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Music Performance Anxiety

2016· article· en· W2566984445 sur OpenAlex

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Notice bibliographique

RevueJournal of Singing · 2016
Typearticle
Langueen
DomaineMedicine
ThématiqueMusicians’ Health and Performance
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésAnxietyPsychologyMusicalPresentation (obstetrics)Coping (psychology)Variety (cybernetics)Music therapyMedical educationPedagogyVisual artsClinical psychologyPsychotherapistPsychiatryMedicineArt
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

ALMOST ALL MUSICIANS HAVE EXPERIENCED performance anxiety. From this one, unifying experience, individual variations abound, from the variety and severity of symptoms, to the regularity of occurrence and the conditions which it appears. Various coping mechanisms practiced by performers range widely as well, from the healthful to the destructive.The topic of performance anxiety was recently explored at a presentation sponsored by the University of Southern California Thornton School of Music's Musician's Wellness Committee.1 This committee made up of faculty and administrators from the Thornton School of Music and health professionals from the Keck School of Medicine, and dedicated to addressing musicians' wellness. I was tasked with background research to establish the current knowledge base and treatment options surrounding this disorder, which we then used as a framework to open up a panel discussion among faculty as professional performers and students as aspiring professionals.Most of this framework was based on the book The Psychology of Music Performance Anxiety by an authority on this subject, Dianna Kenny, Professor of Psychology and Professor of Music at the University of Sydney.2 This installment of Mindful Voice follows that structure, and concludes with several stories by Thornton music faculty who generously shared their personal accounts-which one of the suggested techniques for successfully addressing performance anxiety.MUSIC PERFORMANCE ANXIETY (MPA)Music performance anxiety (henceforward referred to as MPA) ubiquitous among instrumentalists and singers alike. Kenny makes this clear the first chapters of her book, where she recounts tales of debilitating MPA suffered by such musical luminaries as Frederic Chopin, George Harrison, Maria Callas, Donny Osmond, Barbara Streisand, and Tatiana Troyanos, as well as musicians without such international pedigree. As Kenny notes, MPA is no respecter of musical genre, age, gender, years of experience, or level of technical mastery of one's art.3In spite of this, the current state of knowledge both academic and clinical psychology regarding MPA slim. This dearth of information due to a a variety of reasons (which will follow). But first, we might reasonably wonder about the prevalence of MPA; just how many musicians suffer from it? The numbers range as widely as other aspects of MPA, from 15% to 20% one study (which considered only severe performance anxiety), to as high as 59% a Dutch study of orchestral musicians. In the U.S., several studies documented a similar range of results among orchestral musicians (24% to 70%) while a Canadian study found the number as high as 96%.4As Kenny makes clear, current studies on MPA are few and far between; thus, surveys conducted ten to twenty years ago are still referenced the literature.5 One impediment to research the mash-up of terminology (performance anxiety, stage fright, and simple shyness are often used interchangeably) that has not allowed MPA to claim its own distinctive set of traits. Indeed, Kenny has noted that performance anxiety can show up in a range of endeavors, from test-taking, math performance, public speaking, sport, and the performing arts dance, acting and music, yet she makes a strong case for differentiating music from all other performance arenas.6 This differentiation crucial to eventually establishing effective treatments and coping mechanisms, a process heretofore hindered by MPA's entanglement the psychiatric literature with more general social anxiety disorders and social phobias, such as pathological shyness.This entanglement was encoded the fourth edition of the Diagnostic and Statistic Manual of Disorders (DSM), the reference work published by the American Psychiatric Association that considered the norm for nomenclature used by clinicians and researchers for the classification of mental disorders. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Autre devis · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,778
Score d'incertitude au seuil0,234

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0000,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,025
Tête enseignante GPT0,272
Écart entre enseignants0,247 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle