Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam
Performing at the very highest levels requires rigorous preparation before the important performance. Musicians and especially music students encounter many challenges when preparing themselves for an important musical performance. This study sought to identify and analyze the context-specific tempo...
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doaj-579ac254a382466c9d83b9229e0149812020-11-24T23:49:36ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-02-011110.3389/fpsyg.2020.00089508869Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music ExamRoberta Antonini Philippe0Céline Kosirnik1Noémi Vuichoud2Terry Clark3Aaron Williamon4Gary E. McPherson5PHASE Lab, Institute of Sport Sciences, University of Lausanne, Lausanne, SwitzerlandPHASE Lab, Institute of Sport Sciences, University of Lausanne, Lausanne, SwitzerlandPHASE Lab, Institute of Sport Sciences, University of Lausanne, Lausanne, SwitzerlandCentre for Performance Science, Royal College of Music, London, United KingdomCentre for Performance Science, Royal College of Music, London, United KingdomMelbourne Conservatorium of Music, The University of Melbourne, Melbourne, VIC, AustraliaPerforming at the very highest levels requires rigorous preparation before the important performance. Musicians and especially music students encounter many challenges when preparing themselves for an important musical performance. This study sought to identify and analyze the context-specific temporal organization and self-regulation efforts that music students employ during their preparation period. Conservatory musicians were recruited from an Australian University Conservatorium. Thirteen conservatory musicians aged between 19 and 21 years (M = 19.6; SD = 0.76) participated in the study. All musicians, through an elicitation interview, were asked to recall and reconstruct their preparation period, leading up to a performance exam. Elicitation interviews provided access to music students’ experiences by describing their general preparation. The results showed that conservatory musicians go through different phases (Phase 1: Choosing a piece; Phase 2: Piece discovery; Phase 3: Piece interpretation; Phase 4: Performance preparation). Self-regulatory efforts to prepare for a music performance exam vary from one musician to another. Organizational and disorganizational competencies, specific self-regulatory skills, seem not to be exploited by conservatory musicians. Also, during their preparation, most music students prefer technical and musical work than challenges such as playing in front of the public. Emotionally, conservatory musicians go through pleasant and unpleasant emotions depending on the phase of their preparation. Our results show that music students could benefit from advice on how to organize their preparation period well before an important performance takes place. Implications for conservatory musicians and teachers are discussed.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00089/fullself-regulation learningorganizationmusic studentsperformance examAustralia |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Roberta Antonini Philippe Céline Kosirnik Noémi Vuichoud Terry Clark Aaron Williamon Gary E. McPherson |
spellingShingle |
Roberta Antonini Philippe Céline Kosirnik Noémi Vuichoud Terry Clark Aaron Williamon Gary E. McPherson Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam Frontiers in Psychology self-regulation learning organization music students performance exam Australia |
author_facet |
Roberta Antonini Philippe Céline Kosirnik Noémi Vuichoud Terry Clark Aaron Williamon Gary E. McPherson |
author_sort |
Roberta Antonini Philippe |
title |
Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam |
title_short |
Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam |
title_full |
Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam |
title_fullStr |
Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam |
title_full_unstemmed |
Conservatory Musicians’ Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam |
title_sort |
conservatory musicians’ temporal organization and self-regulation processes in preparing for a music exam |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Psychology |
issn |
1664-1078 |
publishDate |
2020-02-01 |
description |
Performing at the very highest levels requires rigorous preparation before the important performance. Musicians and especially music students encounter many challenges when preparing themselves for an important musical performance. This study sought to identify and analyze the context-specific temporal organization and self-regulation efforts that music students employ during their preparation period. Conservatory musicians were recruited from an Australian University Conservatorium. Thirteen conservatory musicians aged between 19 and 21 years (M = 19.6; SD = 0.76) participated in the study. All musicians, through an elicitation interview, were asked to recall and reconstruct their preparation period, leading up to a performance exam. Elicitation interviews provided access to music students’ experiences by describing their general preparation. The results showed that conservatory musicians go through different phases (Phase 1: Choosing a piece; Phase 2: Piece discovery; Phase 3: Piece interpretation; Phase 4: Performance preparation). Self-regulatory efforts to prepare for a music performance exam vary from one musician to another. Organizational and disorganizational competencies, specific self-regulatory skills, seem not to be exploited by conservatory musicians. Also, during their preparation, most music students prefer technical and musical work than challenges such as playing in front of the public. Emotionally, conservatory musicians go through pleasant and unpleasant emotions depending on the phase of their preparation. Our results show that music students could benefit from advice on how to organize their preparation period well before an important performance takes place. Implications for conservatory musicians and teachers are discussed. |
topic |
self-regulation learning organization music students performance exam Australia |
url |
https://www.frontiersin.org/article/10.3389/fpsyg.2020.00089/full |
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