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French Horn Players' Attitudes Regarding the Accurate Application

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French Horn Players' Attitudes Regarding the Accurate Application French Horn Players’ Attitudes Regarding the Accurate Application of Anatomical Knowledge in Optimal Playing Philosophies By Ashley Skyring A thesis submitted in fulfilment of the requirements for the degree of Master of Philosophy Faculty of Medicine and Health I certify that I understand that, if my candidature is successful, my thesis will be lodged with the Director of University Libraries and made available for immediate use. The University of Sydney Brisbane, June 2019 Abstract This thesis entitled “French Horn Players’ Attitudes Regarding the Accurate Application of Anatomical Knowledge in Optimal Playing Philosophies” written in requirement of a Master of Philosophy (Medicine), University of Sydney, was instigated by a desire to overcome my own artistic limitations as a French Horn player and to explore the role accurately applied anatomical knowledge might play in understanding and overcoming these limitations. Through a literature review, concepts around the application of accurate anatomical information from various sources to inform optimal playing philosophies were explored. An in-depth understanding of anatomical structures was acquired and followed by the development of 3D modelled anatomical resources in consultation with Dr Bronwen Ackermann, PhD, MPH, BAppSc(PT) and Dr Mark Halaki, PhD, MSc, Bsc. These were used as a resource to support gathering both qualitative and quantitative data. The attitudes of French Horn players were examined in a mixed method study including surveys and in-depth interviews with professional and highly regarded French Horn players. Data showed that French Horn players have limited knowledge of functional anatomy and that this could potentially contribute to the development of Playing Related Medical Disorders (PRMDs). The study also identified that aspiring horn players would value more knowledge of functional anatomy, demonstrated the important role of medical professionals in mediating this knowledge, and recommends that it would be appropriate that study of functional anatomy be incorporated into tertiary study of the French Horn, however applicability, appropriacy and context are also contributing factors to the usefulness of this data. Acknowledgements I would like to thank Dr Bronwen Ackermann, PhD, MPH, BAppSc(PT) and Dr Mark Halaki, PhD, MSc, BSc for their continued support during my candidature. Without their insight and collaborative efforts this thesis would not be possible. My gratitude and thanks also goes to Assoc. Prof. Peter Luff for his magnanimous support, enthusiasm and guidance, which has bolstered the quality of this work in the most meaningful of ways. This thesis is dedicated to my ever-loving friends, family and partner, who have provided me with unquestioning support over the last three years. CHAPTER 1. INTRODUCTION ...................................................................................................................................4 1.1 Background ............................................................................................................................................................................. 4 1.1.1 What is a horn ..................................................................................................................................................................... 4 1.1.2 How is it learned ................................................................................................................................................................. 4 1.1.3 Elite Horn Performance ....................................................................................................................................................... 5 1.1.4 Challenges of horn playing................................................................................................................................................... 6 1.1.5 Focus of this study ............................................................................................................................................................... 7 1.2 Motivation behind this study .................................................................................................................................................. 7 CHAPTER 2. LITERATURE REVIEW .......................................................................................................................7 2.1 Overview ................................................................................................................................................................................. 7 2.2 Introduction ............................................................................................................................................................................ 8 2.3 Methods .................................................................................................................................................................................. 8 2.4 Literature extraction ............................................................................................................................................................... 8 2.5 Tools ..................................................................................................................................................................................... 11 2.6 Academic literature summary ............................................................................................................................................... 11 2.6.1 PRMD types and prevalence rates ..................................................................................................................................... 12 2.6.1.1 The role of functional anatomy for informing performers, preventative programs and collaborative educational models............................................................................................................................................................................14 2.6.1.2 PRMDs considered with poorly applied or insufficient anatomical knowledge .......................................................... 14 2.6.1.2.1 General PRMDs .................................................................................................................................................... 15 2.6.1.2.2 Posture focused ................................................................................................................................................... 17 2.6.2 Neurological considerations .............................................................................................................................................. 18 2.6.2.1 Intrinsic knowledge ................................................................................................................................................... 18 2.6.2.1.1 Plasticity .............................................................................................................................................................. 18 2.6.2.1.2 Degradable neural pathways ............................................................................................................................... 18 2.6.2.1.3 Inaccurate proprioception ................................................................................................................................... 18 2.6.2.1.4 Disproportionate representations ........................................................................................................................ 18 2.6.2.1.5 Multimodal and adaptive sensory perception ...................................................................................................... 19 2.6.3 Limits of current research .................................................................................................................................................. 20 2.6.4 Challenges with the One-on-one (Master-Apprentice) model of teaching ......................................................................... 21 2.6.5 Summary of peer-reviewed literature................................................................................................................................ 22 2.7 Non-peer reviewed (grey) literature summary ..................................................................................................................... 22 2.7.1 Unpublished routines ........................................................................................................................................................ 23 2.7.2 Method books ................................................................................................................................................................... 23 2.7.3 Additional Pedagogy .......................................................................................................................................................... 23 2.7.4 Non-peer-reviewed articles ............................................................................................................................................... 24 2.8 A comparison of the academic versus pedagogical literature ............................................................................................... 24 CHAPTER 3. METHODS ........................................................................................................................................... 25 3.1 Overview ..............................................................................................................................................................................
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