Made available in DSpace on 2015-05-14T12:52:34Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1656747 bytes, checksum: 04ca3cc454972f09f7fce1fc33f76e69 (MD5) Previous issue date: 2014-04-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The general objective of this research consists to investigate the performance abilities and strategies used by pianists to manage anxiety at presentations. The specific objectives being to realize a comparative study among professionals and students in their activities to prepare and presentation for a recital; investigate the behavioral perception that pianists have of themselves as performers; examine the trajectory of preparation for the recital in the ten weeks preceding the day of the presentation; analyze the factors that influence the performance of the pianist on stage; examine whether participants had anxiety and identify the symptoms present before and during the recital; verify the relationship between the environment in preparation for the public presentation and management of anxiety; verify the factors that influenced the concentration during the recital. The process for construction of theoretical reference consists of five thematic ramifications, these being: anxiety, preparation for recital, concentration, abilities and strategies, which converge to embase knowledge concerning the phenomena of preparing for a performance. The methodology brought to light a case study, of the multicase type, participants of which are students and professionals in Recife, Pernambuco, Brazil, which were classified as Group 1): three piano students at Escola Técnica Estadual de Criatividade Musical (ETECM) (State Technical School of Music Creativity) and, Group 2): three professional pianists, all of them in the stage of preparation for a recital. Field data collected were semistructured interview before and after recitals, questionaire concerning behaviour and anxiety, study sequence routines, and audio register of recitals. This research lies in the area of music education, but is anchored in music psychology, which is the study of how persons perceive, learn, remember something, and reflect on information received, with the objective of comprehending the mental processes concerning a variety of musical behaviour patterns, and analyze the influence social surroundings exert on musical conduct. The analyses and results of data consisted of three parts which followed these steps: 1) discovery and analysis of the abilities and strategies used before and during the presentation to control anxiety, 2) comprehension of the perception of behaviour that pianists had of themselves during the days preceding the presentation and perception of anxiety symptoms before and during performance, 3) qualitative evaluation of results. It is inferred that not only students, but also professionals presented efficient abilities and strategies to reach their objective, with a minimum of anxiety. These aspects, however, exist on different levels of knowledge and cognitive development, and are analyzed according to the three stages to acquire abilities, and by the matrix of cognitive-musical ability. / O objetivo geral desta pesquisa consistiu em Investigar as habilidades e estratégias de performance utilizadas por pianistas para gerir a ansiedade nas apresentações, cujos objetivos específicos foram: realizar um estudo comparativo entre profissionais e estudantes em suas atividades de preparo e apresentação para um recital; investigar a percepção comportamental que os pianistas têm de si próprios como executantes; averiguar a trajetória de preparação para o recital nas dez semanas antecedentes ao dia da apresentação; analisar os fatores que influenciaram o desempenho do pianista no palco; apurar se os participantes apresentaram ansiedade e identificar os sintomas presentes antes e durante o recital; verificar a relação entre o ambiente de preparação para a apresentação pública e a gestão da ansiedade; verificar os fatores que influenciaram a concentração durante o recital. O processo de construção do referencial teórico consistiu em cinco ramificações temáticas, a saber: ansiedade, preparação para o recital, concentração, habilidades e estratégias, as quais convergiram para embasar o conhecimento sobre a fenomenologia da preparação e execução de uma performance. A metodologia expôs um estudo de caso do tipo multicaso, cujos participantes foram estudantes e profissionais de Recife - PE, os quais foram classificados no grupo 1: três estudantes de piano da Escola Técnica Estadual de Criatividade Musical (ETECM) e no grupo 2: três pianistas profissionais, todos em fase de preparação para o recital. Os dados de campo coletados foram entrevista semiestruturada antes e após o recital, questionário de comportamento e de ansiedade, roteiro de estudo e gravação dos recitais. Este trabalho está focado na área da educação musical, mas ancorado na psicologia da música, que é o estudo de como as pessoas percebem e aprendem algo, lembram-se dele e refletem sobre as informações recebidas, objetivando compreender os processos mentais relativos a uma variedade de comportamentos musicais e analisar a influência que o meio social exerce na conduta musical. As análises e os resultados consistiram na triangulação dos dados, os quais seguiram algumas etapas: 1) descoberta e análise das habilidades e estratégias utilizadas antes e durante a performance para o gerenciamento da ansiedade, 2) compreensão da percepção comportamental que os pianistas tiveram de si mesmos nos dias precedentes à apresentação e percepção dos sintomas de ansiedade antes e durante a execução e 3) a avaliação qualitativa dos resultados. Inferiu-se que tanto estudantes como profissionais apresentaram habilidades e estratégias eficientes para alcançar o objetivo, com o mínimo de ansiedade. Porém, estes aspectos mostraram-se em diferentes níveis de conhecimento e desenvolvimento cognitivo, os quais foram analisados de acordo com os três estágios para aquisição de habilidades, proposto por Anderson (1982) e pela matriz de habilidade cognitiva-musical proposta por Davidson e Scripp (1992).

The purpose of the present study was to prepare a Stress Management Program for the mothers of children with autism and to evaluate the effects of the program on depression, anxiety, and suicidal probability. It was hypothesized that the mothers of children with autism who attended the Stress Management Program would have lower depression, anxiety and suicidal probability whereas there would be no change in the depression, anxiety, and suicidal probability of mothers of children withautism who did not get any treatment. The participants of the study were 44 mothers of children with autism from Uyum Special Education Center and Ilgi Special Education Center. The data were gathered by administering four instruments / Beck Depression Inventory, Back Anxiety Inventory, Suicidal Probability Scale, and Demographic Information Form. Repeated Measures Analysis of Variance Technique was used to analyze the data. The findings of the study indicated that there was a significant decrease in depression levels of mothers of children with autism after the Stress Management Program whereas anxiety and suicidal probability did not change significantly as a function of the Stress Management Program. For the mothers of children with autism who did not get any treatment, it was indicated that there were no difference in depression, anxiety and suicidal probability. The results were discussed within the context of the relevant literature.