"Why is it that well-prepared, talented, hardworking, and intelligent performers find their performance and self-esteem undermined by the fear of memory slips, technique failures, and public humiliation? In Managing Stage Fright: A Guide for Musicians and Music Teachers, author Julie Jaffee Nagel unravels these mysteries, taking the reader on an intensive backstage tour of the anxious performer's emotions to explain why stage fright happens and what performers can do to increase their comfort in the glare of the spotlight. Examining the topic from her interdisciplinary educational, theoretical, clinical, and personal perspectives, Nagel uses the music teacher/student relationship as a model for understanding the performance anxiety that affects musicians and non-musicians alike. Shedding new light on how the performer's emotional life is connected to every other facet of their life, Managing Stage Fright encourages a deeper understanding of anxiety when performing. The guide offers strategies for achieving performance confidence, emphasizing the relevance of mental health in teaching and performing. Through the practices of self-awareness outlined in the book, Nagel demonstrates that it is possible and desirable for teachers to assist students in developing the coping skills and attitudes that will allow them to not feel overwhelmed and powerless when they experience strong anxiety. Each chapter contains insights that help teachers recognize the symptoms-obvious, subtle, and puzzling-of the emotional grip of stage fright, while offering practical guidelines that empower teachers to empower their students. The psychological concepts offered, when added to pedagogical techniques, are invaluable in music performance and in a variety of life situations since, after all, music lessons are life lessons" -- Publisher description.

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Managing Stage Fright : A Guide for Musicians and Music Teachers

Newgen sugumar

Adobe InDesign CC 2015 (Windows)

Jaffee Nagel, Julie

Oxford Institute for Energy Studies

German Historical Institute London

United Kingdom and Ireland, United Kingdom

Illustrated, 1, US, 2017

New York State, 2017

producers:
Adobe PDF Library 15.0; modified using iText® 5.1.0 ©2000-2011 1T3XT BVBA

Includes bibliographical references and index.

