La ansiedad ante el desempeño musical es un fenómeno que afecta a los músicos instrumentistas independientemente del género, años de entrenamiento, estilo, etc.; y que puede deteriorar el desarrollo profesional de los músicos. No obstante, no existen pruebas específicas para estudiantes de música peruanos. La presente investigación adaptó y estimó las propiedades psicométricas del Inventario de Ansiedad ante el Desempeño Musical (IADM-K) de Kenny en 455 estudiantes profesionales de música de tres escuelas musicales de enseñanza superior. / Music performance anxiety is a condition that affects instrumentalist musicians independently of gender, years of training, music style, etc.; and can deteriorate their professional development. Nevertheless, there are no specific tests for Peruvian music students. The aim of this research was to adapt and estimate the psychometric properties of the Kenny Music Performance Anxiety Inventory (K-MPAI) on a sample of 455 professional music students from three professional music institutions. After back translating the test, the author of the English test recognized it as the official Spanish version. Appropriate validity evidence based on test content was estimated by eight subject matter experts. Validity evidence based on internal structure was estimated by a second-order exploratory factor analysis with the Schmid-Leiman solution which showed a unidimensional structure (ordinal a = .97, SEM = 4.87). Additionally, two first order factors: “music performance anxiety” (ordinal a = .93, SEM = 6.11) and “depressive components” (ordinal a = .92, SEM = 3.01) were identified. Based on the new structure, a Negative Affectivity Towards Music Performance Inventory (NAMPI) was proposed. Finally, with a p < .001, the K-MPAI presented high and significant correlational values with STAI and BAI and, thus, appropriate validity evidence based on the relation with other variables. Results showed that interpretations and decisions based on the scores obtained through the adaptation of the K-MPAI present validity and reliability evidence for professional music students of Metropolitan Lima. / Tesis

Perfectionism is regarded as both a virtue and a vice, due to its paradoxically motivating and dysfunctional possibilities for musicians. The aim of this mixed method study was to obtain a greater understanding of the impact of perfectionism on the psychological wellbeing of the musician by exploring the correlations between perfectionism, rumination, and mindfulness in South African university music students. The quantitative phase consisted of a cross-sectional survey design, during which 72 music students completed a questionnaire consisting of the Multidimensional Perfectionism Cognitions Inventory-English (Concern over mistakes; Pursuit of Perfection; Personal Standards), the Rumination Response Scale (Reflection; Brooding), and the Five Facet Mindfulness Questionnaire (Observing; Describing; Acting with Awareness; Non-judging of inner experiences; Non-reactivity to inner experiences). The subsequent qualitative phase involved a multiple case study design with nine music students participating in semi-structured interviews. Correlational analysis revealed several significant correlations between perfectionism and rumination, perfectionism and mindfulness, and rumination and mindfulness. Brooding rumination was found to be positively related to concern over mistakes and pursuit of perfection in music students. Perfectionism (concern over mistakes and pursuit of perfection) furthermore revealed an inverse correlation with non-judging mindfulness, and to a lesser degree, non-reactivity mindfulness. Brooding rumination furthermore showed a significant association with decreased levels of mindfulness, whereas reflection rumination mostly correlated with higher levels of mindfulness. Multiple regression analysis revealed brooding rumination to be an important predictor of self-critical perfectionism among music students. The qualitative data supported these findings and emphasised the negative experience of perfectionism and the dichotomous view of perfection among music students. The study provides valuable insight into the perfectionistic, ruminative and mindfulness tendencies of music students and can be employed to enhance the psychological wellbeing of university musicians and increase the quality of academic output. / Thesis (DMus (Musicology))--University of Pretoria, 2021. / Music / DMus (Musicology) / Unrestricted

The primary purpose of the study was to test a self-instructional approach to teaching a college French diction course to determine if it would equal or surpass in effectiveness a course taught by a traditional approach. The study sought to provide a partial solution to the problems of the increasing student-teacher ration in colleges, and of the individualization of teaching students who have various learning rates and backgrounds.

"The purpose of this thesis is to compare the musical background prior to college of one-hundred music majors and one-hundred non-music majors made up of students from each department." leaf 1

This study investigated the repertoire selection experiences that undergraduate choral music education majors are given at two different universities in Indiana. The lives of the instructors who teach undergraduate choral music majors how to select repertoire were examined with the goal of getting a better understanding of what life experiences may have influenced their decisions about the types of repertoire selection activities they would require of their students. Both instructors give their students repertoire selection experiences; however, their life experiences and current teaching situations have influenced the types of repertoire selection experiences they choose to offer to their students. The type of education the professors had influences the types of repertoire selection assignments they give. The size and design of the music curriculum affects the amount of time professors can devote to teaching repertoire selection. / Introduction to the study -- Literature review -- Method -- Dr. Green and Jefferson University -- Dr. Asher and Kerr University -- Comparison of Dr. Asher and Dr. Green -- Discussion. / School of Music

Thesis (M.M.)--Bowling Green State University, 2009. / Document formatted into pages; contains vii, 99 p. : ill. (some col.) Includes bibliographical references.

Thesis (D.M.A.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 210-221). Also available for download via the World Wide Web; free to University of Oregon users.

The study addressed the problem of recurring technical and musical errors exhibited by students in their private lessons. In an effort to remedy this problem, an attempt was made to structure the entry and exit environment of the private lesson in such a way as to increase the improvement in performing skills by scheduling thirty minutes of practice immediately before and immediately after the private lesson. The purpose of the study was to determine the effect on growth in performing skills (as measured by sight performance) of this arrangement called the Structured Border Lesson (SBL).

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To determine what type of young men and women are entering the profession of music today as compared with those entering other fields is the purpose of the present investigation. It undertakes a study of ninety advanced music students divided into two groups of forty-five each, those who prefer to do solo work and those who prefer to perform in an ensemble. A control group of fifty advanced students is taken from other fields of study in order to form a basis for judgment of the music students. These groups are compared with respect to age, intelligence, and various personality adjustments.