Dissertations / Theses: 'Performance anxiety. Guitar Music'

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Vanzela, Alexsander. "Aplica??o do software Guitar Pro no ensino de guitarra el?trica e a colabora??o para o aprendizado e redu??o da ansiedade: uma proposta de uso de partitura e tablatura." UFVJM, 2016. http://acervo.ufvjm.edu.br/jspui/handle/1/1180.

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? comum deparar-se com um grande n?mero de pessoas que buscam aprender a tocar guitarra de forma r?pida, sem o aux?lio de um profissional qualificado, atrav?s de cursos livres e, ou outros meios dispon?veis na Internet. Na ?nsia deste aprendizado, o indiv?duo passa a receber informa??es fracionadas, n?o utilizando m?todos que aliem o uso de teoria musical ? pr?tica da guitarra, trazendo consigo uma defici?ncia te?rica musical. Para que isso n?o ocorra, existem institui??es que trabalham com o ensino musical, ? o caso do Conservat?rio Estadual de M?sica ?Lobo de Mesquita? de Diamantina, em Minas Gerais, que disponibiliza gratuitamente ? popula??o cursos de m?sica, buscando a forma??o de profissionais nesta ?rea, deixando-os aptos a ingressar em uma universidade ou a seguir uma carreira profissional. Um dos desafios neste processo do ensino trata-se da leitura e escrita musical, cujo aprendizado requer dedica??o e causa ansiedade por ser uma linguagem musical. A quest?o central que norteou esse trabalho foi se a aplica??o de recursos atuais poderia facilitar a leitura e a performance musical pelos estudantes de guitarra el?trica. A pesquisa foi desenvolvida no Conservat?rio Estadual de M?sica ?Lobo de Mesquita? com estudantes do curso inicial de guitarra el?trica e visou avaliar um m?todo de aprendizado em leitura de tablatura e partitura balizado pelas novas tecnologias dispon?veis, sem prescindir das tradicionais. Pretendeu-se proporcionar ao estudante de guitarra el?trica uma forma diferenciada de aprender e executar pe?as escritas em partitura e tablatura, reduzir sua ansiedade e melhorar a performance com o uso de tecnologia da informa??o atrav?s do software Guitar Pro 6. Foram estimuladas as habilidades de escuta musical, leitura em partitura e tablatura e pr?tica no instrumento musical a partir de exerc?cios propostos pelo professor, comparando-se o desempenho desenvolvido atrav?s do m?todo tradicional e o resultado do uso do software Guitar Pro 6. Al?m da avalia??o comparativa da t?cnica de execu??o desenvolvida pelos estudantes, foi analisada a ansiedade na performance musical inspirado na tabela Kenny Music Performance Anxiety Inventory (K-MPAI), cujo m?todo foi modificado para aplica??o a um p?blico diferente. Com a an?lise dos resultados foi poss?vel observar que o uso do software Guitar Pro 6 durante o curso de guitarra para alunos iniciantes influenciou positivamente o aprendizado, proporcionando aos mesmos uma melhora quanto ?s habilidades de leitura e execu??o a partir do registro em pauta e da leitura conjunta pauta/tablatura, contribuindo ainda para o aumento da autonomia e redu??o da ansiedade dos estudantes.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Sa?de, Sociedade e Ambiente, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016.
It is common to came across a large number of people who seek a quick way of learning how to play the guitar, without the help of a qualified professional, by means of informal courses and/or by other ways available on the Internet. Longing for this learning, the individual ends up with receiving fractional information, and does not use methods that entail the music theory to the guitar practice, carrying along a theoretical musical deficiency. In order to avoid this, there are institutions that work with musical learning, like the Conservat?rio Estadual de M?sica ?Lobo de Mesquita?, in Minas Gerais, which offers to the population free musical courses, seeking to form professionals in this area, to qualify them either for joining a University or to follow a professional career. One of the challenges in the process of teaching is related to the music reading and writing, whose learning requires endeavor and causes anxiety due to the musical language. The central matter that guided this work was to verify if the use of current tools could turn easier the musical reading and performance by students of electric guitar. The research was developed in the Conservat?rio Estadual de M?sica ?Lobo de Mesquita? with students of the initial course of electric guitar, and it aimed to evaluate a method of learning how to read tablature and score, based on new available technologies, without excluding the traditional ones. The intention was to offer the students of electric guitar a differentiated way of learning and playing musical pieces written in score and tablature, to reduce the anxiety and to improve performance by means of informational technology with the use of the software Guitar Pro 6. Abilities of musical listening, reading of score and tablature, as well as practice in the musical instrument were stimulated with the use of exercises proposed by the teacher. The performance developed by means of the traditional method and results obtained by using the software Guitar Pro 6 were compared. Besides the comparative evaluation of the technique developed by students, it was analyzed the anxiety in musical performance with inspiration in the Kenny Music Performance Anxiety Inventory (K-MPAI) questionnaire, whose method was modified to be applied to a different public. Analyzing results, it was possible to verify that the use of the software Guitar Pro 6 during the guitar course for beginning students influenced the learning positively, providing the students an improvement in the abilities of learning and practicing from the score records, and in the combined reading from score/tablature, contributing to increase autonomy of students and to decrease anxiety.

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Assis, Carlos Alberto. "Proposição de modelo conceitual de performance musical prejudicada por ansiedade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/140168.

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O presente trabalho investiga a relação entre a prática consciente e sua influência na prevenção do desencadeamento e no enfrentamento do processo de prejuízo da performance musical em condições de pressão (choking). Participaram do estudo três estudantes do Curso Superior de Instrumento da Escola de Música e Belas Artes do Paraná – Campus I – UNESPAR, Curitiba, PR. Foram utilizados os Guias de Execução (performance cues) propostos por Chaffin e colaboradores (2002, 2006, 2008) como suporte para o desenvolvimento de habilidades cognitivas. Os procedimentos metodológicos utilizados para coleta de dados consistiram de questionários, relatos verbais obtidos de entrevistas semiestruturadas, relatos de estudo, registro em áudio e vídeo da obra escolhida e relatos de guias de execução assinalados nas partituras como registro de decisões interpretativas deliberadas. O suporte cognitivo fornecido pelo trabalho com os Guias de Execução proporcionou segurança emocional suficiente para o enfrentamento das situações de estresse de exposição e principalmente de avaliação e autoavaliação. A partir da compreensão dos elementos teóricos encontrados na literatura e dos resultados deste trabalho com a abordagem metodológica de Chaffin, proponho um modelo conceitual de performance musical afetada pela ansiedade e centrado nos processos de controle e gerenciamento da informação durante a performance musical. Relacionado à hipótese levantada nos estágios iniciais de elaboração da pesquisa, esse modelo permite explorar a presença e manutenção de afetos e pensamentos negativos durante a prática instrumental individual e sua relação com a ocorrência de eventos de choking, e a suposição de que o desenvolvimento de habilidades cognitivas, relacionadas ao planejamento, monitoração e avaliação da prática instrumental, possa reforçar os processos de controle e gerenciamento do estado ansioso, ao permitir um suporte cognitivo que minimize o sentimento de vulnerabilidade, incontrolabilidade e imprevisibilidade inerentes ao estado ansioso, contribuindo, assim, para a melhoria e prevenção de eventos de déficits cognitivo-motores em performance sob pressão.
This study investigates the relationship between conscious practice, and its influence in prevention and coping with the decrement process in musical performance under pressure (choking under pressure). The study included three students of the bachelor degree of instrument in Escola de Música e Belas Artes do Paraná – Campus I – UNESPAR, Curitiba, PR. Performance Cues proposed by Chaffin and colleagues (2002, 2006, 2008) were used as support for the development of cognitive skills. Methodological procedures used for data collection consisted of questionnaires, verbal reports obtained from semi-structured interviews, practice reports, audio and video records of the chosen work and analysis of performance cues assigned in the scores as records of deliberate interpretative decisions. Cognitive support provided by working with Performance Cues provide enough emotional security for dealing with stress exposure situations and especially with evaluation and self-evaluation. Based on the understanding of theoretical elements found in the literature and the results of this study with the Chaffin methodological approach, I propose a conceptual model of musical performance affected by anxiety focused on process control and information management during the musical performance. Related to the hypothesis in the early stages of the research, this model explores the presence and maintenance of negative feelings and thoughts during the individual instrumental practice and its relation to the occurrence of choking event. The model also explores the assumption that the development of metacognitive skills, related to planning, monitoring and evaluation of instrumental practice can improve the control and management process of the anxious state. This control can be achieved by allowing a cognitive support that minimizes the feeling of vulnerability, uncontrollability and unpredictability, thus contributing to the improvement and prevention of cognitive-motor deficits events in performance under pressure.

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Cordoba, Derick. "An in-depth analysis of classic jazz compositions for a graduate jazz guitar recital." FIU Digital Commons, 2007. http://digitalcommons.fiu.edu/etd/2495.

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The purpose of this thesis was to analyze jazz compositions by several great composers. The composers include: Howard Dietz, Arthur Schwartz, Russell Malone, Thad Jones, Dave Holland, Wes Montgomery, Pat Metheny, Hoagy Carmichael, Johnny Mercer and Joe Henderson. Through their unique use of melody, har1nony and rhythm these composers have influenced countless performers and composers over many decades. These compositions served as the repertoire of a graduate jazz guitar recital. The musical group that interpreted these compositions was comprised of: guitar, upright bass, piano, tenor saxophone and drums.

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Barbeau, Audrey-Kristel. "Performance anxiety inventory for musicians (PerfAIM): a new questionnaire to assess music performance anxiety in popular musicians." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104539.