Cover 1
Managing Stage Fright 4
Copyright 5
Dedication 6
Contents 8
List of Illustrations 16
Preface 18
Acknowledgments 26
1 Stage Fright: What Is It? 34
Questions for Thought 34
Some General Considerations about
Stage Fright 34
A Personal Reflection 36
Music Teachers as Mental Health Resources 37
Paradoxical Questions and Further
Thoughts About Stage Fright 39
Yerkes-​Dodson Law (“Arc of Anxiety”) 40
Mental Preparation: Attitudes and Aptitudes 42
Talking and Listening to Students: Validating Feelings 44
Implications for Music Teachers 47
2 Delving Deeper into Stage Fright 48
Questions for Thought 48
Stage Fright: A Mind-​Body Duet 48
Symptoms of Performance Anxiety 49
Discussing Performance Anxiety in
Studio Class 50
Identifying Performance Anxiety Symptoms 52
Mood Ring 54
Chill Out!: Tools for “Cool” Students 55
Deep Breathing 55
Progressive Muscle Relaxation 55
Implications for Music Teachers 56
3 The A B Cs of Stage Fright 57
Questions for Thought 57
An A B C Model of Anxiety 58
Recap: A B C Model 59
Vignette: John 60
Actions for Teachers and Students 61
Activity 1—​Identifying Letter B Responses 61
Activity 2—​Letter B Cards: Supportive
Self-​Statements 63
Examples of Supportive Self-​Statements 63
Implications for Teachers 64
4 Symptoms: Elimination vs. Management 65
Questions for Thought 65
Symptoms as Cues and Clues 65
Vignette: Cindy 68
Assessing Thoughts and Feelings 69
Talking About Stressors 70
Implications for Teachers 71
5 Conflict: A Paradox 72
Questions for Thought 72
Paradox: Identifying Emotional Conflicts 72
Example of Conflict 74
Recognizing Conflicts 74
Dealing with Memory Slips and Technique Meltdowns 75
Jam Plans 77
Some Childhood Antecedents of Stage Fright 78
Additional Examples of Conflict 79
Vignette: Robert 80
Young Children (and Adults) Fill the Gaps 81
Additional Considerations about Conflict 83
Implications for Teachers 86
6 The Emotional Fuel Behind Stage Fright 88
Questions for Thought 88
Psychodynamic Model 89
Why Consider Psychodynamic Models of
the Mind? 91
Mental Ghosts Haunting the Teaching Studio 92
The Mind Does Not Forget: The Unconscious 94
A Visual Model of the Unconscious 96
Revisiting Cindy 98
Transference 99
Shame 102
Countertransference 104
Multiple Function 105
Vignette: Joe 106
Psychological and Practical Tips 107
Activity: Imagine This 108
Implications for Teachers 109
7 Defending Against Anxiety 110
Questions for Thought 110
Performance as a Danger Situation:
Ego Defenses 110
The Ego and its Defenses Against Anxiety 111
Vignette: Mary 113
Letter B 115
A B C Model of Anxiety 117
Activity 1—​Recognizing Anxiety 118
Activity 2—​Relabeling Anxiety 119
Vignette: Cindy’s Cold Hands as Ego Defenses 121
Shame Masquerading as a Resistance to Performance 122
Shame on You! 123
A Fusion of Musical and Personal Identity 126
Helping Students Discover their Ego Defenses 127
Implications for Teachers 129
8 Learning Theory and Behavior Modification 132
Questions for Thought 132
Learning Theories as Guidelines for Teachers 132
Classical Conditioning 133
Operant Conditioning 136
Music Teachers and Conditioning Behavior 136
Implications for Teachers 138
9 Cognitive Behavior Therapy, Rational Emotive Therapy, and Letter B 140
Questions for Thought 140
What is Cognitive Behavior Therapy? 140
An Example of Cognitive Relabeling and
Revising Stage Fright Responses 143
Two Activities with the A B C Model
(Example of CBT) 145
Activity 1—​A B C Recognizing Anxiety Responses 145
Activity 2—​Rethinking and Relabeling
Anxiety Responses 146
Neuropsychology and Brain Imaging 147
Beta Blockers and Performance Anxiety 147
Evidence-​Based Claims for Reducing
Performance Anxiety 151
Implications for Teachers 152
10 Performance Anxiety Begins in the Nursery 153
Questions for Thought 153
Teachers as “New Parents”: Developmental
Issues 153
Human Development and Performance
Anxiety 155
Elaboration of Erikson’s Eight Stages of the
Life Cycle 158
Stage One—​Trust vs. Mistrust (Birth-​One
Year Old) 159
Implications for Teachers 160
Stage Two—​Autonomy vs. Shame and
Doubt (Two-​Three Years Old) 161
Implications for Teachers 162
Stage Three—​Initiative vs. Guilt (Four–​Six
Years Old) and Stage Four—​Industry vs. Inferiority (Seven–​Twelve Years Old) 163
Anxiety Alerts for Teachers!!!!! 164
Young Students 164
Middle School ​Age Students 164
Implications for Teachers 165
Stage Five—​Identity vs. Identity Confusion (Thirteen-​Nineteen Years Old) 165
Anxiety Alerts for Teachers!!!!! 166
Adolescents 166
Implications for Teachers 167
Stage Six—​Intimacy vs. Isolation
(Twenty–​Mid-​Thirties) 167
Implications for Teachers 169
Stage Seven—​Generativity vs. Stagnation (Thirty-​five–​Sixty-​five Years Old) 169
Implications for Teachers 170
Stage Eight—​Integrity vs. Despair
(Sixty-​five–​) 171
Implications for Teachers 172
Recap: Developmental Stages and Stage Fright 173
Additional Implications for Teachers 174
11 A “Virtual” Recital: A Synthesis 176
Questions for Thought 176
Susan: How to Understand and Handle
Performance Anxiety 176
Concepts for the Teacher to Convey to
Susan, the Recitalist 177
Plan for the Teacher 178
Format of “Virtual Recital” 178
The Recital 181
Implications for Teacher and Recitalist 189
12 Recapitulation and Finale 190
Questions for Thought 190
Putting it all Together 190
Vignette: Steven 194
Performance Anxiety is more than
Symptoms 195
Stigmas, Caution, and Optimism 196
Tuning in to Students and Tune-​Ups
for Teachers 197
Interdisciplinary Collaboration 198
Criteria for Making a Referral for
Professional Help 199
Music School Curriculum 200
Coda: Summary of Guidelines for
Recognizing and Teaching Performance
Anxiety Reduction 202
Uniqueness of Music Teachers’ Role 204
13 Da Capo: Back to the Beginning 207
Glossary of Psychological Terms Used in
the Text 210
Illustrative Readings on Performance
Anxiety 216
Index 222

Stage Fright: What Is It? -- Delving Deeper Into Stage Fright -- The A B Cs Pf Stage Fright -- Symptoms: Elimination Vs. Management -- Conflict: A Paradox -- The Emotional Fuel Behind Stage Fright -- Defending Against Anxiety -- Learning Theory And Behavior Modification -- Cognitive Behavior Therapy, Rational Emotive Therapy And Letter B -- Performance Anxiety Begins In The Nursery -- A Virtual Recital: A Synthesis -- Recapitulation And Finale -- Da Capo: Back To The Beginning. Julie Jaffee Nagel. Includes Bibliographical References And Index.

2022-01-27