Scenos baimės įveika: varinių ir medinių pučiamųjų instrumentų specifika
Jankovskytė, Margarita |
Scenos baimė neigiamai veikia muzikos atlikėjų akademinę karjerą bei gyvenimo kokybę. Varinių ir medinių pučiamųjų muzikos instrumentų pedagogai apie scenos baimės įveikos būdus turi nepakankamai žinių, todėl negali profesionaliai padėti savo mokiniams, kurie susiduria su scenos baime. Tyrimo tikslas-išanalizuoti pučiamųjų instrumentų atlikėjų scenos baimės priežastis bei įveikos būdus. Tyrimo metodai: atlikta mokslinės ir metodinės literatūros analizė, atliktas kokybinis aprašomasis tyrimas (n=10), bei žvalgomoji anketa - apklausa internetu (n=102). Tyrimo metu atrasta, kad scenos baimės priežastys: dideli reikalavimai sau, socialinė fobija, tėvų lūkesčiai, artimų žmonių kritika, bei nepasitikėjimas savimi. Pagrindiniai scenos baimės įveikos būdai: NLP,kognityvinė terapija, multimodalinė terapija, raumenų atpalaidavimą skatinantys pratimai, ramybės būseną skatinantys pratimai,atpalaiduojančio kvėpavimo pratimai, vidinio žaidimo metodas, vaistai (beta blokatoriai, antidepresantai, raminamieji), alkoholis, nikotinas. Dėstytojų ir studentų teigimu scenos baimės valdymas yra vienas svarbiausių aspektų norint būti sėkmingu atlikėju. Pedagogai turėtų bendradarbiauti su psichologais, norėdami išugdyti sėkmingus muzikos atlikėjus.
Stage fright has negative consequences for a musicians academic career and for quality of life. Stage fright is a problem for many brass and woodwind instructors because they have a lack of knowledge about how to purposefully help their students. The focus of this research is the identification of aspects of stage fright related to brass and woodwind instrument performance. The aim of research is to find methods of overcoming stage fright that might be useful for woodwind and brass performers and educators. Research tasks: 1. Analyse stage fright causes and coping methods, which are found in literature sources. 2. Examine woodwind and brass students’ and educators’ views about the relevance of stage fright issues and possibilities to overcome it. 3. Investigate how teachers help students to overcome stage fright, what information or methods they using in woodwind and brass instruction. 4. Suggest solutions found in professional literature regarding the problems identified in the course of research. Research methods: 1. Analysis of theoretical and professional literature. 2. Exploratory study – online survey of woodwind and brass instrument performers (n=102). 3. Qualitative descriptive study – interviews with brass and woodwind perforrmers and teachers in higher education regarding the psychological and physical causes of stage fright and the identeification of best practices and therapies that might be used for coping with stage fright. (n=10: 5 university professors, 5 university students). Research findings: 1. Causes of stage fright found in academic and professional literature include: self-selection of high standards, social phobia, parent’s expectations, criticism from parents and other acquaintances, and low self-esteem . These causes were identified by both students and teachers. 2. Coping strategies for stage fright: relaxing breathing exercises, progressive muscle relaxation, calm response exercises, “Inner game” techniques are best for coping with simple cases of performance anxiety. Alcohol, nicotine, drugs (antidepressants, sedatives and beta blockers) are not suitable for powerful and long-lasting stage fright treatment. Cognitive therapy, Basic Id, NLP therapies is for more complex cases of stage fright treatment. 3. Teachers and students decided that stage fright management one of the keys to becoming great performer. 4. Teachers using stage fright coping methods like calm response, muscle relaxation, used those methods more unconsciously than purposefully. The best therapy identified by informants is Basic Id therapy because of its versatility and attention to each person. 5. Educators must pay attention to stage fright management. In order to develop successful music performance artists, educators needs to cooperate with psychologists.