A conceptual framework for understanding musical performance anxiety

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DOI:

https://doi.org/10.5965/2525530403012018116

Keywords:

Music Education, Music Performance, Musicians’ Health, Music Performance Anxiety

Abstract

Most research on musical performance anxiety has considered this in relation to the internal characteristics of the performer, the extent of their preparedness for the performance, and factors in the immediate performing environment. The approach to its alleviation has generally been clinical in nature. Little research has been situated within an explicit overarching conceptual framework. This article proposes a theoretical framework that portrays anxiety within a musical performance context as a process that has an explicit time dimension (pre-, during- and post- performance). The model illustrates the likely processes that occur once a performer agrees to participate in a particular performance and explains how these might give rise to either maladaptive or adaptive forms of performance anxiety. The potential longer-term effects on the performer are also discussed. A detailed description of the model and the theories behind its development is followed by a consideration of model’s implications and potential usefulness for both research and education.

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Author Biographies

Ioulia Papageorgi, University of Nicosia

Professora associada do Departamento de Ciências Sociais da Universidade de Nicósia e diretora do Instituto de Ensino e Aprendizagem da Universidade de Nicósia (UNTLI). Ocupou os cargos de professora e coordenadora de pesquisas no Instituto de Educação da UCL, Universidade de Londres (2006-2011), e de professora associada na Open University (Reino Unido) (2009-2011).

Susan Hallam, UCL Institute of Education, University College London, London, UK

Professora emérita de Educação e Psicologia da Música no Instituto de Educação da UCL, University College London. Desenvolveu sua carreira como musicista profissional e educadora musical antes de se tornar acadêmica em 1991. Sua pesquisa se concentrou em questões relacionadas à aprendizagem e aos benefícios da música.

Graham Welch, UCL Institute of Education, University College London, London, UK

Presidente fundador de Educação Musical do Instituto de Educação da UCL, University College London, desde 2001. É presidente anterior da Sociedade Internacional de Educação Musical (ISME) (2008-2014) e é presidente eleito da Sociedade de Educação, Música e Psicologia (SEMPRE). Suas publicações abrangem o desenvolvimento musical e a educação musical, a formação de professores, a psicologia da música, o canto e a ciência da voz e a música na educação especial.

Fernanda Torchia Zanon, Universidade Federal de Minas Gerais

Mestre em Música pela Universidade de Aveiro (Portugal) e doutoranda pela Universidade Federal de Minas Gerais (UFMG), sob orientação da Dra. Patrícia Furst Santiago. É bacharel em Piano e licenciada em Música pela Universidade Federal de Minas Gerais (UFMG).

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2018-10-18

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PAPAGEORGI, Ioulia; HALLAM, Susan; WELCH, Graham; ZANON, Fernanda Torchia. A conceptual framework for understanding musical performance anxiety. Orfeu, Florianópolis, v. 3, n. 1, p. 116–144, 2018. DOI: 10.5965/2525530403012018116. Disponível em: https://revistas.udesc.br/index.php/orfeu/article/view/1059652525530403012018116. Acesso em: 22 nov. 2024.

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Vol. 3 No. 1 (2018): Dossiê Psicologia da Música

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