Abstract:
In this study, we address a gap in existing literature by proposing the Singing Education Breathwork Quotient
(SingEdBWQ), a framework aimed at enhancing the articulation of breathwork in South Africa’s Life Skills
curriculum. Employing qualitative methods, we collected empirical data through synchronous interviews and
document analysis involving nine participants, including educators and breathwork experts. Key themes
identified include awareness, purposeful inhalation, non-tension, intake sufficiency, resistance, exhalation
management, continuity, and performance regulation. Notable findings emphasise the significance of intake
sufficiency for optimal singing and the role of breath leading in musical performance. The implications of the
SingEdBWQ are substantial: it provides a structured approach for teacher training; promotes student well-being;
and enhances communication across music education. By incorporating breathwork exercises effectively into
curricula, educators can foster resilience and stress management among students. Ultimately, the SingEdBWQ
serves as a vital tool for improving educational outcomes and holistic well-being in schools in alignment with
the United Nations Sustainable Development Goals for health and quality education.
