Author ORCID Identifier

https://orcid.org/0009-0000-5538-5196

Date of Award

Summer 6-10-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Middle and Secondary Education

First Advisor

Dr. Martin Norgaard

Second Advisor

Dr. Jennifer Darling-Aduana

Third Advisor

Dr. Patrick K. Freer

Fourth Advisor

Dr. Sarah E. Carlson

Abstract

Many music activities involve live performance. The psychological and physiological effects of such musical engagement can aid in the development of identity for young musicians. Unfortunately, many school-aged musicians find that performing for others can have a deleterious effect. Repeated negative experiences can lead to the development of music performance anxiety (MPA) (Kenny, 2011). This phenomenon can be debilitating, having a detrimental effect on a music student’s experience, and potentially driving a student to prematurely quit music study. As such, MPA can negatively impact educational music programs and may raise a barrier to access to the lifelong benefits that music participation can provide, such as cognitive and social-emotional benefits (Elvers et al., 2017; Guhn et al., 2019; Welch et al., 2014; Welch et al., 2020). The purpose of this mixed methods study was to gather quantitative and qualitative information about the prevalence and experience of MPA in young adolescents in Grades 6-8 in both vocal and instrumental ensembles at a private school in the southeastern United States. This age group has not been adequately represented in MPA research to date and are at an age where they could be experiencing public performing for the first time. Thus, this study aims to help fill this gap, gaining insights into what the beginnings of MPA might look like. This study follows an explanatory sequential design, beginning by administering a validated survey to assess the prevalence of MPA (N = 51) and following up with semi-structured interviews (n = 7) to expound upon the students’ experiences. Through a greater understanding of MPA that was gathered from this study, music teachers can better empathize and structure their pedagogy so that MPA is less of a barrier to music participation.

DOI

https://doi.org/10.57709/37359245

File Upload Confirmation

1

Download

Share

COinS