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The goal of this research project was to develop and validate a new measure that establishes the extent to which highly stressful performance situations affect self-perceived levels of Music Performance Anxiety (MPA) in popular musicians. The Performance Anxiety Inventory for Musicians (PerfAIM), a self-report measure demonstrating appropriate psychometric properties, was developed. The specific objectives of this research project were to estimate the validity of the questionnaire and to assess its reliability. Content validity and face validity were established using focus groups and interviews with experts. A sample of 69 popular professional musicians and music students completed the inventory, with which we established the internal consistency, the test-retest reliability, the concurrent criterion-related validity and the construct validity (convergent and divergent). Among the sample, 66 participants completed the Performance Anxiety Inventory (PAI, Nagel, Himle, & Papsdorf, 1989), and 61 respondents, the revised Kenny Music Performance Anxiety Inventory (revised K-MPAI, Kenny, 2009a). A test-retest was done at a one-week interval using a sample of 21 musicians. The PerfAIM demonstrated an excellent internal consistency (Cronbach's alpha=0.93), a very good reliability (ICC=0.89 with 95% CI), and a satisfactory concurrent criterion-related validity and convergent validity (Pearson product-moment correlation coefficient). No significant difference was found between men and women's scores on the PerfAIM. In conclusion, the PerfAIM is an adequate measure for assessing self-perceived levels of MPA, enabling musicians to develop self-awareness of the causes, temporal occurrence, direction, and cognitive, somatic, affective and behavioral manifestations of MPA.
Ce projet de recherche visait à développer et à valider un nouveau questionnaire permettant d'évaluer dans quelle mesure les performances hautement stressantes affectent la perception du niveau d'anxiété de performance musicale (APM) des musiciens populaires. À cet effet, nous avons créé le «Performance Anxiety Inventory for Musicians » (PerfAIM), un questionnaire auto-administré démontrant des propriétés psychométriques satisfaisantes. Les objectifs spécifiques de ce projet consistaient à évaluer la validité et la fidélité du questionnaire. La validité de contenu et la validité apparente ont été établies avec des groupes focus et des entrevues auprès d'experts. Un échantillon de 69 musiciens populaires (professionnels et étudiants) ont complété le questionnaire, ce qui a permis d'établir la consistance interne, la fidélité test-retest, la validité de critère concomitante ainsi que la validité de construit (convergente et divergente). Parmi l'échantillon, 66 participants ont complété le « Performance Anxiety Inventory » (PAI, Nagel, Himle, & Papsdorf, 1989), et 61 répondants, le « Kenny Music Performance Anxiety Inventory » révisé (revised K-MPAI, Kenny, 2009a). Le test-retest a été fait à une semaine d'intervalle auprès d'un échantillon de 21 musiciens. Le PerfAIM démontre une excellente consistance interne (alpha de Cronbach=0.93), une très bonne fidélité (CCI=0.89 avec un IC à 95%), et une validité de critère concomitante et de construit convergente satisfaisantes (calculées à l'aide d'une corrélation de Pearson). Aucune différence significative n'a été démontrée entre les résultats des hommes et des femmes dans le PerfAIM. En conclusion, le PerfAIM est un questionnaire approprié pour l'évaluation de la perception du niveau d'APM des musiciens, permettant à ces derniers de prendre conscience des causes, des occurrences temporelles, de la direction, et des manifestations (cognitives, somatiques, affectives et comportementales) de l'anxiété de performance.

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Welch, Chapman. "Tele using vernacular performance practices in an eight channel environment /." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20032/welch%5Fchapman/index.htm.

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Ruggiero, Nicole Marie. "Anxiety and Trumpet Performance: An Exploratory Study." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703410/.

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The purpose of this document is to investigate how trumpet students at the University of North Texas experience music performance anxiety and to find out how professors prepare students for controlling music performance anxiety experiences. The interviewees were ten undergraduates and ten graduate students, as well as three trumpet professors who teach at the University of North Texas. The questionnaire responses of the student interviewees were examined, and literature is provided that address the most common performance related psychological and physiological symptoms experienced by the trumpet students. Effective and healthy strategies are discussed that were offered by the trumpet professors, and suggestions are made regarding potential benefits and detriments of trumpet performance anxiety.

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Chapman, Jonathan Patrick. "Music Performance Anxiety| A Collection of Practical Exercises and Strategies that Facilitates Self-Diagnosis and Treatment of Music Performance Anxiety." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263202.

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Various treatments of Music Performance Anxiety (MPA) have already been researched extensively. However, there are few resources readily available to aid musicians with treating their unique form of MPA in a practical way. The goal of this paper is to examine the work of various psychologists, performers, and educators in order to form a cohesive characterization of MPA, explore its possible causes, resultant mental or physical limitations, and develop practical strategies that aid the performer in coping with this problem. This report will look at some of the possible effects of Music Performance Anxiety and provide practical solutions for the reader.

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Edmonson, Jordan. "Predictors of Music Performance Anxiety in Adolescent Musicians." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011842/.

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Music performance anxiety is an issue that affects musicians at all levels but can begin in early adolescence. The researcher investigated three variables and their ability to predict music performance anxiety: catastrophization, self-regulation, and goal-setting style. Catastrophization is a negative thought that amplifies perceived criticism. Self-regulation is a metacognitive skill that allows students to plan strategies and evaluate learning. Goal-setting style refers to a student's framework when establishing learning objectives – whether they are focused on mastering the subject matter, or only trying to avoid being the worst in the class. A sample of adolescent wind musicians (n = 68) were administered four self-reporting measures for the predictor variables and music performance anxiety. Catastrophization, self-regulation, and goal-setting style were all statistically significant in predictor music performance anxiety, with catastrophization alone explaining 69% of the variance in the predictor variable. Overall, the whole model was able to explain 46% of the variance in music performance anxiety.

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Lochbaum, Stephen. "An Overview and Performance Guide to the 10 Etudes for Guitar by Giulio Regondi." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505178/.

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The 10 Etudes for Guitar by Giulio Regondi represent the pinnacle of technical achievement for nineteenth century guitar performance. Dense textures, large stretches, fast scales and arpeggios, and obscure modulations are used in combinations that were unrivalled among his contemporaries. The etudes were not published until the late twentieth century and have not had generations of guitarists solving their challenges and teaching them to younger generations of students. Right-hand fingerings are virtually non-existent in published versions, but a thorough study of period sources yields several strategies; examples from each etude are provided. Modern right-hand scale philosophy, such as playing scales with "a," "m," and "i" in the right-hand are addressed and further example provided to give players several solutions to choose from. Right-hand fingering implies articulation and several interpretations are analyzed for each etude where they exist. Left-hand fingerings are sporadically present in modern editions but are often lacking in the most difficult passages. Stretching techniques from other string instruments can be applied to the guitar and one technique in particular can be applied to the most difficult stretches in Regondi in numerous instances. For some of the most challenging textures several solutions are given. The etudes of Regondi can prepare the guitarist for challenges found in playing music that is not written for the guitar or even by guitarists which consists of a substantial portion of the modern concert guitarist's repertoire. His music pushes what is possible on the guitar and borderlines what many would call idiomatic. This paper establishes a small number of techniques that will allow players to solve any challenge presented in the etudes from multiple technical viewpoints.

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Cleary, Theresa Mary. "Music performance anxiety in children within the context of practical music examinations." Thesis, Ulster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646844.

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As part of their musical training, young musicians are often entered for practical music examinations. Many are anxious about performing in front of an examiner, sometimes to the extent that they do not perform to the best of their ability, which can result in a lower mark than anticipated. The present research was designed to explore Music Performance Anxiety (MPA) and possible interrelationships among gender, practice, self- esteem, music self-efficacy, perceived criticism (from family), music negative perfectionism, and performance (marks attained). Overall the thesis comprises of three studies. All employed quantitative research methods throughout. Study 1 included 194 participants and was designed to develop a new measure of Musical Performance Anxiety for young musicians. Principal component analyses revealed two components. The first component had 20 items and appeared to measure cognitive/somatic sensations. It was shortened to a 13 item scale (MPAI-C) to ensure that the measure was not too long for the young participants in this study. The new measure showed satisfactory reliability and provided evidence of good convergent and divergent validity with other measures employed in the study. The second component was labelled 'Negative Affect' (NA) and comprised of 9 items. Study 2 was designed to develop a new Music Perfectionism measure. Data from 186 participants were analysed. Principal component analyses identified three components. The first component had 10 items and appeared to measure "negative perfectionism". The second component had 6 items and appeared to measure "teacher pressure". The third component had 6 items and appeared to measure "parental pressure". The negative perfectionism subscale (MPI-C) showed a satisfactory reliability and provided evidence of good convergent and divergent validity. The purpose of study 3 was to test a proposed model of MPA and possible interrelationships between music negative perfectionism, perceived criticism (from family), music self-efficacy, self-esteem, practice, gender and performance. A revised model was established using path analyses with Mplus software. The data from 304 participants indicated that males were more affected by perceived criticism from family and did more practise than females. Practice and music self-efficacy revealed a positive direct association with performance, while MPA showed a negative direct association with performance. A direct positive relationship was found between music negative perfectionism and MPA, while a negative relationship was shown between music negative perfectionism and self-esteem. A positive association was found between self-esteem and music self-efficacy, which in turn had a direct negative association with MP A. The final model provided an insight into the effects of MPA and the associations between other factors in relation to performance in young musicians in practical music exams. The findings from the present study have implications for students, parents, music teacher training, and future policies regarding curriculum development within music education worldwide.

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Melvin, Michael John. "Tonal harmonic syntax and guitar performance idiom in two mid-seventeenth-century Italian guitar books by Angelo Michele Bartolotti (c. 1615--after 1682)." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278814.

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Since the 1960s the publications of American musicologist Richard Hudson, along with recent articles by other scholars, have shown the five-course Spanish guitar to have been at the forefront of harmonic innovation in the early seventeenth century. Existing publications in this area, however, deal exclusively with guitar music in the rudimentary battuto strumming style and do not address the development of harmonic language in guitar music after circa 1630. From circa 1630 the battuto style gave way to a new guitar idiom that combined both strumming and plucking, thus affording guitarists the opportunity to incorporate more sophisticated harmonic devices into their music. This thesis endeavors to furnish a preliminary case study on the development of harmonic language in guitar music after circa 1630 by tracing the evolution of a tonal harmonic syntax in minor-mode Allemandes from two mid-seventeenth-century guitar books by Bolognese guitarist Angelo Michele Bartolotti (c. 1615--after 1682).

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Ortiz, Sánchez José Mario. "THEORETICAL STUDY AND PERFORMING EDITION OF SONATA III BY JAVIER G. COMPEÁN." UKnowledge, 2019. https://uknowledge.uky.edu/music_etds/143.

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Mexican composer Javier G. Compeán finished Sonata III, his most recent composition for solo guitar, in December 2015. Since the composition of his first such work in 2003, the composer has been experimenting with texture, register, dynamic range, extended techniques, harmonic possibilities, timbre, and form in his solo guitar music. In Sonata III, Compeán applied the experience he gained in previous compositions for guitar. This work represents the composer’s current style, in which he returns to a more traditional language but continues to experiment with the technical capabilities of the instrument. Sonata III is Compeán’s most ambitious guitar composition and one of the most important twenty-first century contributions to the Mexican guitar literature. This research focuses on the production of a performing edition of Sonata III. This research also includes a comprehensive analysis of Compeán’s solo guitar music to provide context for guitarists so that they can better understand the composer’s style.

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Giraldo, Sergio Iván. "Computational modelling of expressive music performance in jazz guitar: a machine learning approach." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/395184.

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Computational modelling of expressive music performance deals with the analysis and characterization of performance deviations from the score that a musician may introduce when playing a piece in order to add expression. Most of the work in expressive performance analysis has focused on expressive duration and energy transformations, and has been mainly conducted in the context of classical piano music. However, relatively little work has been dedicated to study expression in popular music where expressive performance involves other kinds of transformations. For instance in jazz music, ornamentation is an important part of expressive performance but is seldom indicated in the score, i.e. it is up to the interpreter to decide how to ornament a piece based on the melodic, harmonic and rhythmic contexts, as well as on his/her musical background. In this dissertation we present an investigation in the computational modelling of expressive music performance in jazz music, using the guitar as a case study. High-level features are extracted from the scores, and performance data is obtained from the corresponding audio recordings from which a set of performance actions are obtained semi automatically (including timing/energy deviations, and ornamentations). After each note is characterized by its musical context description, several machine learning techniques are explored to, on one hand, induce regression models for timing, onset and dynamics transformations, and classification models for ornamentation to render expressive performances of new pieces, and, on the other hand, learn expressive performance rules to analyse its musical meaning. Finally. we report on the relative importance of the considered features, quantitatively evaluate the accuracy of the induced models, and discuss some of the learnt expressive performance rules. Moreover, we present different approaches for semi-automatic data extraction-analysis, as well as, some applications in other research fields. The findings, methods, data extracted, and libraries developed for this work are a contribution to expressive music performance field, as well to other related fields.
El modelado computacional de la expresividad en la interpretación musical trata sobre el análisis y la caracterización de las desviaciones que, con respecto a la partitura, los músicos introducen cuando interpretan una pieza musical para añadir expresividad. La mayoría del trabajo en análisis de la expresividad musical hace énfasis en la manipulación de la duración y el volumen de las notas, y ha sido principalmente estudiada en en el contexto de piano clásico. Sin embargo, muy poco esfuerzo ha sido dedicado al estudio de la expresividad en música popular. Concretamente, en música jazz acciones expresivas como los ornamentos son una parte importante de la expresividad musical ya que estos no están indicados en la partitura y es tarea del músico hacer uso de los mismos añadiendo o substituyendo notas en la partitura. Los músicos añaden ornamentos teniendo en cuenta el contexto melódico, armónico o rítmico del tema, o bien según su experiencia en el lenguaje jazzístico. En este trabajo, presentamos una investigación en el modelado computacional de la expresividad musical en música jazz, tomando la guitarra eléctrica como caso de estudio. En primer lugar, extraemos descriptores de alto nivel de las partituras y obtenemos datos de la ejecución a partir de las correspondientes grabaciones de audio, de donde obtenemos semiautomáticamente la desviaciones temporales y de energía de cada nota, así como la detección de ornamentos. Después de que cada nota ha sido caracterizada por su contexto musical, varios algoritmos de aprendizaje automático son explorados para, de un lado, inducir modelos de regresión para duración, comienzo de nota y volumen, y modelos de clasificación para ornamentos para, finalmente, renderizar ejecuciones musicales expresivas. Por otra parte, aplicamos técnicas de inducción automática de reglas al conjunto de descriptores obtenidos para obtener reglas de ejecución musical analizando su sentido musical. Por ultimo, analizamos la importancia relativa de los descriptores considerados, cuantitativamente evaluamos la exactitud de los modelos y discutimos acerca de las reglas obtenidas. Igualmente, reportamos métodos para la extracción-análisis semi-automático de datos, asi como aplicaciones en otros campos de investigación. Los resultados, los métodos presentados, así como los datos extraídos y las librerías de código generadas para llevar a cabo esta investigación constituyen un aporte relevante en el campo de estudio computacional de la expresividad musical, así como en otras áreas de investigación relacionadas.
El modelatge computacional de l'expressivitat en la interpretació musical, tracta sobre l'anàlisi i la caracterització de les desviacions que els músics introdueixen quan interpreten una peça musical, per afegir expressivitat, respecte la partitura. La major part del treball en anàlisi de l'expressivitat musical fa èmfasi en la manipulació de la durada i el volum de les notes. La majoria dels estudis s'han fet en el context de piano clàssic i molt poc esforç ha estat dedicat a la música popular. Concretament, en música jazz, accions expressives com els ornaments, són una part important de l'expressivitat musical; Tot i no estar indicats en la partitura, és tasca del músic fer ús dls ornaments, afegir o substituir notes en la partitura, tot tenint en compte el context melòdic, harmònic o rítmic del tema, o bé segons la seva experiència en el llenguatge jazzístic. En aquest treball, presentem una recerca en el modelatge computacional de l'expressivitat musical en música jazz, prenent la guitarra elèctrica com a cas d'estudi. En primer lloc, extraiem descriptors d'alt nivell de les partitures i obtenim dades de l'execució a partir dels corresponents enregistraments d'àudio, d'on també obtenim semiautomáticament les desviacions temporals i d'energia de cada nota així com la detecció d'ornaments. Després que cada nota hagi sigut caracteritzada pel seu context musical, diversos algoritmes d'aprenentatge automàtic són explorats per a diferents fins. D'un costat, induir models de regressió per a la durada, el començament de nota i el volum, i models de classificació per a ornaments per, finalment, renderitzar execucions musicals expressives. D'altra banda, apliquem tècniques d'inducció automàtica de regles al conjunt de descriptors obtinguts, per obtenir regles d'execució musical analitzant les seves implicacions musicals. Per últim, analitzem la importància relativa dels descriptors considerats, quantitativament avaluem l'exactitud dels models i discutim sobre les regles obtingudes. Igualment, reportem mètodes per a l'extracció-anàlisi semi-automàtic de dades, així com a aplicacions en altres camps de recerca. Els resultats, els mètodes presentats, així com les dades extretes i les llibreries de codi generades per dur a terme aquesta recerca, constitueixen una aportació rellevant en el camp d'estudi computacional de l'expressivitat musical i en altres àrees de recerca relacionades.

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Palmer, Matthew Clayton. "The Use of A-M-I Scale Technique to Facilitate the Performance of Joaquín Rodrigo's Concierto de Aranjuez." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/255152.

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The abundance of scale passages found in Joaquín Rodrigo's Concierto de Aranjuez for guitar and orchestra tests the stamina and swiftness of even the most capable guitarists. A relatively new technique of using three fingers of the right hand, known as A-M-I, to articulate fast scales provides an alternative means of effectively mastering Rodrigo's masterpiece. A-M-I scale technique is a fast and effective way to play scales on the classical guitar. In various forms, this three-finger right-hand system of fingering scales has been used effectively by a small group of classical guitarists since being pioneered by Narciso Yepes in the mid-twentieth century. The current approach to A-M-I scale technique requires specific fingering systems to effectively coordinate and synchronize the left and right hands, making it a distinct technique demanding thorough consideration and deliberate study. The increased right-hand velocity and greater efficiency inherent in A-M-I technique can greatly enhance the performance of Joaquín Rodrigo's virtuosic Concierto de Aranjuez.

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Boucher, Hélène. "[The] occurrence of music performance anxiety in early childhood." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=109913.

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Performance anxiety is a common experience for many musicians, firmly engrained in them by the age of eight. While it has been suggested throughout the literature that this is a learned condition developed during childhood, its appearances in younger children have not yet been studied. The purpose of this study was to document the performance experiences of very young children with respect to performance anxiety.[...]
L'anxiété de performance est vécue par plusieurs musiciens et serait déjà enracinée chez certains apprentis musiciens des l' âge de huit ans. Bien que plusieurs chercheurs considèrent qu'il s'agit la d'un phénomène acquis, se développant pendant l'enfance, ses premières manifestations n'ont jamais été étudiées. L'objectif de cette recherche est donc de documenter l'existence du stress lie a la performance musicale chez les très jeunes enfants.[...]

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Perdomo-Guevara, Elsa. "Beyond anxiety : inspiration, connection and joy in music performance." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18462/.

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Research on emotion in performance has mainly investigated anxiety, while little is known about performance-related joy. This research aimed to identify factors associated with enjoyment of performance, and design an intervention that would increase performers’ joy in performing. It included an Exploratory Study (an on-line survey) investigating the performance experiences of a large population of musicians (N = 625), and an Intervention Project comprising an on-line course. The Exploratory Study showed that performers had different, coherent narratives about performance, that were associated with the groups to which they belonged (i.e. classical or non-classical; students, professionals or amateurs), and that predicted the overall quality of their performance experiences. Notably, the ‘people-oriented’ narratives appeared to both promote ‘highly enjoyable’ and prevent ‘stressful’ performances. The intervention sought to enhance performance experiences by enabling performers to cultivate a more self-transcendent approach to performance, and design performance- related narratives that they viewed as personally meaningful and inspiring. The impacts of the intervention were investigated using one pre- and two post-intervention questionnaires in which performers were asked to describe and explain their last ‘highly enjoyable’ performance. Compared to their pre-intervention scores, three months after the intervention, the participants scored significantly higher in performance-related joy, self-confidence and inspiration; they reported reduced anxiety, improved quality of performance, deeper connection with the audience, and an increased appreciation for the value of music and the privilege of being a performer. The findings suggest that performance-related emotions are socio-culturally shaped; that music institutions may be partly responsible for the high prevalence of MPA among musicians, and should therefore be involved in enhancing performance experiences; and that short interventions can succeed in increasing the meaningfulness of the performers’ narratives, reducing their anxiety and rendering their experience more enjoyable.

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Bidgood, Lee, and Emily Bidgood. "Performance At St. John's Episcopal Church." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1060.

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Douglas, Charles William. "An Overview and Performance Guide to Johannes Möller's "Shenandoah Fantasy for Two Guitars"." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505150/.

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Johannes Möller's 2014 composition Shenandoah Fantasy for Two Guitars, is a theme and variations on the American folksong Oh Shenandoah and is the composer's only work dedicated to American music. An informed performance of this work requires biographical information. Since no scholarly work on this composer is currently available, this paper includes Möller's biographical information, compositional background and performance suggestions. This information was acquired through a recorded video interview with the composer that covered his early education as a guitarist and composer, his formal conservatory training, career accomplishments, influences that informed the piece, and suggestions for performance practice. The insight gained through this interview reveals its main influences as the Romantic Fantasy, American Minimalism, Keith Jarret's harmonization of Oh Shenandoah, American country and bluegrass music, and the sounds of American folk instruments. These are the subjects of the body of this paper. In addition to an overview of some scholarly writing on the styles which influence the piece, some solutions are offered at the end of the paper to aid in the performance of difficult passages. The intent of these solutions is to make the piece easier for the left and right hand, without sacrificing those musical elements that represent its influences. This is currently the only scholarly work available for Shenandoah Fantasy for Two Guitars and its composer.

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Moody, Lisa. "The Effects of Feedforward Self-modeling on Self-efficacy, Music Performance Anxiety, and Music Performance in Anxious Adolescent Musicians." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31635.

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Music performance anxiety (MPA) is a significant concern for musicians of all ages, levels of mastery, and genders (Kenny, 2011). Whereas the anxiety-performance relationship has been well researched in athletes, similar research with musicians is sparse (Nordin-Bates, 2012). In the present research, video feed-forward self-modeling (FF-SM video) was explored as an intervention for use by musicians. FF-SM involves video-editing, typically, to depict a level of master performance higher than that yet attained by the individual. Although video FF-SM has been used successfully with athletes (Ste-Marie, Rymal, Vertes, & Martini, 2011) to increase self-efficacy and improve performance, its use has not yet been explored with musicians. In the present study, Bandura’s Self-efficacy Theory (1977) was used as a framework to explore whether FF-SM videos would increase self-efficacy, lower anxiety, and improve performance in adolescent musicians who self-reported MPA. Twelve string musicians, aged 13 to 18 years, who self-reported MPA took part in a two-week intervention where in one week they practiced with the use of a FF-SM video and in the alternate week they practiced without the video. At the end of each week, participants performed the selected repertoire from their video. Video FF-SM significantly increased musicians’ self-efficacy but only for those musicians who viewed the video in the second week. No changes in anxiety or performance levels were observed. Zimmerman’s triadic self-regulation model is used to explain the cyclical pattern of self-efficacy benefits. It is concluded that the FF-SM video can be an effective tool to increase self-efficacy for musicians who self-report MPA, but that an enactive experience is first needed for those benefits to occur. Research extended over a longer time frame is recommended in order to examine whether influences on anxiety and performance would emerge at a later time.

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Jimenez, Francesca M. "Music Performance Anxiety and Interventions in Conservatory and Liberal Arts Institution Music Students." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/779.

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Music performance anxiety (MPA) is reported in musicians of all experience, levels, and genre. However, solo classical musicians report MPA more often and at higher levels than performers in other genres because of its formal culture and traditional structure. Within solo classical musicians, collegiate training greatly differs between conservatories that award a Bachelor of Music (B.M.) and liberal arts institutions that award a Bachelor of Arts (B.A.). In 2 studies, the proposed research examines the differences in general anxiety, MPA, and private lesson content between these two groups. Participants will be from the two groups of types of collegiate music students. In Study 1, participants will take the Beck Anxiety Inventory (BAI), Kenny Music Performance Anxiety Inventory (K-MPAI), and a Personal and Musical Background Questionnaire (PMBQ) at 3 times intervals before a public, solo performance in order to assess general connections between anxiety and MPA. In Study 2, participants will partake in weekly session of 1 of 3 interventions (meditation, journal entry, and biofeedback training) in order to determine an effective method for preventing and coping with MPA. Proposed results suggest higher levels of general anxiety and MPA in conservatory music students and lower levels of MPA in participants who undergo biofeedback training. Individuals who report learning about MPA strategies in their lessons will have lower levels of MPA, suggesting the need to consistently address MPA in classical music pedagogy.

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Bidgood, Lee, Trae McMaken, and Roy Andrade. "Performance at Historic Jonesborough Dance Society Contra Dance." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3260.

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Chan, Mei-Yuk. "The relationship between music performance anxiety, age, self-esteem, and performance outcomes in Hong Kong music students." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/637/.

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Existing studies suggest that music performance anxiety can undermine the quality of performances regardless of performers’ ages. However, most of the studies have focused on professional musicians. It is crucial to know when music performance anxiety occurs in order to minimize its effects on young musicians including the ongoing psychological damage done to them. The present study is intended to investigate: 1) whether there was support for the claim that music performance anxiety has an early onset in young children; 2) to what extent music performance anxiety is associated with self-esteem; 3) whether there is support for the claim that performance outcomes are affected by one’s anxiety levels. The State-Trait Anxiety Inventory for Children (STAIC) by Spielberger (1973)and the Self-Esteem Scale (SES) by Rosenburg (1965) were the major psychometric measures. A researcher-designed questionnaire was also used to collect participants’ demographic data and their experiences as well as the ways they coped with music performance anxiety. They were asked to identify their feelings based on the items adapted from the Music Performance Anxiety Inventory for Adolescents or MPAI-A (Osborne and Kenny, 2005). One hundred and seventy-four participants aged from 7 to 18 participated in the present study. Findings of the present study suggest that age is significantly related to participants’ pre-SAS and the number of symptoms. In addition, MPA was found to be more prevalent in older age ranges but no significant differences were found between different age groups. In addition, evidence from the current study supported the claim that self-esteem is negatively correlated with MPA. It was also revealed that no relation was found between one’s music performance anxiety and the quality of music one played. However, participants’ anticipated outcomes of their quality of performance may be related to music performance anxiety. Findings from the study are discussed in terms of their relevance to the Hong Kong context and their implications for practice.

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23

Goren, Laurie. "A meta-analysis of nonpharmacologic psychotherapies for music performance anxiety." Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621049.

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Music performance anxiety (MPA) is a common problem in musicians of all ages, genders, socio-economic backgrounds, and levels of performance experience. The intensity of symptoms associated with the condition range from mild to debilitating. Even at lower levels, chronic MPA is associated with stress-related illnesses and maladaptive coping behaviors, such as self-medication with licit (cigarettes and alcohol) and illicit or off-label drugs. Acute MPA is known to destroy musical careers.

Faced with the pervasiveness and potential gravity of MPA, clinicians have developed a number of nonpharmacologic treatment protocols, some of which have been studied for efficacy. Most of the outcome studies have reported pairwise comparisons (experimental versus control) of measures taken of small samples of performing musicians. The robustness of the treatment was determined by tests of statistical significance of observed differences on outcome measures or by the calculation of effect size.

Previous narrative reviews of outcome studies have provided summary descriptions of their characteristics and findings. However, these analyses do not provide quantitative evidence of the efficacy of different treatments for ameliorating MPA.

Since it was first employed in psychological research by Smith and Glass in 1977, meta-analysis has become the gold standard for synthesizing quantitative research findings across studies. The method involves integration of standardized treatment effect estimates from different studies. It can provide comparisons of the effectiveness of subgroups of therapies (approaches), characterize a therapeutic approach in terms of an outcome profile, and determine whether a particular psychotherapeutic intervention is effective. The present review is the first to use meta-analysis to integrate the findings of research studies in the literature on nonpharmacologic psychotherapies for MPA and to compare their effectiveness.

An exhaustive search of the literature identified 46 efficacy studies. Of these, 29 met the criteria for inclusion in the meta-analysis. The accumulated data represents autonomic, self-report, and observational measures of MPA for 852 advanced music students and professional musicians. Each measure was coded for type (autonomic, self-report or observational) and for therapeutic approach (cognitive, behavioral, complementary and alternative, and combined). Analysis of the synthesized data indicated statistically significant therapeutic effects of each therapeutic approach. Additionally, when the approaches were compared, the class of psychotherapies that was made of combinations of two or more types of interventions (combined) showed the strongest treatment effect.

Among the implications of these findings is the plurality of good choices for an individual suffering with MPA. The development of programs to raise awareness of the prevalence of music performance anxiety and available treatments is recommended. For researchers, greater standardization in methodology and periodic meta-analysis is encouraged.

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Huston, Kyle Adam. "The Effect of Listening to Music on Musicians' Performance Anxiety." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306855815.

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25

Rhinehart, Andrew. "Adapting Traditional Kentucky Thumbpicking Repertoire for the Classical Guitar." UKnowledge, 2015. http://uknowledge.uky.edu/music_etds/44.

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During the first half of the twentieth century, a unique style of guitar playing known as Kentucky thumbpicking was developed by a handful of musicians in the western coal field region of Kentucky. This guitar tradition was elevated to national prominence by country guitar virtuoso Merle Travis. Subsequently, this style became characterized as "Travis Picking." Kentucky thumbpicking incorporates a steady and muted bass line that alternates between the root, fifth or third of a chord. The bass is also accentuated with the use of a thumbpick worn on the right hand. Simultaneously, the index, occasionally middle and ring fingers, play the harmony and melody on the upper strings of the guitar in a syncopated rhythm. Thumbpicking is venerated because of its reverence for individualism and adaptability. One of the primary reasons it has become so prominent is because of its flexibility; it is able to be adapted to various types of music. An historical overview of Kentucky thumbpicking is provided in order to trace its origins and development as well as explaining the style’s technical traits. Arrangements of a select few songs from the advent of this style’s development are transcribed and discussed in order to demonstrate how this repertoire translates to the classical guitar and guitar playing techniques. Insight from the perspective of a classically trained guitarist will illustrate how thumbpicking procedures can be incorporated into the classical guitar repertoire. Thereby introducing Kentucky thumbpicking to a new audience.

