- Title
- A critical analysis of the music educator’s role in managing adolescent music performance anxiety
- Creator
- McLachlan, Elanie
- Subject
- Music -- Physiological aspects
- Subject
- Music -- Instruction and study -- Psychological aspects
- Subject
- Music -- Performance
- Date Issued
- 2024-12
- Date
- 2024-12
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/70342
- Identifier
- vital:78341
- Description
- Music performance anxiety (MPA hereafter) has been widely reported in adolescent musicians (Braden, Osborne & Wilson, 2015; Dempsey & Comeau, 2019; Fehm & Schmidt, 2006; Kenny & Osborne, 2006; Osborne & Kenny, 2008; Papageorgi, 2021; 2022; Patston & Osborne, 2016; Rae & McCambridge, 2004; Thomas & Nettelbeck, 2014). Even though adolescent musicians experience MPA, research indicates that music educators do not necessarily discuss MPA with them (Fehm & Schmidt, 2006; Gill, Osborne & McPherson, 2022; MacAfee & Comeau, 2022; Ryan, Boucher & Ryan, 2021). Music educators have also indicated that they are rarely taught about MPA in tertiary courses (Moura & Serra, 2021; Norton, 2016). However, adolescents have expressed wanting more assistance managing MPA from their music educators (Fehm & Schmidt, 2006). Since adolescents expressed the need for assistance from music educators in managing MPA, my interest grew in researching the music educator’s role as depicted in literature, hence the motivation for this research study. Therefore, the purpose of this study was to critically analyse the role of music educators in managing MPA in adolescent musicians. The role of music educators in managing adolescents’ MPA was addressed through the following primary research question: How does literature reflect the role of the music educator in managing adolescent MPA? In addition, the following sub-question was developed: Which coping strategies and treatments are mentioned in literature to assist music educators in managing adolescent MPA? An integrative literature review was chosen as the study’s methodology to critique and synthesise literature on the topic. Critical analysis and synthesis were used to identify aspects of adolescent MPA, music educators and MPA management that have been omitted or partially addressed in past research to form a new perspective. The critical analysis yielded areas in which new knowledge is needed. These results highlight the need for school music curriculums to contain guidelines regarding MPA and that music educators should be equipped with relevant knowledge to manage MPA effectively in adolescents. A research agenda was created to address the identified shortcomings. The research agenda demonstrates that information about MPA could be included in the school music curriculum in South Africa.
- Description
- Thesis (MMus) -- Faculty of Humanities, School of Visual and Performing Arts, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (108 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Humanities
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School of Music, Art and Design
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | MCLACHLAN, E December 2024.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |