MUSICIANS’ HEALTH: THE PURSUIT OF HAPPINESS

BY FIONA SMITH

MUSICIANS' HEALTH

The Pursuit of Happiness

A story of how one individual’s positive mental attitude allowed them to follow their passions in life.

Sitting bored and uncomfortably cross-legged in the school assembly hall, something had finally caught my attention – a brass ensemble. At 9 years old, I was mesmerised by these shiny instruments making lots of interesting noises! Turns out, the people playing these instruments were from our local music centre and they had come to our school to give us a demonstration to find potential students for the next academic year!

At 3.30pm, Mum came to pick me up from school, and I was still buzzing (pun intended!) from the excitement of that day. All the way home I would just not stop talking about this brass group. As soon as I got home, I opened my bag and thrust all the information sheets I had been given (along with the application form, of course) at my parents and begged them to read it, fill it in and post it as soon as humanly possible! I must admit however, I still did not have a clue what half the instruments were … but for some reason, they excited me very much!

Although Mum and Dad tried their best to sound delighted, they had reservations …

An interesting start to life …

So, when Mum was pregnant, they noticed she was not putting on the usual weight, yet after having scans, other than me being slightly smaller than average, they had no immediate concerns. After a relatively quick birth, a 4lb 15oz me was brought into the world. Again, there were no concerns. Five weeks later however … the Health Visitor came to see me after my parents had expressed worries over my lack of feeding and my constant crying. It was at this visit where the Health Visitor also noticed my breathing was laboured; thus, an X-ray was ordered by my Paediatrician.

Sitting in the Doctor’s office, Mum and Dad were told my X-ray had shown up an ‘abnormal shaped lung’ and although they were told not to worry just yet, I would have to be sent to a specialist unit for more tests.

At just over two months old, my parents were given the news no parent wants to hear, ‘Your child has a rare lung condition (Scimitar Syndrome) which means she effectively has one functioning lung. She also has two holes in the heart and some other complex issues that will require surgery. Without it, her chance of survival is 30 percent’. Although hard, my parents knew there was no choice, and so by the age of two and a half years old, I had undergone three corrective surgeries.

Small child, big world …

Growing up was difficult, I was only the size of an ant, and was always ill with numerous chest infections. I also spent most of my infant and junior school years on antibiotics, in addition to three years on growth hormone because of being shorter than my peers – being jabbed every evening by Mum was not something that thrilled me it must be said, but if I wanted a height boost, it had to be done; albeit I’m still the size of a half-pint now at only 4 feet 9 inches.

Regardless of my shortcomings in life, I was never one to shy away from anything, and my parents knew this. But was playing a brass instrument really going to help me along the way?

Testing out the metal …

It was the new academic year, and I had been given my first Bb cornet. Although my cardiologists had given my parents the green light, they were still uncertain whether I would be able to cope. They were the first to admit they

had no experience of a child with CHD/SS playing a brass instrument and so it was new territory for all; I was given a term to see how I handled it!

A full term in, I have practised religiously each day for 10 minutes, but how was I doing? According to my teacher, ‘Fiona may not have the breath control of most students, but regardless of what she does not have, she definitely makes up for in spirit and can certainly blast out a tune!’.

A decade on …

I’m sat in the cardiologist’s room awaiting my results from my yearly check-up, the consultant turns to me and asks: ‘You do athletics, right?’. I look puzzled and answer honestly ‘Erm, no’. ‘Rigorous exercise then?’. ‘Definitely not, I don’t like exercise at all’. By this point I’m getting worried, Mum also. The consultant then explains that my heart pressures, which have always been higher, have been progressively lowering to almost normal levels for a few years now and they couldn’t quite put their finger on how and why. It was only after this I chirrup up about playing the soprano cornet. Now there was food for thought for my cardiologist.

A degree of confidence …

In November 2009, I stood proud. I had done it. A Bachelor of Music degree with honours, majoring in performance. I think back to that little girl I once was, having to take breaths every bar and going red in the face doing so. I had nothing to prove, but I can’t say I wasn’t proud of this moment. Although it hasn’t been easy at times, with time, practise, and patience I sincerely believe playing a brass instrument has done wonders for my health, particularly as I have got older, from better heart function and lung capacity, fewer chest infections, and the absence of medication to treat my conditions.

A learning curve for all

As a brass teacher, I have met many individuals over the years with varying abilities and/or personal health challenges, such as permanent lung damage and Chronic Fatigue Syndrome, and know only too well the physical benefits that brass playing can have on an individual through my own experience and by teaching others. However, for me, playing can also have a massive impact on mental health too, from lowering anxiety and depression, and improving emotional and social well-being, things which in the last few years, researchers have been keen to highlight, particularly within the wider brass-playing community.

Over my 25-year playing career I have had many challenges to overcome because of my heart and lung conditions, and so as a teacher I have a considerable amount of understanding and respect for any individual who wants to learn to play, particularly when they have additional barriers to overcome. Borne out of my own experience as a performer and teacher, here is some practical advice and top tips for teachers who may have students who have heart, lung, or respiratory conditions.◆

For general information on heart, lung or respiratory conditions please see:

British Heart Foundation British Lung Foundation

About the Author:

Fiona Smith graduated in 2009 from the University of Huddersfield with a degree in music performance and, in 2020, was awarded a Masters by Research at the same institution for her work, which focused on performance anxiety and coping strategies in brass band players. Fiona has over 25 years of playing experience, is a part-time brass teacher, and is currently undertaking her doctorate (University of Huddersfield). ◆ Make sure your student understands they should never compare themselves with anyone else.

Set challenges to suit the If you gain a new individual. Because heart, student with a heart, lung or lung and respiratory conditions other respiratory condition, can fluctuate and change always make sure their overtime, you may need to doctor/consultant has said be more patient and considerate of this. Often those with limiting health conditions will struggle more, will feel they are OK to play before teaching them. different to their peers, and ◀ subsequently may get frustrated. It's important as their teacher to therefore create a positive environment at all times and encourage your student to Warming up with some

Somone with a heart or lung condition may not reflect on their playing at regular intervals gentle breathing exercises is an excellent way of opening your airways, but neccessarily have the same remember if a student has got a lung capacity or stamina as heart or lung condition there is other students, so try to be patient and accomodating Sometimes people with heart, lung or respiratory conditions tire more an increased chance of feeling faint/dizziness. Be mindful of this, and if this does happen, get your student to sit down and rest◀ ◀ easily, try to consider this when teaching. i.e. Offer shorter lessons and if they student feels able, increase it slowly ◀ ◀ 43