School of Music Guides: Musician Health and Safety

Institutional Commitment

The School of Music affirms its responsibility to provide students with appropriate information, resources, and guidance related to health and safety in music study, consistent with standards of the National Association of Schools of Music (NASM). Music study involves physical, auditory, and psychological demands, and informed participation is essential to student success and long-term professional sustainability.

Hearing Health and Sound Exposure

NASM Alignment: Hearing Conservation

Students enrolled in applied study, ensembles, and music education coursework are routinely exposed to varying sound levels. Awareness of sound intensity and duration is essential to minimizing risk of noise-induced hearing damage.

Hearing can be affected both by how loud a sound is (decibels) and how long you're exposed to it. Here are the commonly accepted guidelines used in music, education, and occupational health:

Key Decibel Levels and Hearing Risk
  • 0–60 dB – Safe Normal conversation (~60 dB). No risk to hearing.
  • 70 dB – Potential risk with long exposure Prolonged daily exposure over many hours can begin to stress hearing.
  • 85 dB – Critical threshold
  • This is the level at which hearing damage can begin with extended exposure
    • Safe exposure: about 8 hour
    • Every 3 dB increase cuts safe time in half.
  • 88 dB – ~4 hours
  • 91 dB – ~2 hours
  • 94 dB – ~1 hour
  • 100 dB – High risk Common in band, orchestra, marching band, or amplified rehearsals.
    • Safe exposure: 15 minutes
  • 110 dB – Very high risk
    • Damage can occur in 1–2 minutes.
  • 120–130 dB – Pain threshold
    • Immediate risk of permanent damage.
Music-Specific Context
  • Large ensembles: 85–100+ dB
  • Marching band rehearsals: 90–110 dB
  • Amplified music or drumline: 100–120 dB
Important Notes for Musicians
  • Hearing damage is cumulative and irreversible
  • Ringing in the ears (tinnitus) after rehearsal is a warning sign
  • Hearing loss can occur without pain
  • Children are often more vulnerable than adults
Best Practices
  • Use musician earplugs when appropriate
  • Rotate seating or rehearsal positions
  • Take regular sound breaks
  • Monitor ensemble volume, especially in enclosed spaces
Students are expected to
  • Monitor cumulative sound exposure in rehearsals, practice sessions, and performances
  • Use hearing protection when appropriate, particularly in high-volume ensemble settings
  • Follow faculty guidance regarding safe listening practices
  • Seek evaluation from hearing professionals if experiencing discomfort, ringing, or hearing changes

Music Education majors should also model safe listening practices and develop strategies for protecting hearing in classroom and rehearsal environments. Performance majors are encouraged to incorporate hearing conservation strategies into daily practice and professional preparation.

Physical Health and Injury Prevention

NASM Alignment: Physical Safety and Injury Awareness

Musical performance requires sustained physical coordination, repetition, and postural control. Without proper awareness, musicians may be susceptible to overuse injuries or musculoskeletal strain.

Students are encouraged to
  • Engage in appropriate warm-up activities prior to practice, rehearsal, and performance
  • Incorporate regular breaks into extended practice sessions
  • Maintain healthy posture and technique as instructed in applied study and coursework
  • Respond promptly to physical discomfort rather than continuing through pain

Performance majors are expected to apply injury-prevention strategies consistent with professional performance demands.

Music Education majors should develop knowledge of age-appropriate physical considerations and classroom ergonomics.

Classroom ergonomics refers to how a learning environment is arranged and used to support healthy posture, efficient movement, and physical well-being for both teachers and students. In music settings, it focuses on reducing physical strain while supporting effective instruction and performance.

In a music classroom, classroom ergonomics may include:

Teacher posture and movement

  • Standing, sitting, and conducting in ways that minimize strain

  • Adjusting podiums, music stands, or technology to appropriate heights

  • Avoiding prolonged static positions

Student seating and spacing

  • Chairs that allow feet to rest flat on the floor

  • Adequate space for instrument position and movement

  • Seating arrangements that promote proper playing posture

Instrument setup

  • Proper chair and stand height for different instruments

  • Use of supports (e.g., footstools, neck straps, endpin supports)

  • Age- and size-appropriate instruments for students

Classroom layout

  • Clear pathways for movement and equipment transport

  • Logical placement of percussion, keyboards, and large instruments

  • Minimizing awkward lifting, reaching, or twisting

Rehearsal and instructional pacing

  • Incorporating breaks and varied activities

  • Balancing sitting, standing, and movement

  • Allowing physical recovery during long rehearsals

Vocal Health

NASM Alignment: Vocal Safety

Vocal health is essential for singers, conductors, and educators. Improper use or excessive strain may result in vocal fatigue or injury. For a vocal (voice) major, hydration is especially important because the vocal folds function best when the body is well hydrated.

General Daily Guideline

A practical, widely used recommendation is:

  • 2–3 liters per day
    (about 8–12 cups or 64–96 ounces of water)

This includes water from beverages and moisture-rich foods, but plain water should make up the majority.

For Vocal Performance Demands

Voice majors often need more than the general population, especially when they are:

  • Singing for extended periods
  • Teaching, rehearsing, or conducting
  • In dry, air-conditioned, or heated environments
  • Physically active

In those cases:

  • Closer to 3 liters (≈100 oz) per day is appropriate
  • Sip water consistently throughout the day, not just during rehearsals

Important Vocal Health Notes

  • Hydration works systemically—water does not directly “coat” the vocal folds
  • It can take several hours for hydration to benefit the voice
  • Caffeine and alcohol can contribute to dehydration if consumed in excess
  • Signs of poor hydration include:
    • Dry or scratchy throat
    • Vocal fatigue
    • Reduced vocal flexibility
Best practices include
  • Maintaining adequate hydration
  • Avoiding excessive vocal use outside of instructional or performance contexts
  • Allowing rest during periods of vocal fatigue
  • Using amplification when appropriate

Students experiencing ongoing vocal difficulty should seek professional guidance.

Instrument Handling and Equipment Safety

NASM Alignment: Safe Use of Facilities and Equipment

Musicians frequently transport instruments, stands, and equipment that may pose physical risk if handled improperly. Safe handling protects both individuals and institutional resources.

Students should
  • Use safe lifting and carrying techniques
  • Request assistance when moving heavy or awkward equipment
  • Utilize carts or supports when available
  • Follow departmental policies for equipment use and storage
Before lifting
  • Assess the weight and size of the instrument or case
  • Clear pathways of obstacles
  • Ask for assistance with heavy or oversized instruments
Lifting technique
  • Bend at the knees, not the waist
  • Keep the instrument close to the body
  • Engage core muscles and lift smoothly
  • Avoid sudden or jerky movements
Carrying
  • Use both hands when possible
  • Distribute weight evenly
  • Avoid twisting the torso while carrying
  • Take breaks when transporting instruments long distances
Instrument-specific considerations
  • Tubas, sousaphones, bass drums: Use carts or dollies whenever available
  • Cellos, basses, baritone saxophones: Carry in padded cases with shoulder straps or wheels
  • Percussion equipment: Move one item at a time; do not overload carts
  • Keyboard instruments: Move only with multiple people and proper equipment
Storage and setup
  • Place instruments on stable stands or racks
  • Avoid lifting instruments overhead
  • Adjust stands and chairs before lifting instruments into position

Mental Health and Performance Well-Being

NASM Alignment: Student Support and Wellness

Music study may involve performance pressure, time demands, and high expectations. Attention to mental and emotional well-being is an important component of professional preparation. Developing resilience and healthy coping strategies supports sustained artistic growth.

The University provides several resources for students in need, including:

  • Student Disability Services
  • Counseling Center
  • Community Psychology Clinic
  • Writing Center
  • Lion Wardrobe
  • Food Pantry
  • Assessment Services
  • Recreation Center
  • Financial Aid

Information and access to all of the above services can be found in every SOM D2L course shell in a module titled NEED HELP?

Students are encouraged to:

  • Maintain balanced academic and practice schedules
  • Seek support for performance anxiety or stress
  • Utilize campus counseling and wellness services

Hygiene and Shared Instructional Spaces

NASM Alignment: Health Awareness in Shared Environments

Shared instruments, rehearsal spaces, and instructional settings require attention to cleanliness and hygiene.

Students are expected to:

  • Clean personal and shared equipment regularly
  • Avoid sharing personal items such as mouthpieces, reeds, or recorders
  • Wash hands with soap regularly
  • Help maintain the cleanliness of the building and all shared spaces

These practices promote the health of the entire music community.

Forms

  • Protecting Your Hearing Health
    • The NASM‑PAMA Student Information Sheet offers guidance on protecting musicians' neuromusculoskeletal health by explaining physical risks, preventive practices, and injury avoidance strategies
  • Protecting Your Neuromusculoskeletal Health
    • The NASM‑PAMA Neuromusculoskeletal Health (NMH) Student Guide outlines standards, risk prevention, and strategies for maintaining physical health in music performance and study.
  • Protecting Your Vocal Health
    • The NASM‑PAMA Vocal Student Information Sheet outlines vocal health risks and practical strategies for preventing injury and maintaining vocal well‑being.

Responsibility and Disclaimer

The School of Music provides educational guidance regarding health and safety consistent with NASM expectations. Individual students are responsible for making informed decisions regarding their own health and well-being. This information aligns with guidance commonly referenced by NASM, OSHA, and performing arts medicine organizations.

This information is intended for educational purposes and does not replace professional medical advice.

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