Music Performance Anxiety

The importance of altering behavioral tendencies in those with MPA is imperative, according to authors, because there are a number of behavioral responses indicative of the disorder. Such behaviors include: worrying about the individual’s own performance, in addition to how well others are doing, ruminating over alternative responses to their current behaviors, becoming preoccupied with feelings of inadequacy, anticipation of

Teaching music comes in all different kinds of methods and views. Music plays a very vital role in our school systems, and is arguably just as important as any other subject. The teacher pays various roles in the classroom, but always keeps the students’ best interest in mind. The student also plays various roles in the classroom, but is always expected to come to class ready to learn. The curriculum allows teachers to create clear and concise lesson plans that fit the students needs. And effective instructional methods will vary from student to student, and effective teachers will try several methods to breakthrough to the student.

Elementary schools and high schools across the U.S. have lately suffered from financial strain. Because of this, budget cuts have to be made and music programs often suffer before sports and academics. Although some people believe that music is not a key component in preparing for employment and higher education, yet several others express otherwise, who say music has been shown to stimulate other parts of a student’s mind that can help them excel. Statistics have shown that the correlation between music class and other academia is not only positive for students, but also can improve future scholastic abilities, and thus should not be cut from schools. Through the evaluation of various sources

In a study done by Jennifer L. Lilley, Crystal D. Oberle, and Jon G. Thompson, Jr. at Texas State University, they tested the effects of grade consequences and music on test anxiety and performance. The objective of this experiment was to evaluate the effects of the participants grades if there were consequences and how music effects the participates anxiety and their test performances. There were previous works cited on how people improve their spatial cognitive task performances after listening to Mozart (Ho, Mason, & Spence, 2007). They also included studies where there were no benefits to people’s spatial cognitive task performances after listening to Mozart (Hui, 2006).

Cercone goes into detail on how studies have shown that music classes benefit a child’s learning process, test scores, and other areas of academic study. These support her argument and are all facts that her readers cannot properly disagree with. Cercone discusses how attitude and academics depend on one another to enhance a student’s learning and she goes one step further in explaining how this goes on in the music classroom, strengthening her thesis.

In addition to ameliorating anxiety levels, music therapy has proven to be effective in treating anxiety disorders. Gutierrez and Camaren (2015) revealed that the application of music therapy significantly reduced anxiety and depression symptoms in patients with generalized anxiety disorders (GAD). Through music therapy exercises this encouraged and promoted the expression of memories and emotions, thereby facilitating cognitive changes and modifying irrational thoughts and beliefs. Upon the researchers request participants indicated that music therapy helped them to develop empathy, security, self-esteem, and alternative tools to use in situations of anxiety, thus allowing them to assertively manage conflict and reduce levels of anxiety.

Many modern studies show that students who play instruments or sing in their school’s choir do better in their classes than students who do not. The increase in grades occurs because concentrating on singing, playing, and reading music acts as a stimulus for the human brain. This motivates the player or singer to work and study harder, which leads to increased

Title: Performing: Realizing artistic ideas and work through interpretation and presentation Description: Using pieces currently integrated into classroom instruction or musical pieces studied independently, students will select specific sections that exemplify technical/stylistic/artistic challenges to overcome; work toward improving the performance quality of identified challenges; demonstrate and document processes for addressing the challenges; demonstrate and reflect upon achievement.

The general purpose of this experiment is to find out if music affects one’s performance when exercising either negatively or positively. To test this, one could use any number of test subjects, although the design of this experiment requires one to test two subjects; one male and one female. Each test subject will be tested twice without music and twice with music. This experiment calls for four trials per test subject. Two trials were performed without music, and two were performed with music.

The wind was caressing my face, leaving the tears on my cheeks dry. I hoped the ride would end soon and prayed for an emergency break. It was the roller-coaster they call life and there was no way to unbuckle my seatbelt. There were multiple ups and downs in my life, some reaching the ozone layer and others touching the very middle of Earth’s core, but how could I be so pessimistic? It was time to keep from closing my eyes each 70 feet drop from the peak of the roller-coaster. I had found a way to overcome my obstacles and achieve what was on the other side of fear. I completed my goal of getting over such a temporary feeling of anxiety. I wished to not have theatre arts as an elective of mine, do a presentation for my peers, and not eat in front of others. It was an ongoing cycle but the fact that

In the last few years the Taiwanese government has sought to improve the reading abilities of their elementary school children and implemented friendly environment to help boost their interest in reading. (MOE, 2007). As reading starts to become more complex the older children get so do their levels of anxiety for learning and untimely if it is to excessive can lead to poor learning outcomes (Wood, 2006). To help counteract the effects of anxiety in a class room music was tried and found to have positive effects, especially so when Mozart’s sonata for two pianos K.488, was used causing the Mozart effect which was a great number of studies being done. The main purpose of this paper is to explore the effects Mozart’s K.488 will have on children’s reading anxiety,

Clark, Lisboa, and Williamon (2014) wanted to look at what traits and qualities existed in musical performers throughout a performance they deemed a success. This research included asking about thoughts and observations that were related to the performance. They also wanted to see how these characteristics or attributes and thoughts and comments contrasted with unsuccessful performances. To do this, they recruited participants from the Royal College of Music and the Royal Welsh College of Music and Drama (Clark, Lisboa, William, 2014). The study consisted of male and female professional and student musicians. They were classically trained musicians comprised of vocalists, string players, and pianists.

Music is an ancient and universal practice regarded as a form of expression and emotional communication (Levitin & Tirovolas, 2009). It is therefore assumed a degree of musicianship is biologically guaranteed in humans; we are likely to either actively participate in the production of music or passively listen to it (Wilson, 1987). Music psychology aims to explain musical behaviour through the understanding of various cognitive processes including perception, performance and memory (Tan, Pfordresher & Harré, 2010). The increasing fascination with the relatively new branch of science has generated the question as to whether studying music psychology is useful. It is still very early in terms of its testing and impact to make broad statements, however, it does appear to provide therapeutic support for patients with various disorders (Wan, Rüber, Hohmann & Schlaug, 2010) and has had a considerable impact on musical memory (Ueda, Suzukamo, Sato & Izumi, 2013).

The correlation of characteristics of musicians and academically successful students is present and can be seen through studying and practicing, test scores, and performance results. The impact on students who study both music and core subjects is displayed through qualities gained from being in an ensemble and having frequent exposure to the structure of musical rehearsal, the traits of high-achieving students, and the overlapping of these attributes.

Music is found everywhere in our world we call earth. We are hearing it everywhere, from the empirical song of a songbird to the roar of a great waterfall. We are surrounded by many different types of music, and has helped many different cultures to create a calming sensation when listening to it. In this paper, we will discuss how music psychologically effects learning, why music is effective during a presentation, the effect of music on mentally challenged students, and the effect of music and memory.