Electronic Journal of Music in Education

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Towards a comprehensive musical education: analysis of a proposal from traditional music in four Chilean schools

Scenic Anxiety in Professional Music Education Studies Learners’

Ximena Valverde, Raúl Jorquera Rossel, Albert Casals

Abstract

Music education in Chile has yet to focus and deepen the possibilities that the use of traditional music can have as an interdisciplinary learning resource. As a result of this problem, this research focused on the relevance and value that traditional music can have as a comprehensive and interdisciplinary learning tool in formal music education. The research analyzed the implementation and results of a proposal for the sixth year of basic education with a pedagogical approach based on the idea that the music that we transfer to formal education cannot be separated from the experiences, activities, knowledge and socio-cultural implications that give them meaning in their contexts of origin. Through collaborative action research, the proposal was carried out in four centers and the perceptions of the collaborating teaching staff were analyzed. The results show that the inclusion of these types of music can enrich the learning process from an integrating conception of knowledge, considering the indivisibility of the music-context-society triad.

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Keywords: Traditional Music, Didactic Implementation, Music, Context.
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Elvira Montiel Guirado, Esperanza Clares-Clares

Abstract

Music Performance Anxiety (MPA) is a subjective construct of a maladaptive type created by the musician himself. This problem triggers a series of physical, cognitive, and behavioural symptoms that lead to a decreased interpretive effectiveness in public and a risk to the overall health of the sufferer. Therefore, this is a problem that affects musicians, both students and professionals, and constitutes a real obstacle to their careers. In this work, the level of MPA has been measured in learners of Professional Music Education Studies in Murcia (Southeast of Spain). For this purpose, the Spanish version of the K-MPAI (Kenny-Music Performance Anxiety Inventory) questionnaire was given to a sample of 403 students. The results indicate that the factors of MPA that reach higher levels are anxious apprehension, proximal somatic anxiety, and worry/dread. It is concluded that women, wind instrumentalists, students whose parents are musicians, as well as those who have studied music for more years present higher levels of AEM compared to their comparison group counterparts.
Keywords: Musicians; education; stress; conservatory; MPA.
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