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Conservatory Musicians' Temporal Organization and Self-Regulation Processes in Preparing for a Music Exam.

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Area of Science:

  • Music performance psychology
  • Self-regulation in learning
  • Higher music education

Background:

  • Performing at high levels necessitates thorough preparation.
  • Music students encounter unique challenges during performance preparation.
  • Understanding temporal organization and self-regulation is crucial for effective musical practice.

Purpose of the Study:

  • To identify and analyze the temporal organization music students use during performance preparation.
  • To examine the self-regulation efforts employed by conservatory musicians.
  • To understand the challenges and emotional experiences of music students in preparation phases.

Main Methods:

  • Recruited 13 conservatory musicians (aged 19-21) from an Australian University Conservatorium.
  • Conducted elicitation interviews to reconstruct participants' performance preparation periods.
  • Analyzed qualitative data on temporal organization, self-regulation, and emotional experiences.

Main Results:

  • Identified four distinct preparation phases: Piece Choice, Discovery, Interpretation, and Performance Preparation.
  • Observed significant variation in self-regulatory efforts among musicians.
  • Found that musicians often prioritize technical/musical work over performance-based challenges and experience varied emotions throughout preparation.

Conclusions:

  • Conservatory musicians' preparation involves distinct phases and individual self-regulation approaches.
  • There is a potential gap in the utilization of organizational and self-regulatory skills among these students.
  • Music students could benefit from structured guidance on optimizing their preparation strategies for improved performance outcomes.