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Mind-Body Awareness: Reconceptualizing Higher Education Music Performance Curricula
Mind-Body Awareness: Reconceptualizing Higher Education Music Performance Curricula
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152950
- ISBN
- 9798384035480
- DDC
- 780
- 저자명
- Kilgus, Kathryn.
- 서명/저자
- Mind-Body Awareness: Reconceptualizing Higher Education Music Performance Curricula
- 발행사항
- [Sl] : University of Cincinnati, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 127 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Scott, L. Brett.
- 학위논문주기
- Thesis (D.M.A.)--University of Cincinnati, 2024.
- 초록/해제
- 요약While it is common for collegiate music departments in the U.S. to provide an elective course on a single mind-body awareness approach, most have not fully integrated these types of practices into the standard music performance training. Instead, curricula typically focus on developing technical proficiency on an instrument. The lack of training in performance itself suggests to students that performing is a natural ability, leaving many skilled musicians unprepared to perform at their best. Many musicians struggle with Music Performance Anxiety (MPA) or other forms of physical and/or mental distress during performance and the lack of training in how to deal with these common issues encourages them to cope in potentially harmful ways. Much of the existing literature on mind-body awareness in music performance focuses narrowly on theoretical studies or a specific instrument. In this paper, I examine Alexander Technique, Body Mapping, Mindfulness-Based Stress Reduction, and Cognitive Behavioral Therapy in order to provide educators with concrete ways to incorporate mind-body awareness into their curricula and thereby help their students achieve peak performance. By surveying the fundamental concepts of these subjects, adapting approaches from these subjects to suit music performance, and analyzing existing curricula that utilizes mind-body awareness techniques, I argue incorporating mind-body awareness into the coursework of average performance majors is essential to their development as performers. This research will allow teachers and universities to reconsider their curricula and provide students with techniques to practice and perform in healthy, sustainable, and comfortable ways.
- 일반주제명
- Music
- 일반주제명
- Performing arts
- 일반주제명
- American studies
- 일반주제명
- Musical performances
- 키워드
- Body mapping
- 키워드
- Mindfulness
- 키워드
- Stress reduction
- 기타저자
- University of Cincinnati College-Conservatory of Music: Clarinet
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■1001 ▼aKilgus, Kathryn.
■24510▼aMind-Body Awareness: Reconceptualizing Higher Education Music Performance Curricula
■260 ▼a[Sl]▼bUniversity of Cincinnati▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a127 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Scott, L. Brett.
■5021 ▼aThesis (D.M.A.)--University of Cincinnati, 2024.
■520 ▼aWhile it is common for collegiate music departments in the U.S. to provide an elective course on a single mind-body awareness approach, most have not fully integrated these types of practices into the standard music performance training. Instead, curricula typically focus on developing technical proficiency on an instrument. The lack of training in performance itself suggests to students that performing is a natural ability, leaving many skilled musicians unprepared to perform at their best. Many musicians struggle with Music Performance Anxiety (MPA) or other forms of physical and/or mental distress during performance and the lack of training in how to deal with these common issues encourages them to cope in potentially harmful ways. Much of the existing literature on mind-body awareness in music performance focuses narrowly on theoretical studies or a specific instrument. In this paper, I examine Alexander Technique, Body Mapping, Mindfulness-Based Stress Reduction, and Cognitive Behavioral Therapy in order to provide educators with concrete ways to incorporate mind-body awareness into their curricula and thereby help their students achieve peak performance. By surveying the fundamental concepts of these subjects, adapting approaches from these subjects to suit music performance, and analyzing existing curricula that utilizes mind-body awareness techniques, I argue incorporating mind-body awareness into the coursework of average performance majors is essential to their development as performers. This research will allow teachers and universities to reconsider their curricula and provide students with techniques to practice and perform in healthy, sustainable, and comfortable ways.
■590 ▼aSchool code: 0045.
■650 4▼aMusic
■650 4▼aPerforming arts
■650 4▼aAmerican studies
■650 4▼aMusical performances
■653 ▼aMind-body awareness
■653 ▼aAlexander Technique
■653 ▼aBody mapping
■653 ▼aMindfulness
■653 ▼aCognitive Behavioral Therapy
■653 ▼aStress reduction
■690 ▼a0413
■690 ▼a0323
■690 ▼a0641
■690 ▼a0943
■71020▼aUniversity of Cincinnati▼bCollege-Conservatory of Music: Clarinet.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0045
■791 ▼aD.M.A.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164336▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
