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Music performance anxiety has long frustrated the artistic
community and, while tricks and folk remedies abound, a
comprehensive plan to solve this problem has remained elusive.
Accomplished violinist Casey McGrath combines her experiences with
the research of Karin S. Hendricks and Tawnya D. Smith to provide a
resource guide to the most current solutions and therapies, as well
as educational applications, for both individual and classroom use.
Divided by area of therapeutic interest, Performance Anxiety
Strategies presents relevant and noteworthy research and insight
into some of the most popular and many lesser-known
therapies-including holistic, exposure, cognitive, behavioral, and
medicinal treatments. Each chapter also features self-guided
activities and exercises, words of wisdom from established
performing artists and athletes, and suggestions for music
teachers, as well as first-person narratives about the authors'
personal journeys with music performance anxiety both onstage and
in the classroom. Including a wealth of offerings and approaches,
this book is an invaluable resource for anyone who has ever
experienced performance anxiety, from the aspiring classical
musician to the garage band guitarist.
Compassionate Music Teaching provides a framework for music
teaching in the 21st century by outlining qualities, skills, and
approaches to meet the needs of a unique and increasingly diverse
generation of students. The text focuses on how six qualities of
compassion (trust, empathy, patience, inclusion, community, and
authentic connection) have made an impact in human lives, and how
these qualities might relate to the practices of caring and
committed music teachers. This book bridges the worlds of research
and practice, discussing cutting-edge topics while also offering
practical strategies that can be used immediately in music studios
and classrooms. Each chapter is addressed from multiple
perspectives, including: research in music, education, psychology,
sociology, and related fields; insights from various students and
teachers across the United States; and an in-depth study of five
music teachers who represent a broad range of genres, student ages,
and pedagogical approaches. The book is dedicated to exploring
those conditions that help students not only to learn, but also to
grow, thrive, and freely express-and become compassionate
musicians, teachers, performers, and people as well.
This volume offers chapters written by some of the most respected
narrative and qualitative inquiry writers in the field of music
education. The authorship and scope are international, and the
chapters advance the philosophical, theoretical, and methodological
bases of narrative inquiry in music education and the arts. The
book contains two sections, each with a specific aim. The first is
to continue and expand upon dialogue regarding narrative inquiry in
music education, emphasizing how narrative involves the art of
listening to and hearing others whose voices are often unheard. The
chapters invite music teachers and scholars to experience and
confront music education stories from multiple perspectives and
worldviews, inviting an international readership to engage in
critical dialogue with and about marginalized voices in music. The
second section focuses on ways in which narrative might be
represented beyond the printed page, such as with music, film,
photography, and performative pieces. This section includes
philosophical discussions about arts-based and aesthetic inquiry,
as well as examples of such work.
This volume offers chapters written by some of the most respected
narrative and qualitative inquiry writers in the field of music
education. The authorship and scope are international, and the
chapters advance the philosophical, theoretical, and methodological
bases of narrative inquiry in music education and the arts. The
book contains two sections, each with a specific aim. The first is
to continue and expand upon dialogue regarding narrative inquiry in
music education, emphasizing how narrative involves the art of
listening to and hearing others whose voices are often unheard. The
chapters invite music teachers and scholars to experience and
confront music education stories from multiple perspectives and
worldviews, inviting an international readership to engage in
critical dialogue with and about marginalized voices in music. The
second section focuses on ways in which narrative might be
represented beyond the printed page, such as with music, film,
photography, and performative pieces. This section includes
philosophical discussions about arts-based and aesthetic inquiry,
as well as examples of such work.
Music performance anxiety has long frustrated the artistic
community and, while tricks and folk remedies abound, a
comprehensive plan to solve this problem has remained elusive.
Accomplished violinist Casey McGrath combines her experiences with
the research of Karin S. Hendricks and Tawnya D. Smith to provide a
resource guide to the most current solutions and therapies, as well
as educational applications, for both individual and classroom use.
Divided by area of therapeutic interest, Performance Anxiety
Strategies presents relevant and noteworthy research and insight
into some of the most popular and many lesser-known
therapies-including holistic, exposure, cognitive, behavioral, and
medicinal treatments. Each chapter also features self-guided
activities and exercises, words of wisdom from established
performing artists and athletes, and suggestions for music
teachers, as well as first-person narratives about the authors'
personal journeys with music performance anxiety both onstage and
in the classroom. Including a wealth of offerings and approaches,
this book is an invaluable resource for anyone who has ever
experienced performance anxiety, from the aspiring classical
musician to the garage band guitarist.
Compassionate Music Teaching provides a framework for music
teaching in the 21st century by outlining qualities, skills, and
approaches to meet the needs of a unique and increasingly diverse
generation of students. The text focuses on how six qualities of
compassion (trust, empathy, patience, inclusion, community, and
authentic connection) have made an impact in human lives, and how
these qualities might relate to the practices of caring and
committed music teachers. This book bridges the worlds of research
and practice, discussing cutting-edge topics while also offering
practical strategies that can be used immediately in music studios
and classrooms. Each chapter is addressed from multiple
perspectives, including: research in music, education, psychology,
sociology, and related fields; insights from various students and
teachers across the United States; and an in-depth study of five
music teachers who represent a broad range of genres, student ages,
and pedagogical approaches. The book is dedicated to exploring
those conditions that help students not only to learn, but also to
grow, thrive, and freely express-and become compassionate
musicians, teachers, performers, and people as well.
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