An investigation of studio music teachers’ strategies to manage music performance anxiety

Datos Bibliográficos

ID21684635
AutoresIsabella Mazzarolo (0000-0003-3135-5018, The University of Melbourne, autor de correspondencia), Kim Burwell (0000-0002-1639-410X, UNSW Sydney), Margaret S Osborne (0000-0002-4654-8392, The University of Melbourne), Emery Schubert (0000-0002-6541-8083, UNSW Sydney)
Año2026
Fecha de publicación2026-03-03
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaResearch Studies in Music Education (JOURNAL)
Identificadores de la revistaISSN: 1321-103X • E-ISSN: 1834-5530
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/1321103x251410523
OpenAlexW7134976539
IdiomaEN
Citas recibidas1
Referencias citadas63

Musicians use a range of strategies to cope with music performance anxiety (MPA), but there is little research that investigates the coping strategies that are fostered by studio teachers (one-to-one instrumental/vocal teachers). Through an examination of 52 questionnaire responses of studio teachers, the most common strategies used to support students with MPA were investigated, as well as their self-perceived effectiveness. Two prominent strategies were identified: simulated performance and accepting mistakes, both regarded by studio teachers as fostering a positive learning environment and supporting MPA management. The teachers reported similar preferences for MPA management strategies among their students. This research contributes insights into the studio teachers’ role in addressing performance anxiety among musicians, highlighting helpful strategies and potential challenges that might be encountered when managing MPA in the teaching studio

Anxiety · Music education · Studio · Time management · Diverse Music Education Insights · Musicians’ Health and Performance · Neuroscience and Music Perception