Teaching stage fright?—implications for music educators
Abstract
Music performance anxiety (MPA) is a widely acknowledged condition in the field of music performance. However, MPA is rarely discussed in the field of music education. Classroom, studio and conservatoire teachers observe their students experiencing MPA related to performances, examinations or auditions, but few have the prerequisite skills to manage the condition. It is therefore essential for music educators to gain an understanding of MPA in order to assist their students. This paper discusses the nature of MPA and its prevalence in the various populations which have been reported in the literature, including children and adolescents, undergraduates, amateur and professional musicians, and music educators. The paper argues that music educators have a critical role in the developmental trajectory of the condition and provides music educators with advice on how teaching practice can ameliorate developing or extant MPA in their students.
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Moving an automized behavior from its accustomed context to a new one usually leads to interference in the behavioral execution.
“Moving an automized behavior from its accustomed context to a new one usually leads to interference in the behavioral execution.”
From Context Stability in Habit Building Increases Automaticity and Goal Attainment (2022) · cites this paper as Patston, 2014
Such an ACC intervention could be feasible in fulfilling the growing need for music teacher training to support students with problematic MPA.
“Such an intervention could be feasible in fulfilling the growing need for music teacher training in support of students who suffer with problematic MPA, as identified by a number of researchers (Fehm and Schmidt, 2006; Patston, 2014; Patston and Waters, 2015; Sarikaya and Kurtaslan, 2018; Jeong and Ryan, 2021).”
From Acceptance and Commitment Coaching for Music Performance Anxiety: Piloting a 6-Week Group Course With Undergraduate Dance and Musical Theatre Students (2022) · cites this paper as Patston, 2014
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- Authors
- Patston, T.
- Corresponding author
- Patston, Tim
- ORCID
- Patston, Tim
- Venue
- British Journal of Music Education
- Publisher
- Cambridge University Press (CUP)
- Published
- 2013-07-03
- Volume
- 31
- Issue
- 1
- Pages
- 85-98
- ISSN
- 0265-0517 (ISSN-L)
- 1469-2104
- OpenAlex
- W2001886636
- Cited by
- 72
- References
- 53
- Citations by year
- 2026: 5 · 2025: 3 · 2024: 4 · 2023: 5 · 2022: 10 · 2021: 22 · 2020: 4 · 2019: 1 · 2018: 8 · 2017: 2 · 2016: 3 · 2015: 4 · 2014: 1
- FWCI
- 58.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Music Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Health Sciences › Medicine › Rehabilitation › Musicians’ Health and Performance
- Social Sciences › Psychology › Social Psychology › Music Therapy and Health
- Keywords
- music performance anxiety, stage fright, music teachers, music performance, teaching practice, student support, music students, children and adolescents, professional musicians
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