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26

Van, Staden Jacobus M. C. "Exploring performance related anxiety in brass players." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58984.

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Music performance anxiety (MPA) is primarily described as stage fright concerning musicians and performers and affects orchestral and professional musicians severely (Brugués, 2009; Plummer, 2007). As a result, literature on MPA focuses extensively on how it affects professional and adolescent musicians, but limited resources emphasise how it affects brass instrumentalists. The aim of the study is to investigate the occurrence and experience of MPA in brass players. Further, it aims to explore prominent symptoms in this population and what coping strategies are most effective against MPA. Ten brass (five French horn, three trumpet and two trombone) players, of whom eight are professional and two semi-professional musicians, with varying performance experience, participated in this study. The study uses a qualitative research approach and falls into the interpretive paradigm. A multiple case study design was followed. The data were collected through semi-structured interviews, probing each participant’s reported experiences and coping strategies. MPA inhibits a brass player’s musical performance in areas such as musical expression, technical proficiency, physical endurance, tone quality and enjoyment. The results suggest that most of the participants experienced MPA since childhood, regardless of the starting age, and experiences of this condition varied over time throughout adulthood. The symptoms of MPA manifests physiologically (shaking, dry mouth, increased heart rate, sweating), behaviourally (muscle tension, shaking, dry lips), and cognitively (negative thought processes). First-time experiences of a musically demanding task such exams and Eisteddfods, with intimidating audiences, impacted early signs of severe MPA symptoms such as shaking and had a blunting effect on performance quality. Increased task difficulty, limited performance opportunities, auditions, recitals, and orchestral environments, which exposed the player’s performing ability under pressure, had a profound influence on recent experiences of MPA. These situations evoked multiple symptoms such as dry mouth, accelerated heartbeat, shortness of breath, negative thoughts/feelings and self-doubt. Symptoms such as a dry mouth, accelerated heartbeat, shortness of breath, and shaking affects a brass player’s musical performance severely, since it inhibits tone quality and influences musical spontaneity. Therefore, these symptoms affect technical proficiency among brass players negatively since performing these instruments are physically demanding. The results also showed that teachers gave useful advice concerning performing a brass instrument under pressure. The advice was useful among the participants’ lived experiences of MPA, particularly regarding early-experienced symptoms. The experiences of MPA in high demanding performance settings resulted in a better understanding of the situation over time, and led to the reported coping strategies against MPA, which enhanced optimal performance and reduced symptoms. The study concludes that MPA adversely affects brass instrumentalists, particularly the physiological manifestation of the condition. More research is needed to identify symptoms unique to this instrument group and the most effective coping strategies.
Mini Dissertation (MMus)--University of Pretoria, 2016.
Music
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27

Charry, Qvarforth Antonio. "Prestationsångest i fokus : Studenters och elevers relation till Music Performance Anxiety." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2939.

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Ämnet prestationsångest attackeras från många vinklar och är något som de allra flesta kan känna igen sig i. I denna studie fördjupar jag mig i förhållandet mellan prestationsångest och individens upplevelse av hur det är att musicera med andra. Studien inriktar sig mot musikstudenters relation till prestationsångest i undervisning och ensemblespel, med syftet att belysa begreppet Music Performance Anxiety (MPA). Genom fokusgruppsintervju och deltagarobservation har jag tagit fram underlag samt kartlagt hur deras upplevelse av MPA ter sig i musikämnet och i ensemblesammanhang. Hur skiljer sig upplevelsen av detta i ensemblesammanhang från individuella sammanhang och hur skiljer sig känslan av MPA i undervisning i jämförelse med andra musikutövande sammanhang? Genom kvalitativ data och analys av deltagarnas egna erfarenheter och upplevelser har studien lett fram till en djupare inblick i hur dessa individer upplever prestationsångest i musiksammanhang, samt hur den sociala aspekten av att musicera får en betydande roll när ämnet ska belysas. Generellt uppnådde samtliga deltagare kriterierna för en mer eller mindre utvecklad form av MPA och den generella uppfattningen var att de inte fått några verktyg eller arbetat med ämnet prestationsångest kontinuerligt i sina pågående eller föregående studier. Min uppfattning är därför att vidare forskning kring detta ämne behövs för att konkretisera, och på ett ett bättre sätt, kartlägga känslor och sociala strukturer som hämmar studenters musikaliska utveckling såväl som det konstnärliga uttrycket.

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Puerta, José Luis, and José Luis Puerta. "A Performance Guide to Latin-American Guitar Quartets: The Quartets of Ernesto Cordero, Leo Brouwer, and Sérgio Assad." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622968.

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Latin-American guitarist-composers Ernesto Cordero, Leo Brouwer, and Sergio Assad are three of the most influential figures in the contemporary world of classical guitar. In addition to their important compositions for solo guitar, their compositions for guitar ensemble represent significant contributions to the concert repertory. These three guitarist-composers share a knowledge of popular, folkloric and classical music and demonstrate a commitment to bridging these realms in their compositions in the classical tradition. This study reviews the history of the guitar quartet. It then examines the different cultural influences in selected compositions for classical guitar quartet by each composer, exploring the significance of these choices for the performer and for the medium. The document also offers a performer’s guide for accurate and stylistic performance. When performed well, these quartets represent the vitality of contemporary Latin American composition and confirm the stature of the guitar quartet as a compelling medium for the concert artist.

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Huang, Wei-Lin. "An investigation into Taiwanese music college students' self-management of musical performance anxiety." Thesis, Royal College of Music, 2018. http://researchonline.rcm.ac.uk/383/.

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Taiwan has many high-level music colleges that prepare students for performance and teaching careers. These music colleges are competitive environments in which students are potentially learning to cope with musical performance anxiety (MPA). MPA has been widely researched in recent years. Studies have found that college musicians use their own unique coping strategies or rely on past experiences of coping with MPA to manage it. Nevertheless, literature that focuses on MPA self-management is still limited. The aim of this thesis is to fill this gap by investigating the ways in which MPA is self-managed by Taiwanese college musicians (TCMs). The research questions are: 1) How do TCMs define and perceive MPA? 2) How do TCMs self-manage MPA? 3) What strategies for managing MPA do the TCMs believe they will use with their students when they carry out teaching as part of their future portfolio careers? Fifty-three undergraduates were recruited from a music college in Taiwan. Each participant was interviewed before all of their performances taking place in one semester: formal concert, exam, and graduate recital. The data was analysed through a qualitative approach by using thematic analysis in order to examine the strategies used and the process of managing MPA. The findings are presented as four themes: 1) Strategies used in preparation for different types of performance, during different time periods of preparation and performance. 2) Strategies in context: people and places. 3) Understanding the strategies: metacognition in musical learning and managing MPA. 4) MPA self-management and the teaching-learning cycle. Results revealed that it is possible for TCMs to self-manage their MPA through developing metacognitive processes with support networks in the conservatoire environment and with various external resources. However, information on MPA-coping strategies are like pieces of a puzzle that are scattered rather than being coherently fitted together. Therefore, recommendations for further research and applications to practice are made.

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Graham, Richard. "Expansion of electronic guitar performance practice through the application and development of interactive digital music systems." Thesis, Ulster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.586709.

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Contemporary guitar design, pedagogy and performance practice methods present a series of multidisciplinary issues, which concern homogenous musical structure and performance control. A performer may extend their musical craft through the development of digital signal processing systems in order to attend to structural homogeneity. Such an approach may result in physical control and perceptual problems. Physical and figurative gestural relationships between the performer, instrument, transformative signal processes and resultant sound structure may appear contrary to more conventional instrumental performance schemata concerning performance engagement, effort and involvement. This thesis will present a technologically-driven instrumental performance methodology, underpinned by relevant multidisciplinary theoretical research concerning the role of instrumental performance gesture categories and the perceptual organisation of musical performance events. The resultant theoretical framework will inform the development of a digital music system for real-time improvisatory hyperinstrumental performance, exploiting relevant instrumental performance gestures and associated musical schemata. The resultant digital music performance system will attend to structural homogeneity whilst considering emergent research issues in relation to conventional instrumental design, pedagogy and practice. Through creative practice, the performer may develop unique musical relationships between performance gesture categories, cognitive schemas in musical memory and cognition-based formal music models. Such an approach may encourage the cultivation of a unique and coherent hyperinstrumental music performance practice, beyond the conventions and limitations of the standardised chordophone.

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Havenstein, Christina. "Addressing performance anxiety in organists through pedagogical guidance." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46021.

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The art of balancing spiritual, physical and emotional attributes is a daunting task for any organist. The techniques with which an organist consolidates these attributes have a direct effect on the accomplishment of a definitive goal – a successful music performance. However, this portrays the ideal situation. There is a myriad of internal and external factors that obstruct the organist from attaining this ultimate goal and – in the process – create excessive stress and anxiety. Over and above the habitual performance nervousness, an organist’s anxiety level is exacerbated when performing on an unfamiliar organ, as every organ has unique characteristics that differ from all other. Moreover, the modern pipe organ – particularly the church organ – is a complex and intricate instrument that claims the highest skills and flexibility from an organist. Performing music is inherently a stressful accomplishment that is intensified by continuous challenges, inter alia incessant preparation and the threat of criticism. Some music performers seem to thrive on stress while others choke under pressure. The music performer, however, is not intrinsically born with the innate knowledge and wisdom to manage the diverse anxiety-causing factors that are associated with organ performing. A particular kind of pedagogical training, namely coaching, is proposed as a technique to equip a scholar – particularly an organist – with tactics to manage performance anxiety. Parallels are drawn between the training of sports athletes and organists as coaching has valuable applications for both sports- and music performers. The aim with the current study was to explore how and why organists experience such strenuous anxiety when performing a repertoire. These strains can often become too overwhelming for an organist to endure. For the purpose with the study, six experienced and qualified organists were selected by means of a convenience sample design. Their stress- and anxiety levels during music performances were identified by means of 12 open-ended questions. Being an experienced organist and teacher herself, the author was able to probe deeper into the topics introduced by the research questions. Particular consideration was given to the fabric of performance anxiety from three different approaches: behavioural, cognitive and psychoanalytical. In addition, pedagogical coaching was explored as a viable alternative to teaching an organist. Moreover, the organist’s unique characteristics were emphasised from behavioural, cognitive (gestalt), socio-cultural, and psychoanalytical approaches. From the results of the empirical study is evident that all the organists participating in the study revelled in their organ performing. However, many situational and related aspects caused them habitually to experience feelings of stress, anxiety, loneliness and apprehension. Of particular concern to the organists was the inclusion of worship bands in the church. They experienced it as a threat to the church – resulting in a lowering of musical standards. All of the stressful situations resulted in tiredness, frustration and sometimes exploitation in the organists. One main finding was that an organist imperatively needs to be coached and supported in coping with such adverse feelings. Coaching improves energy levels, self-help skills, better time management and further development of emotional intelligence. It can also increase the organist’s physiological state – improve a sense of awareness, enhance learning capabilities and increase self-confidence. The all-encompassing conclusion reached was that – through effective coaching – the organist has a much better chance of overcoming inner- and outer adversities on the way to a successful and rewarding career.
Dissertation (MMus)--University of Pretoria, 2014.
tm2015
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James, Douglas Goff. "Luigi Rinaldo Legnani: His life and position in European music of the early nineteenth century, with an annotated performance edition of selections from 36 Capricci per Tutti I Tuoni Maggiori E Minori, Opus 20." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186632.

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Luigi Legnani (1790-1877) was an important guitarist/composer of the early nineteenth century Italian Romantic school. In addition, he was also a highly skilled singer, violinist, and luthier. Legnani's guitar compositions represent the logical next step after Giuliani; fully evocative of the operatic vocal style characterized by Rossini, and technically adventurous in much the way Paganini's compositions were for the violin, although not to the same degree. His contributions to guitar literature form an important link in the chain of compositional and technical development during the nineteenth-century. This study is in two parts. The first will present as concise a biography as possible, particularly regarding Legnani's concert itineraries, contributions to guitar construction, and relationship with Paganini. An examination of little-known contemporary reviews of his performances will serve as a means of both documenting his concertizing and developing a concept of Legnani's performance style. The second part, an annotated performance edition of selections from Legnani's most famous composition, 36 Capricci per tutti i tuoni maggiori e minori, opus 20, will provide a basis for the understanding and successful performance of Legnani's music by modern guitarists. In conclusion, Legnani's unique contributions to both guitar composition and construction are reevaluated, and an up-to-date list of compositions appended.

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Tempera, André Rafael Correia. "Music performance anxiety among classical musicians: strategies for improving performance and applications for classical guitarists." Doctoral thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23812.

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Music performance anxiety (MPA) is experienced in varying degrees of intensity by most, if not all, musicians. It is particularly heightened in a classical music environment and if not addressed properly, it may cause significant harm to the careers and even wellbeing of individuals. Performers and teachers usually develop their own valid coping strategies through years of practical experience, but often lack a theoretical understanding of MPA and its mechanisms, considering it to be an insurmountable and career ending affliction. There are several articles and books addressing different aspects of this subject, and this knowledge can be utilized to develop practice and coping strategies, that incorporate practical and scientific information. This integration should be of special interest to the classical musician community in several aspects of performance and pedagogy, and particularly, for the future generations of musicians who often feel are not being adequately prepared for the reality of a performing career. Differentiating factors such as personality, age and gender are related to the way individuals perceive and experience performance anxiety. Another, somewhat understudied relation, is how the specificities of each instrumentalist affect, and are affected by MPA. By characterizing classical guitarists and their particularities, it is possible to ascertain if this sub-group of musicians has specific needs, and which are the best approaches for them to address music performance anxiety issues. This dissertation attempts to improve classical musicians’ understanding of MPA and will hopefully contribute to a more effective approach to this issue within the community; Resumo: Ansiedade na performance musical dos músicos eruditos: Estratégias para melhorar a performance e aplicações para guitarristas clássicos - A ansiedade na performance musical (APM) é sentida em vários graus de intensidade pela maioria, senão a totalidade, dos músicos. É particularmente elevada no ambiente da música erudita e, quando não é abordada de forma adequada, pode causar danos significativos nas carreiras e até na saúde das pessoas. Intérpretes e professores normalmente desenvolvem as suas próprias estratégias de coping através de anos de experiência prática, mas frequentemente carecem de uma compreensão da APM e dos seus mecanismos, considerando-a como uma condição insuperável que pode ditar o fim de uma carreira. Existem diversos artigos e livros dedicados a uma grande quantidade de aspectos associados a este tema, e este conhecimento facilita o desenvolvimento de estratégias para o estudo da música e para coping, incorporando informação prática e científica. Esta integração deve ser de particular interesse para a comunidade dos músicos eruditos em diversos aspectos da performance e da pedagogia, e particularmente, para as futuras gerações de músicos que frequentemente sentem não estar a ser adequadamente preparados para a realidade de uma carreira como intérpretes. Factores diferenciadores tais como personalidade, idade e sexo estão relacionados com a forma como os indivíduos interpretam e experienciam a ansiedade. Outra relação, algo negligenciada, é a de como as especificidades de cada instrumento afectam e são afectadas pela APM. Ao caracterizar os guitarristas clássicos e as suas particularidades, torna-se possível aferir se este sub-grupo de músicos possui necessidades específicas e quais são as melhores abordagens para resolver problemas relacionados com a ansiedade na performance musical. Esta dissertação tenciona melhorar a compreensão da APM por parte dos músicos eruditos e contribuir para que este assunto seja abordado de uma forma mais eficaz pela comunidade.

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Sandoval-Cisternas, Enrique. "A CRITICAL AND PERFORMANCE EDITION OF AGUSTIN BARRIOS’S CUECA: COMPARATIVE ANALYSIS OF FORM, NOTATION, AND PERFORMANCE PRACTICE OF BARRIOS’S WORK TO TRADITIONAL CHILEAN CUECAS FROM THE BEGINNING OF THE TWENTIETH-CENTURY." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/120.

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Agustin Barrios's guitar music has become increasingly popular over the last forty years. After his death, a revival of interest in his compositions began in the 1970s, motivated by a series of publications and recordings of his music by important guitar performers at that time. The most important of these recordings came from the Australian guitar performer John Williams, who was interviewed in 1976 by ABC Television Australia for a film about the Paraguayan composer. The next year, Williams recorded a collection of fifteen works in his album John Williams-Barrios: John Williams Plays the Music of Agustín Barrios Mangoré. After this, the published editions of Barrios's works have proliferated, many of these transcriptions of the composer's own recordings. However, the publication of differing transcriptions has led to a lack of authoritative editions, creating a confusing situation for performers. Therefore, this research intends to highlight the importance of making critical editions of Barrios's works based on folk music, using the Cueca as an example. This research offers an analysis and comparison of Chilean cuecas from the first half of the twentieth-century--the timeframe in which Barrios was in contact with this genre--to Barrios's Cueca. Second, it proposes a critical/performance edition of Barrios's work taking into account both the performance practice of traditional Chilean cuecas, and the two primary sources of this work: a handwritten manuscript and the composer's own recording. This research does not analyze nor compares the Argentinian and Bolivian versions of the cueca.

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Kageyama, Noa J. "Attentional focus as a mediator in the anxiety-performance relationship the enhancement of music performance quality under stress /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297078.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: B, page: 1329. Adviser: Thomas L. Sexton.

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Owen, Thomas. "University music students' experiences of performance anxiety and how they cope with it." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12467.

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The purpose of the present study was to investigate the lived experience of post secondary music students who experience music performance anxiety (MPA). Also, this study investigated how these students cope with MPA. Ten university-level music students participated in a series of interviews. Content analysis of the data was used to identify a number of important themes. Upon examination of the data, it appears that the experience of MPA and how music students cope with MPA is varied and complex. Possible implications of this study include gaining insight into the needs of music students who seek counselling for performance anxiety as well as informing counselling interventions in general. Limitations of the present study and suggestions for future research will also be discussed.

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Stanson, Nicole. "The Effectiveness of Mindfulness Training on Young Adult Musicians Experiencing Music Performance Anxiety." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39878.

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Background: Research has shown that music performance anxiety (MPA) is experienced by individuals in all age groups and skill levels. Due to the need for effective treatment of performance anxiety in musicians, researchers have begun to investigate the viability of mindfulness, which has been proven as an effective treatment in populations with generalized anxiety. Although preliminary studies have been undertaken in examining the effects of mindfulness training on the experience of MPA, these efforts have been by a small group of researchers, and further replication and statistical significance is needed. Objective: This study aims to monitor the effects of a two-week mindfulness intervention on musicians using questionnaires and heart rate data. Methods: This experiment used a control group design, in which the first 13 participants collected were allocated to the experimental group, and the next 13 collected were allocated to the control group. All participants underwent the same baseline data collection involving completing the state side of the State-Trait Anxiety Inventory (STAI) directly before and after performing in front of a mock jury panel while wearing a hear rate monitor watch. After this session, only the experimental group partook in two weeks of mindfulness training consisting of 6-9 sessions, each an hour in duration. Once the two-week intervention was concluded, both experimental and control groups participated in a post-intervention data collection identical to the baseline session. Results: The experimental group experienced a decrease in anxiety between pre- and post-intervention while the control group experienced an increase of anxiety. A two-way mixed ANOVA analysis revealed that there was a significant relationship between the changes in anxiety when comparing the control and experimental groups. However, statistical analysis also revealed that the two groups exhibited statistically different levels of anxiety at baseline. Heart rate data revealed no significant differences between groups. Conclusion: Data from the STAI suggests that mindfulness has a significantly positive effect on the cognitive experience of music performance anxiety. Through this study no correlation was found between the physiological experience of music performance anxiety and mindfulness training.

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MacAfee, Erin. "Music Performance Anxiety, Self-Efficacy, and the Effects of Self-Modeling on Young Musicians." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41875.

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Public performance is often a central component of music education for young musicians, and the demands of performing in festivals, exams, auditions, and recitals can cause young performers to experience music performance anxiety (MPA: Boucher & Ryan, 2011; Thomas & Nettelbeck, 2014). The current dissertation explored MPA in young musicians from a variety of perspectives, using four main research purposes. The first article examined the relationship between MPA and self-efficacy in young musicians and investigated the extent to which gender moderates the relationships between MPA, age, and self-efficacy in young musicians (aged 7-17 years). The results of statistical analyses indicated that while gender did not moderate the relationship between age and MPA, age had a significant main effect on MPA. There was no significant difference between males’ and females’ levels of self-reported MPA. Additionally, there were no significant main effects of age or gender on self-efficacy, or an effect of gender on the relationship between age and self-efficacy. A strong negative relationship between self-efficacy and MPA indicates that students with low levels of self-efficacy are more likely to have high levels of MPA. Next, the MPA/self-efficacy and MPA/age-related findings from article one led to the second and third articles of this dissertation which investigated a self-modeling intervention designed to target MPA and self-efficacy in adolescent musicians. Article two examined the relational changes between MPA, self-efficacy, performance quality, and behavioural anxiety in five adolescent piano students over a six-week intervention. The study also explored the effects of a positive self-review self-modeling intervention on adolescent musicians using quantitative methods. Results indicated that the relational changes between MPA, self-efficacy, and performance quality are complex. There were no observed relationships between MPA and self-efficacy or performance, suggesting that MPA can have both debilitative and facilitate effects on these variables. Additionally, there was no relationship between MPA and behavioural anxiety, suggesting that students may appear less anxious than they feel. Finally, the results suggest that self-modeling has individual effects on musicians, meaning that self-modeling can provide teachers with a versatile strategy for reducing MPA, improving performance quality, and/or increasing performance confidence. Article three expanded on the self-efficacy results of article two and investigated how Bandura’s (1977) four sources of efficacy influenced self-efficacy beliefs in adolescent musicians within a six-week self-modeling intervention. The study also explored the effects of a positive self-review self-modeling intervention on musician self-efficacy using qualitative methods. Results indicated that mastery experience was most influential on self-efficacy beliefs in participants. Observing similarly skilled models, receiving positive feedback, and feeling calm or focused prior to performance increased self-efficacy in participants, while observing advanced models, making negative comparisons, and feeling anxious, distracted, or fatigued decreased self-efficacy. These results provide music teachers with several practical strategies that may facilitate stronger self-efficacy beliefs in students. Additionally, the self-modeling video increased self-efficacy when participants liked and related to their video or used the video to facilitate performance improvements, suggesting that both the performance and strategic functions of modeling may be beneficial to musicians. Finally, the fourth and final article of the dissertation explored MPA from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy, and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of literature and semi-structured interview transcripts with piano teachers provided descriptions of the five commonly identified strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA. The four articles of the dissertation combine to give an overview of MPA in young musicians from several different perspectives. Findings from article one help identify students who may be more at risk to suffer from MPA, while self-modeling findings from articles two and three provide musicians and teachers with a viable strategy to help reduce MPA and increase self-efficacy. Finally, given that teachers can act as a front-line defense against MPA (Liu, 2016), findings from article four help identify areas where researchers can provide teachers with further MPA training, which will in turn help fortify young musicians against MPA.

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Thurber, Myron Ross. "Effects of Heart-Rate Variability Biofeedback Training and Emotional Regulation on Music Performance Anxiety in University Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5428/.

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Student musicians were recruited to participate in an experimental repeated measures research design study to identify effects of heart rate variability (HRV) biofeedback training and emotional self-regulation techniques, as recommended by HeartMath® Institute, on music performance anxiety (MPA) and music performance. Fourteen students were randomly assigned to a treatment or control group following a 5 minute unaccompanied baseline performance. Treatment group participants received 4-5 HRV training sessions of 30-50 minutes each. Training included bibliotherapy, using the computerized Freeze-Framer® 2.0 interactive training software, instruction in the Freeze-Frame® and Quick Coherence® techniques of emotional regulation, and also use of an emWave® portable heart rate variability training device for home training. Measures included the State-Trait Anxiety Inventory (STAI), Performance Anxiety Inventory (PAI), Flow State Scale (FSS), average heart rate (HR), and heart rate variability (HRV). Quade's rank transformed ANCOVA was used to evaluate treatment and no-treatment group comparisons. Combined MPA scores showed statistical significance at p=.05 level with large effect size of eta2=.320. Individual measurements of trait anxiety showed a small effect size of eta2=.001. State anxiety measurement showed statistical significance at the p=.10 level with a large effect size eta2=.291. FSS showed no statistical or effect size difference. PAI showed no statistical significance and a large effect size eta2=.149. HR showed no statistical significance and a large effect size eta2=.143. HRV showed statistical significance at p=.000 level and a large effect size eta2=.698. This study demonstrated practical/clinical significance of a relatively quick and inexpensive biofeedback training that had large effect at decreasing mental, emotional, and physiological symptoms of MPA for university students.

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Zampieri, Elin. "Hjälp! Det pirrar i hela kroppen! : En diskursanalytisk studie om musiklärares syn på och arbete med nervositet och scenskräck i undervisning." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78889.

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Syftet med studien är att undersöka hur musiklärare inom musikskola, gymnasiet och högskola ser på och arbetar med nervositet och scenskräck i undervisning. Studiens teoretiska grund utgörs av diskurspsykologi. Fokusgrupper har tillämpats som datainsamlingsmetod vilket inneburit två olika gruppsamtal där lärare diskuterat om ämnet scenskräck och nervositet. Samtalen spelades in, transkriberades och analyserades utifrån en diskurspsykologisk synvinkel i ett sökande efter tolkningsrepertoarer. Resultatet presenteras utifrån tolkningsrepertoarer om hur lärarna formulerade sin syn på nervositet. Två motstridiga repertoarer framkom i resultatet: nervositet som plötsligt angripande och nervositet som kan bemästras där nervositet konstruerades som både ett störningsmoment och som något önskvärt. Ålder, mognad och musikalisk utveckling formulerades påverka nervositet genom tolkningsrepertoaren nervositet ur ett mognadsperspektiv. Vidare formulerade respondenterna sitt arbete med nervositet och scenskräck i undervisning vilket synliggjorde tolkningsrepertoaren genre och arbete med nervositet. I denna tolkningsrepertoar lyftes genre som påverkande för arbetet med nervositet. I repertoaren läraren som terapeut konstruerade lärarna sig som inkännande utifrån samtal som metod. Repertoaren mental träning som fenomen formulerade ett förebyggande arbete som något värdefullt men tidskrävande, vilket kan ställas emot repertoaren nervositet som tidskrävande arbete där lärarna formulerade en tidsbrist och en känsla av otillräcklighet i arbetet med nervositet. Diskussionen lyfter resultatet i förhållande till tidigare forskning och litteratur där fyra områden diskuteras: Lärares syn på nervositet och elevpåverkan, hantera nervositet genom samtal, arbetet med nervositet i förhållande till tidsamt syn på nervositet och genrers påverkan.
The purpose of this study is to investigate how music teachers in music school, upper secondary school and music college view and work with nervousness and stage fright in teaching. The theoretical framework of the study is discourse psychology. Focus groups have been used as a data collection method, which has involved two different group discussions where teachers discussed the topic of stage fright and nervousness. The conversations were recorded, transcribed and analyzed from a discourse psychological point of view, in search of interpretative repertoires or small discourses. The result is presented through different interpretive repertoires on how teachers formulated their views on nervousness and stage fright. There, two contradictory repertoires emerged: nervousness as suddenly attacking and nervousness that can be mastered, where nervousness was constructed as both a disturbing moment and as something desirable. Age, maturity and musical development were formulated to influence nervousness through the interpretative repertoire nervousness from a maturity perspective. Furthermore, the respondents formulated their work with nervousness and stage fright in teaching, which made visible the interpretation repertoire genre and work with nervousness. There, the genre was emphasized as influencing the work on nervousness. In the repertoire teacher as a therapist, teachers constructed themselves as empathetic through conversation as a method. The repertoire mental training as a phenomenon formulated a preventive work as something valuable but time-consuming, which can be put opposite the repertoire nervousness as time-consuming work, where the teachers formulated a lack of time and a feeling of insufficiency. The discussion lifts the result in relation to previous research and literature where four areas are discussed: Teacher’s view on nervousness and student influence, dealing with nervousness through conversations, work with nervousness in relation to time and views on nervousness and the influence of genres.

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Iwamasa, Dawn A. "The effect of music-assisted relaxation training on measures of state anxiety and heart rate under music performance conditions for college music students." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2324.

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The purpose of this study was to examine the effects of a music-assisted relaxation training program as a treatment method for college music students suffering from performance anxiety. A total of 40 participants were randomly assigned to the experimental (n=20) and wait-list control (n=20) groups. The experimental group received six music-assisted relaxation training sessions while the wait-list control group received no contact. Dependent measures included pre- and post-test State Trait Anxiety Inventory (ST AI) scores and heart rate measurements during individual jury examinations (performance condition). Results found no differences in ST AI scores and heart rate measurements between groups. Factors such as years of formal training and memorization of performance showed no differences in dependent measures. The experimental group rated their performance quality as significantly higher than the wait-list control group. All participants who received the relaxation training program felt they benefited from it, and_ found it helpful in feeling more "in control" and "focused on their music" during performances.

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Errico, Alexandra Sandy. "The effects of a researcher-designed intervention on elementary students' music performance anxiety levels." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12363.

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Thesis (D.M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to examine the effects of an instructional strategy on performance anxiety in elementary music students and how the effects varied according to participant characteristics. The primary research question addressed in this study was: Do elementary students who received a performance anxiety intervention experience significantly less anxiety prior to a performance than a control group? Auxiliary questions included: Was there a significant difference between the anxiety scores of boys and girls? Was there a significant difference between the anxiety scores of students in varying grade levels? The participants were fourth and fifth grade chorus students in an urban public school in the Northeastern United States. For the instructional portion of the study, students were randomly placed in control and experimental groups. Both groups completed the state portion of the State-Trait Anxiety Index for Children (STAIC) before performing in a choral concert. Following this performance, participants in the experimental and control groups received six consecutive chorus classes in which 15 minutes were devoted to practicing song material for their second performance. In addition, the experimental group received six 30-minute sessions consisting of a researcher-designed instructional approach during class. The control group did not receive the training but worked on other musical activities. After the training was completed, both groups completed the state anxiety portion of the STAIC again before performing in a concert. Analysis through ANCOVA indicated that there was no significant difference between the mean pre-test and post-test scores of the state portion of the STAIC of the control and experimental groups and no significant difference between boys and girls. There was, however, a significant difference between grades four and five. Suggestions for further research include studies on elementary students, music perfonnance anxiety, and applicable interventions that significantly reduce this anxiety.

