This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/19290
Description
Title
Performance anxiety in violin playing
Author(s)
Kee, Juhi
Issue Date
1993
Doctoral Committee Chair(s)
Wisniewski, Thomas
Department of Study
Music
Discipline
Music
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
D.M.A.
Degree Level
Dissertation
Keyword(s)
Music
Psychology, Clinical
Language
eng
Abstract
The purpose of this study is to identify possible causes of performance anxiety in violin playing, and to explore ways of reducing that problem. This study was derived from interviews with five undergraduate and five graduate violin performance students at the University of Illinois School of Music, and related literatures.
Performance anxiety has been felt by the great majority of musicians and they have believed that performance anxiety was soley the result of inadequate preparation, and that these problems will go away with maturity and experience. But besides this traditional view of coping, there are more scientific and effective ways of coping with the problems.
Analysis of questionnaire and literature revealed that the main anxiety producing factors are the competitiveness of the field and the desire to give a perfect performance, under critical observation by audience and critics, and this pressure creates excessive physical tension. In violin playing, these anxiety symptoms can be minimized with a systematic kinesthetic approach to instruction. In addition to a pedagogical approach, the disciplines of psychology and medicine are also trying to provide effective methods of coping with the problem.
Research findings showed that performance anxiety is a learned condition, nonexistent in early childhood. Therefore, teachers' attitude toward students' anxiety management should play a significant role. To minimize performance anxiety, teacher should not ignore the psychology of performance in the process of developing students. The highly successful teacher has to formulate an organized kinesthetic program and a psychological awareness of a student's needs.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
