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Abstract(s)
O objetivo do presente estudo foi o de investigar quais os fatores promotores de
ansiedade na performance em músicos profissionais, analisando duas perspetivas da sua
atividade: a carreira de instrumentista e a carreira de docente. Pretendeu-se ainda conhecer as
estratégias utilizadas para lidar com a ansiedade no âmbito das vertentes profissionais.
Foram selecionados vinte e sete pianistas/docentes de várias escolas do Norte de
Portugal, com idades compreendidas entre os 23 e os 67 anos de idade, sendo 14 do sexo
feminino e 13 do sexo masculino, com formação académica elevada.
Para a obtenção dos dados, foi aplicado um inquérito por questionário desenhado para o efeito
deste estudo.
Os resultados indicaram que cerca de vinte participantes (74%) reportou sentir
ansiedade, mas apenas quatro, sentem que a ansiedade na performance afetava negativamente
o seu rendimento. Os principais fatores despoletadores de ansiedade referidos pelos
participantes foram a preparação inadequada das obras, a possibilidade de falhar ou o medo
falhas de memória, sendo os concertos a solo e os concursos, as atividades que mais causam
ansiedade nos participantes. Quanto à estratégia principal utilizada pelos participantes, os
resultados indicam levar a cabo uma profunda e diversificada preparação da performance.
Relativamente à ansiedade que os professores sentem pelas performances dos seus
alunos, vinte e quatro responderam sentir ansiedade (89%), sendo que os fatores principais
apontados pelos docentes como despoletadores de ansiedade na performance foram uma
inadequada preparação, a preocupação com as eventuais falhas de memória ou de concentração
por parte dos alunos e a avaliação por parte do público e dos seus encarregados de educação.
Quanto às estratégias para lidar com a ansiedade na performance dos alunos, os
professores focam-se num elevado nível de preparação, na simulação da performance, na
gravação em áudio e em vídeo e em técnicas de relaxamento, utilizando estratégias muito
semelhantes às que usam para lidar com a sua própria ansiedade. Acresce no entanto, que há
uma elevada preocupação com o bem-estar do aluno e a sua a motivação que é feita
principalmente através de discursos positivos.
The goal of this study was to investigate which factors promote anxiety in professional musicians, analyzing two perspectives of their activity: a career in teaching and a career in performance. An additional aim was to understand the strategies used to cope with anxiety in both professional careers. Twenty seven pianists/teachers from different schools in the North of Portugal were selected, with ages spanning from 23 to 67 years, being 14 female and 13 male, with university diplomas. For data gathering, a questionnaire designed for this study and was applied. Results indicated that twenty participants (74%) reported anxiety, but only four of them indicated that anxiety had a negative effect over their output. The main causes for anxiety mentioned by the participants were an inadequate preparation of the pieces, the possibility of failure and the lack of concentration and memory gaps, with solo concerts and competitions being the activities which caused more stress in the participants. The main strategy used by the participants to cope and deal with the anxiety was a thorough and diversified preparation of the performance. Regarding the anxiety experienced by teachers concerning the performances of their students, twenty-four (89%) reported feeling anxious, and the main reasons identified by the teachers as the ones that triggered anxiety were an insufficient preparation of the students, the concern for memory or concentration gaps and the evaluation from both the public and their parents or guardians. The strategies used by the teachers to deal with the anxiety of the students included a high level of preparation of the student, the simulation of the performance, recording of performances in audio and video and the use of relaxation techniques, using strategies very similar to the ones they use themselves. In addition, there is a deep concern for the well-being of the student and his/her motivation, which is stimulated with positive speeches.
The goal of this study was to investigate which factors promote anxiety in professional musicians, analyzing two perspectives of their activity: a career in teaching and a career in performance. An additional aim was to understand the strategies used to cope with anxiety in both professional careers. Twenty seven pianists/teachers from different schools in the North of Portugal were selected, with ages spanning from 23 to 67 years, being 14 female and 13 male, with university diplomas. For data gathering, a questionnaire designed for this study and was applied. Results indicated that twenty participants (74%) reported anxiety, but only four of them indicated that anxiety had a negative effect over their output. The main causes for anxiety mentioned by the participants were an inadequate preparation of the pieces, the possibility of failure and the lack of concentration and memory gaps, with solo concerts and competitions being the activities which caused more stress in the participants. The main strategy used by the participants to cope and deal with the anxiety was a thorough and diversified preparation of the performance. Regarding the anxiety experienced by teachers concerning the performances of their students, twenty-four (89%) reported feeling anxious, and the main reasons identified by the teachers as the ones that triggered anxiety were an insufficient preparation of the students, the concern for memory or concentration gaps and the evaluation from both the public and their parents or guardians. The strategies used by the teachers to deal with the anxiety of the students included a high level of preparation of the student, the simulation of the performance, recording of performances in audio and video and the use of relaxation techniques, using strategies very similar to the ones they use themselves. In addition, there is a deep concern for the well-being of the student and his/her motivation, which is stimulated with positive speeches.
Description
Keywords
Ansiedade Performance musical Docente Instrumentista Anxiety Musical performance Teacher Instrumentalist