Abstracts
Abstract
The purpose of this study was to examine the experiences of adolescent pianists in their private lessons and solo performances in regard to concert preparation and music performance anxiety (mpa). A particular focus was placed on the student-teacher relationship and the potential role of teachers in students’ preparation, experience, and anxiety in performance situations. 62 piano students completed questionnaires pertaining to their private lessons, teacher, and performance experiences, as well as two inventories—one pertaining to self-esteem and the other on music performance anxiety. Results indicate that self-esteem and practice are significant predictors of mpa, with self-esteem having the most notable effect. Almost half of the participants reported feeling nervous in their lessons at least some of the time. Most students noted that their teachers encourage them to perform; however, only half reported that their teachers address performance preparation issues. Less than half were reported to discuss memorization strategies or management of mpa with students, or to hold practice-performance classes. Implications for music educators and future research directions are discussed.
Keywords:
- performance anxiety,
- performance preparation,
- adolescent pianists,
- student-teacher relations,
- piano lessons,
- music education,
- music teachers
Résumé
Le but de cette étude était d’examiner les expériences de pianistes adolescents lors de leurs cours privés et de leurs performances individuelles, en lien avec la préparation aux concerts et l’anxiété de performance musicale (apm). Un intérêt particulier a été porté à la relation élève enseignant et le rôle potentiel des enseignants dans la préparation, l’expérience et l’anxiété des élèves dans les situations de performance. 62 élèves en piano ont rempli des questionnaires concernant leurs leçons privées, leurs professeurs et leurs expériences de performance, ainsi que deux questionnaires – l’un sur l’estime de soi et l’autre sur l’anxiété de performance musicale. Les résultats indiquent que l’estime de soi et la pratique sont des prédicteurs significatifs de l’anxiété de performance musicale, l’estime de soi ayant l’effet le plus notable. Près de la moitié des participants ont déclaré se sentir nerveux pendant leurs cours de piano, au moins une partie du temps. La plupart des élèves ont noté que leurs enseignants les encouragent à jouer en concert ; cependant, seulement la moitié ont indiqué que leurs enseignants traitent des problèmes de préparation des performances. Moins de la moitié des enseignants discutent de stratégies de mémorisation ou de gestion de l’apm avec leurs élèves, ou organisent des cours de pratique-performance. Les implications pour les musiciens-éducateurs et les orientations pour des recherches futures sont discutées.
Mots-clés :
- anxiété de performance,
- préparation à la performance,
- pianistes adolescents,
- relations élève/enseignant,
- cours de piano,
- éducation musicale,
- professeurs de musique
Appendices
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