Managing stage fright: a guide for musicians and music teachers PDF
Preview Managing stage fright: a guide for musicians and music teachers
MANAGING STAGE FRIGHT MANAGING STAGE FRIGHT A Guide for Musicians and Music Teachers JULIE JAFFEE NAGEL 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2017 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging- in- Publication Data Names: Nagel, Julie Jaffee. Title: Managing stage fright : a guide for musicians and music teachers / Julie Jaffee Nagel. Description: New York, NY : Oxford University Press, [2017] | Includes bibliographical references and index. Identifiers: LCCN 2017003887| ISBN 9780190632038 (pbk. : alk. paper) | ISBN 9780190632021 (hardcover : alk. paper) Subjects: LCSH: Music—Performance—Psychological aspects. | Performance anxiety. Classification: LCC ML3830 .N333 2017 | DDC 781.4/3111—dc23 LC record available at https://lccn.loc.gov/2017003887 9 8 7 6 5 4 3 2 1 Paperback printed by WebCom, Inc., Canada Hardback printed by Bridgeport National Bindery, Inc., United States of America With gratitude to my music and my psychoanalytic teachers, my patients, and my former piano students CONTENTS List of Illustrations xv Preface xvii Acknowledgments xxv 1 Stage Fright: What Is It? 1 Questions for Thought 1 Some General Considerations about Stage Fright 1 A Personal Reflection 3 Music Teachers as Mental Health Resources 4 Paradoxical Questions and Further Thoughts About Stage Fright 6 Yerkes- Dodson Law (“Arc of Anxiety”) 7 Mental Preparation: Attitudes and Aptitudes 9 Talking and Listening to Students: Validating Feelings 11 Implications for Music Teachers 14 2 Delving Deeper into Stage Fright 15 Questions for Thought 15 viii | CONTENTS Stage Fright: A Mind- Body Duet 15 Symptoms of Performance Anxiety 16 Discussing Performance Anxiety in Studio Class 17 Identifying Performance Anxiety Symptoms 19 Mood Ring 21 Chill Out!: Tools for “Cool” Students 22 Deep Breathing 22 Progressive Muscle Relaxation 22 Implications for Music Teachers 23 3 The A B Cs of Stage Fright 24 Questions for Thought 24 An A B C Model of Anxiety 25 Recap: A B C Model 26 Vignette: John 27 Actions for Teachers and Students 28 Activity 1— Identifying Letter B Responses 28 Activity 2— Letter B Cards: Supportive Self- Statements 30 Examples of Supportive Self- Statements 30 Implications for Teachers 31 4 Symptoms: Elimination vs. Management 32 Questions for Thought 32 Symptoms as Cues and Clues 32 Vignette: Cindy 35 Assessing Thoughts and Feelings 36 Talking About Stressors 37 Implications for Teachers 38 5 Conflict: A Paradox 39 Questions for Thought 39 Paradox: Identifying Emotional Conflicts 39 Example of Conflict 41 CONTENTS | ix Recognizing Conflicts 41 Dealing with Memory Slips and Technique Meltdowns 42 Jam Plans 44 Some Childhood Antecedents of Stage Fright 45 Additional Examples of Conflict 46 Vignette: Robert 47 Young Children (and Adults) Fill the Gaps 48 Additional Considerations about Conflict 50 Implications for Teachers 53 6 The Emotional Fuel Behind Stage Fright 55 Questions for Thought 55 Psychodynamic Model 56 Why Consider Psychodynamic Models of the Mind? 58 Mental Ghosts Haunting the Teaching Studio 59 The Mind Does Not Forget: The Unconscious 61 A Visual Model of the Unconscious 63 Revisiting Cindy 65 Transference 66 Shame 69 Countertransference 71 Multiple Function 72 Vignette: Joe 73 Psychological and Practical Tips 74 Activity: Imagine This 75 Implications for Teachers 76 7 Defending Against Anxiety 77 Questions for Thought 77 Performance as a Danger Situation: Ego Defenses 77 The Ego and its Defenses Against Anxiety 78
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