Mazzarolo Isabella, Burwell Kim, Schubert Emery
Empirical Musicology Laboratory, School of the Arts & Media, University of New South Wales, Sydney, NSW, Australia.
Front Psychol. 2023 Jul 31;14:1205150. doi: 10.3389/fpsyg.2023.1205150. eCollection 2023.
Performance anxiety is a widespread issue that can affect musicians across their education and career. It can develop in musicians from a young age leading to short-term and long-term impacts on not only their performance, but also their wellbeing. There is potentially a significant role that music educators hold in the development of their students and how they handle performance anxiety, though it is not clear how, or how often, teachers support their students in this way. Through a PRISMA-based systematic review, this paper explores what is known about the strategies used by music educators to help manage their students' performance anxiety. The paper also discusses the role that instrumental/vocal tutors and school classroom teachers might hold in this area. The findings show that music educators are implementing multiple strategies to assist their students with MPA, with the most common being simulated performance, positive outlook, preparation and breathing. It was found that there is a role for teachers to address MPA management with their students. While some students prefer to receive MPA support from experts in the field of psychology, students still expressed a need to have this support come from their teacher. Though many teachers felt a need for additional training for them to help their students cope with MPA, many of the strategies were found to be multifunctional and embedded into the regular teaching practices or teaching styles of the educator. Although these strategies might be implicit rather than explicit, the findings suggest that music educators could represent a valuable source of support for MPA management.
表演焦虑是一个普遍存在的问题，会影响音乐家的整个教育和职业生涯。它可能在音乐家很小的时候就出现，不仅会对他们的表演产生短期和长期影响，还会影响他们的身心健康。音乐教育工作者在学生的成长以及他们如何应对表演焦虑方面可能发挥着重要作用，不过目前尚不清楚教师是以何种方式、多频繁地以这种方式支持他们的学生。通过一项基于PRISMA的系统综述，本文探讨了关于音乐教育工作者用来帮助管理学生表演焦虑的策略的已知情况。本文还讨论了器乐/声乐教师和学校课堂教师在这一领域可能发挥的作用。研究结果表明，音乐教育工作者正在实施多种策略来帮助学生应对音乐表演焦虑，最常见的策略是模拟表演、积极的心态、准备和呼吸练习。研究发现，教师在与学生探讨音乐表演焦虑管理方面可以发挥作用。虽然一些学生更喜欢从心理学领域的专家那里获得音乐表演焦虑方面的支持，但学生们仍然表示需要这种支持来自他们的教师。尽管许多教师觉得需要接受额外培训以帮助学生应对音乐表演焦虑，但研究发现许多策略具有多功能性，并已融入教育工作者的常规教学实践或教学风格中。虽然这些策略可能是隐性的而非显性的，但研究结果表明，音乐教育工作者可能是音乐表演焦虑管理的一个宝贵支持来源。
