230;
follows mere memorizing, 229
Branchial arches and clefts, 278, 279
Branchial lamellæ, 279
Breasts, supernumerary, 304
Broken Hill Mine, 340
Bronze Age, historic, 337
Brow ridges, 328, 330, 333, 341;
most pronounced of any human specimen, 341
Brute, 213, 233, 235, 236, 360;
destitute of freedom, morality, responsibility, 233;
its psychic functions, all organic, 213;
lumination of, 236;
our common origin with, 360
Budding, 156
Burial, 330, 335;
deep, 335;
makes age of bones uncertain, 335;
solemn, indicates belief in immortality, 330
Butyric acid, 159

Cæcum, 295
Cænogenesis, 277, 288
Cænozoic, 118, 119, 335
Calcium hydroxide, 145
Calicurgus, 263
Cambrian, 99, 100, 104, 105, 110, 116, 117, 118, 125;
Lower, 117;
terranes below, 125;
youthful appearance of, 104, 105
Canadian Shield, 104 note
Canadian survey, 108
Canal, alimentary, 293, 295, 301;
neural, 293
Canalization, 265
Carbohydrates, 145, 148;
production of, by plants, 145-148
—not a synthesis, 146-148
—analogous to process in animals, 146, 147
Carbon dioxide, 145-147
Carboniferous, 73, 92, 115, 118;
Lower, 92;
Upper, 115
Carnivora, 271
Catarrhine monkeys, 287
Catastrophes, 72, 182;
cosmic, 182
Catastophism, 67, 68, 98, 312;
new, 98
Caterpillar, 260, 264
Cats, 284
Causation, active and efficient, 171, 172
Cave rat, 307
Caves, 335, 336;
of France and Spain, 335, 336;
of Spain, 336
Cell-division, 59, 137, 138, 139, 155, 162, 163
Cell, 136, 137, 138, 141, 142, 155, 165, 168, 202, 301;
definition of, 137;
a multimolecule, 165;
cannot originate through exclusive agency of physicochemical
energies, 142;
fundamental unit of organization, 136;
germ, 156;
simplest of organic units capable of independent existence,
138;
simplest of organisms, 147;
somatic, 156;
submicroscopical components of, 141;
simplest form of organic life, 142;
vital, 142;
sperm, 137
Cell Theory, 136
Cellular continuity, 137, 141;
Fifth article of, 141;
Law of, 141
Centaur, constellation of, 184
Centers, sensory and motor, 251
Central neurones, 213, 222;
purpose of, 222
Centrioles, 140
Cephalic index, 329
Ceratites, 86
Ceratodus, 119
Cerebral cortex, 206, 213, 221, 222
Cerebral neurones, 222;
an extended receptor not proportioned to dematerialized
abstract objects, 222
Cerebrospinal system, 213
Certainty, 124, 125;
based on objective necessity, 124;
scientific, 125
Ceylon, 315
Chain-reflex, 250, 252
Chaldea, 337, 340
Chalk, 79, 86
Chance, 11, 151-154;
impotent to produce effect so complicatedly telic as an
organism, 151;
its efficacy and impotence, 151-154
Change, adaptive, 53 note;
germinal, 42, 43, 68, 307;
kinds of, 42;
somatic, 68;
specific, 7, 23, 68, 88, 89, 307;
varietal, 7, 68, 88
Characters (somatic or external), 5, 6, 17, 18, 41, 62, 63, 87, 88,
121, 122, 278, 306, 334;
definition of, 41;
duplication and suppression of, 306;
embryonic not derived from adult, 278;
homologous and adaptational, 62, 63, 121
—distinction has no experimental basis, 62;
“inherited” and “acquired,”41
Chapelle-aux-Saintes, 288, 331;
Cave of, remains, 331;
remains, 228
Chela, 61, 261;
of lobster and African scorpion, 61
Chemical analysis, 143, 144, 216;
destroys life, 143, 144
Chemical synthesis of living matter possible, 142, 144
Chemist, 151;
guiding intelligence of need in synthesis of organic
compounds, 151;
necessity of regulation, 151
Chemistry, 142, 350;
physical, 142
Chemotaxis, 264
Chick, 255
Chimaeroids, 119
Chimpanzee, 33, 270, 314, 323
Chin, 319, 320, 328;
may be accentuated by a mutation, 320;
prominence in Spy No.1, 328;
recessive, 320;
recessiveness of the, 319;
recessiveness and protuberance of, 320;
recessiveness, an acquired adaptation, 320;
receding, acquired, 328
China, 110, 337
Chinless mandible, not sloping backward, 332
Chlorophyll, 62, 145, 147, 148, 149, 151, 154;
chromogen group of, 148;
chromogen complex, 148;
colloidal solution of, 145;
not a “sensitizer” like Eosin, 147, 148;
regenerated from H_{2}O and CO_{2}, 147, 148;
“sensitizer,”145
Chondriosomes, 140
Christianity, 359
Chromatin, 138, 139
Chromiole, 138
Chromosomes, 17, 21, 27, 44, 45, 139, 141, 157, 158, 159;
diploid number normal, 159;
diploid number of, 157, 158, 159;
duplication of, 17, 21, 44, 45;
haploid number of, 157, 158, 159;
homologous,
17, 21;
random assortment of, 27
Chronology, 98;
lithic, 98;
principles of, 98
Chronometer, palæontological, 135
Chrysothrix, 274
Cidaris, 119
Ciliate, 163
Circumstances, environmental, 250-252
Civilization, old, destruction of, 336
Classes, 37
Classification, taxonomic, not historical, 112
Clays, Pleistocene, 289
Cleavage, 154, 159
Cloaca, 281
Coccyx, alleged rudiment of former tail, 297;
serves purpose, 298
Cockroaches, 115