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Redmond, Christiana Michelle, and Christiana Michelle Redmond. "How Music Can Moderate Stress and Anxiety Levels in Order to Improve Athletic Performance." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625130.

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Many studies have shown music's ability to influence the body through changes in things like heart rate or blood pressure. Music with a slow tempo has the capability of decreasing sympathetic activity, while fast paced tempos are capable of increasing sympathetic activity. Because of this strong influence on the sympathetic nervous system, music can be used as a tool to lower stress and anxiety levels. While the incorporation of music into overwhelming situations can be beneficial for the general public, it is especially beneficial for athletes. Competitive athletes often face performance anxiety, and risk losing titles or careers if they are unable to cope with it during an event. When anxiety and stress levels are so elevated that it is detrimental to the athlete, slow music can help bring those levels down so that they are in the range of optimal performance. On the other hand, a certain amount of stress does help performance, so faster songs can also be used to stimulate athletes when they are overly relaxed. With the understanding of how different music affects the body, athletes can help elicit their desired physiological response depending on the situation at hand.

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Dempsey, Erin. "Music Performance Anxiety in Children and Teenagers: Effects of Perfectionism, Self-Efficacy, and Gender." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32798.

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Music Performance Anxiety is something that has affected a number of musicians and numerous studies have been conducted on performance anxiety in adult musicians. However, research on performance anxiety in children and adolescence is still lacking when compared to literature on adult and music performance anxiety. This study examined the signs and symptoms that children (ages 8-12) and teenagers (ages 13-17) feel and the levels of performance anxiety they perceive. In addition, this study also examined levels of perfectionism, self-efficacy and gender as predictors of anxiety and compared these with levels of anxiety. Sixty-five participants completed three questionnaires and a demographic survey. Results suggest a tentative increasing relationship between music performance anxiety and age while no relationship between gender and anxiety was found. Strong relationships between perfectionism and self-efficacy with anxiety indicate that students with high levels of perfectionism and low levels of self-efficacy are more likely to have high levels of performance anxiety. Just as previous studies with adults have found, our findings in children and adolescents suggest that perfectionism may render people vulnerable to performance anxiety while self-efficacy may be an important buffer against this anxiety.

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Pierce, Justin. "A Performance Guide to David Kechley's "In the Dragon's Garden" with an Investigation of the Saxophone-Guitar Duo Genre." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609135/.

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American composer David Kechley was profoundly impacted by a 1990 trip to the Ryoan-ji Temple in Kyoto, Japan. The composer describes the finely raked, small white stones in the midst of fifteen large rocks in the Japanese Zen garden as "planned randomness." Kechley's inaugural composition for saxophone-guitar duo, In the Dragon's Garden, reflects his experience at the Ryoan-ji Temple. The use of minimalistic compositional techniques without literal repetition in the work represents a departure from the first generation of Minimalist composers, such as LaMonte Young, Steve Reich, Phillip Glass, and John Adams. An analysis of minimalistic compositional elements, combined with an interview with the commissioning ensemble, the Ryoanji Duo, provides insights into the interpretation and preparation of this complex work. Furthermore, this document contains helpful information pertinent to the saxophone-guitar duo. Details on balance and amplification, orchestration, and collaboration with the composer will supply performers and composers with essential knowledge needed to participate in this growing musical medium.

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PLUMMER, CHARLES D. "PERFORMANCE ENHANCEMENT FOR BRASS MUSICIANS USING EYE MOVEMENT DESENSITIZATION AND REPROCESSING." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178855934.

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47

Shea, Nicholas Jordan. "Ecological Models of Musical Structure in Pop-rock, 1950–2019." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158755665247824.

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Silva, Luciano Cesar Morais e. "Interpretação musical como hermenêutica da música: um ensaio sobre performance." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27158/tde-17122014-094150/.

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A interpretação musical, enquanto campo de pesquisa, trava ainda importantes embates em torno da epistemologia. A sua auto-compreensão alterna-se entre posturas subjetivas e normatividades estanques, deixando em estado latente os pressupostos históricos que validam as possibilidades interpretativas. Como a hermenêutica estuda as condições de validade da interpretação, propusemo-nos apresentar uma formulação da interpretação musical baseada nessa vertente filosófica tal qual é elaborada por Hans-Georg Gadamer. A consciência hermeneuticamente formada propõe uma sistematização que visa tanto à obra quanto ao intérprete, no potencial de crítica e superação dos limites normativos que a discussão de sua estrutura prévia de compreensão permite. Dois estudos de caso exemplificam o ganho interpretativo que a abordagem hermenêutica oferece: um manual técnico de Andrés Segovia e uma obra de Domenico Scarlatti, transcrita para violão por Sérgio Abreu
Performance, as research field, takes an argumentation about epistemology. Its self-comprehension changes from a subjectivity to fixed normativities, letting hidden the historic pre-supositions that makes valid the statements of validly. Since hermeneutics, in the proposition of Hans-Georg Gadamer, studies the conditions of validly of interpretation, we propose think musical interpretation based on this philosophical approach. The conscience hermeneutically formed makes systematic study of the interpreter as well as the work, in the potential critics and overwhelming of the normativity limits that the discussion about the previous structure of comprehension allows. Two cases give the examples of the interpretative gain of hermeneutic offers: a manual of technics by Andrés Segovia, and a Domenico Scarlatti\'s work transcribed for guitar by Sérgio Abreu.

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Mejía, Carlos Mario Gómez. "Estratégias para o controle da ansiedade na performance musical." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8668.

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Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-09-19T17:48:52Z No. of bitstreams: 1 Arquivototal.pdf: 3910935 bytes, checksum: 5bccd9608f461bf57145bba5531cc099 (MD5)
Made available in DSpace on 2016-09-19T17:48:52Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3910935 bytes, checksum: 5bccd9608f461bf57145bba5531cc099 (MD5) Previous issue date: 2016-03-30
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The objective of this research is to understand how a group of musicians of the Universidade Federal da Paraíba (UFPB) are using strategies to control musical performance anxiety (MPA). A group of undergraduate and graduate music students was asked to respond the Kenny Music Performance Anxiety Inventory (K-MPAI) questionnaire to assess their MPA level along with semi-structured interview, which was recorded for later analysis. In this dialogue, the subjects explained in detail how they are affected by the MPA and the strategies they use for its control. Reported strategies were: spirituality (prayer), use of beta-blockers, meditation routines to focus upon performance, consultation of self-help literature, self-talk, breath control, physical activity, positive perception of arousal, relaxation techniques, acceptance of small errors, switch instruments, simulation of performance and mental practice. The results confirm the existence of the MPA within the group studied and showed how it adversely affects the performance in some of the subjects. It also showed the lack of a systematic use of the different strategies to deal with the MPA.
O objetivo desta pesquisa é entender quais são as diferentes estratégias para o controle da Ansiedade na Performance Musical (APM) utilizadas por músicos da Universidade Federal da Paraíba (UFPB). Para isto, foi selecionado um grupo de estudantes de música dos cursos de Licenciatura em Música, Bacharelado em Música e Pós-graduação em Práticas Interpretativas. Eles então responderam ao questionário Kenny Music Performance Anxiety Inventory (K-MPAI) para avaliar seu nível de APM e a uma entrevista semiestruturada, que foi gravada para posterior análise, na qual os sujeitos explicaram detalhadamente como são afetados pela APM e as estratégias utilizadas para seu controle. As estratégias reportadas foram: espiritualidade (oração), uso de betabloqueadores, autoconvencimento (self-talk), rotinas para se concentrar no momento da performance, consulta de textos de autoajuda, prática mental, simulação da performance, atividade física, aceitação de pequenos erros, percepção positiva da excitação, controle da respiração, técnicas de relaxamento e até mesmo “trocar para outro instrumento”. Os resultados desta pesquisa confirmam a existência da APM dentro do grupo estudado e mostram como ela afeta negativamente a performance de alguns dos sujeitos. Também mostra a falta de um uso sistemático das diferentes estratégias para o controle da APM.

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Ruiz, Mestre Hermelindo. "GUITAR ARRANGEMENTS OF SELECTED DANZAS OF JUAN F. ACOSTA, WITH NEW CONSIDERATIONS OF HIS MUSIC AND MUSICAL LIFE." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/125.

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Juan Francisco Acosta (1890-1968) was a prolific composer, band conductor, and educator from Puerto Rico who created 1,256 original compositions. Even though his activities and influence were integral to the musical life of Puerto Rico in the twentieth century, many details of his life and works remain unknown. This project centers on Acosta’s contribution to the Puerto Rican tradition of the danza—a dance-based genre originating in the nineteenth century—through the study and arrangement of five of Acosta's danzas. Although Acosta composed most danzas for piano, he adapted them for performances by the municipal bands that he led in various towns. This practice of modifying his works for different instruments, as well as the importance of the guitar in Latin America, underpins the author’s choice to arrange his piano music for varied types of guitar combinations, including solo, duo, trio, and quartet. The five works are Bajo la sombra de un pino, Mercedes, Eres una santa, Dulce María, and In memoriam. The guitar arrangements of these five danzas are preceded by important information on the composer within the Puerto Rican music world, with emphasis on the intersections of the band and danza traditions. To enhance the study of these works, this document discusses basic stylistic features, including a comparison of forms, rhythms, and dance characters, and relates Acosta's treatment of the danza puertorriqueña to approaches of his Puerto Rican contemporaries. This document also includes performance guidelines to introduce Acosta's danza style to student and professional players. Based on primary biographical and musical sources, this study presents a foundation for a clearer understanding of the life and works of Acosta upon which further research, analysis, and criticism can be conducted. The arrangements offer a fresh look at new guitar repertoire using the peculiarities of rhythms and traditions of Puerto Rican and Carribean heritage. The arrangements also serve a pedagogical purpose by adding to the existing repertoire of ensemble music for the classical guitar.

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Dissertations / Theses on the topic 'Performance anxiety. Guitar Music'

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