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Music Performance Anxiety: Can Expressive Writing Intervention Help?
1Fred Fox School of Music, The University of Arizona, Tucson, AZ, United States.
Frontiers in Psychology
|July 3, 2020
Summary
Expressive writing intervention (EWI) significantly reduced music performance anxiety (MPA) and improved performance quality in college piano students. This 10-minute technique offers a simple method to alleviate performance stress.
Area of Science:
- Music Education
- Psychology
- Performance Studies
Background:
- Music performance anxiety (MPA) is a prevalent issue affecting music professionals and students.
- Performance is a critical component of music education, yet anxiety can hinder student success.
Purpose of the Study:
- To determine if a brief expressive writing intervention (EWI) can reduce MPA.
- To assess the impact of EWI on the performance outcomes of college piano students.
Main Methods:
- Participants were college piano students (majors and non-majors) performing solo or sight-reading tasks.
- Students were randomly assigned to an expressive writing group or a control group.
- Performance anxiety levels (pulse) and performance quality (videotaped evaluations) were measured before and after the intervention.
Main Results:
- Students in the expressive writing group showed significant reductions in MPA.
- Performance quality significantly improved for students who experienced high MPA and underwent EWI.
- No significant changes were observed in the control group.
Conclusions:
- Expressive writing is a viable and effective tool for alleviating music performance anxiety.
- Even a short, 10-minute intervention can yield measurable improvements in performance.
- EWI offers a practical strategy for music students to manage performance-related stress.
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