Modelo conceitual para a compreensão da ansiedade na performance musical

Autores

DOI:

https://doi.org/10.5965/2525530403012018116

Palavras-chave:

Ansiedade na performance musical, Saúde do músico, Performance musical, Educação musical

Resumo

A maior parte das pesquisas realizadas sobre Ansiedade na Performance Musical (APM) tem considerado sua relação com as características internas do intérprete musical, a condição de preparação para a performance e fatores relativos ao ambiente no momento da execução. Os métodos para o seu alívio geralmente têm natureza clínica. Poucas pesquisas situam-se ao redor de um modelo conceitual explícito e abrangente. Este artigo propõe um quadro teórico que retrata a ansiedade no contexto da performance musical como um processo que tem uma dimensão clara de tempo (pré-, durante e pós-performance). O modelo ilustra os prováveis processos que ocorrem a partir do momento em que um artista concorda em participar de uma performance específica e explica como eles podem dar origem tanto a formas mal adaptativas quanto adaptativas da ansiedade na performance. Os efeitos potenciais a longo prazo sobre o artista também são discutidos. Uma descrição detalhada do modelo e as teorias por trás do seu desenvolvimento são seguidas por uma consideração das implicações do modelo e da sua potencial utilidade para pesquisa e educação.

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Biografia do Autor

Ioulia Papageorgi, Universidade de Nicósia (UNTLI)

Professora associada do Departamento de Ciências Sociais da Universidade de Nicósia e diretora do Instituto de Ensino e Aprendizagem da Universidade de Nicósia (UNTLI). Ocupou os cargos de professora e coordenadora de pesquisas no Instituto de Educação da UCL, Universidade de Londres (2006-2011), e de professora associada na Open University (Reino Unido) (2009-2011).

Susan Hallam, UCL Institute of Education, University College London, London, UK

Professora emérita de Educação e Psicologia da Música no Instituto de Educação da UCL, University College London. Desenvolveu sua carreira como musicista profissional e educadora musical antes de se tornar acadêmica em 1991. Sua pesquisa se concentrou em questões relacionadas à aprendizagem e aos benefícios da música.

Graham Welch, UCL Institute of Education, University College London, London, UK

Presidente fundador de Educação Musical do Instituto de Educação da UCL, University College London, desde 2001. É presidente anterior da Sociedade Internacional de Educação Musical (ISME) (2008-2014) e é presidente eleito da Sociedade de Educação, Música e Psicologia (SEMPRE). Suas publicações abrangem o desenvolvimento musical e a educação musical, a formação de professores, a psicologia da música, o canto e a ciência da voz e a música na educação especial.

Fernanda Torchia Zanon, Universidade Federal de Minas Gerais

Mestre em Música pela Universidade de Aveiro (Portugal) e doutoranda pela Universidade Federal de Minas Gerais (UFMG), sob orientação da Dra. Patrícia Furst Santiago. É bacharel em Piano e licenciada em Música pela Universidade Federal de Minas Gerais (UFMG).

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Publicado

2018-10-18

Como Citar

PAPAGEORGI, Ioulia; HALLAM, Susan; WELCH, Graham; ZANON, Fernanda Torchia. Modelo conceitual para a compreensão da ansiedade na performance musical. Orfeu, Florianópolis, v. 3, n. 1, p. 116–144, 2018. DOI: 10.5965/2525530403012018116. Disponível em: https://periodicos.udesc.br/index.php/orfeu/article/view/1059652525530403012018116. Acesso em: 22 dez. 2024.

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v. 3 n. 1 (2018): Dossiê Psicologia da Música

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Dossiê

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Copyright (c) 2018 ORFEU

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