A critical review of child perfectionism as it relates to music pedagogy

Jeong, Stella Se Young; Ryan, Charlene

doi:10.1177/03057356211042080

Cited by 10 publications

(8 citation statements)

References 80 publications

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“…However, as the vignette above shows, singers have a very complex relationship with their voices. Contextual factors such as music genre specialization ( Papageorgi et al, 2011 ) and quality and type of pedagogy ( Jeong and Ryan, 2022 ) could also contribute to pain, depression, and MPA in musicians and these factors must be assessed simultaneously with any proposed psychological components thought to contribute to pain reports.…”

Section: Somatizationmentioning

confidence: 99%

The Kenny music performance anxiety inventory (K-MPAI): Scale construction, cross-cultural validation, theoretical underpinnings, and diagnostic and therapeutic utility

Kenny

2023

Front. Psychol.

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I commenced my academic exploration of music performance anxiety in a study with opera chorus artists from Opera Australia in 2004. I subsequently postulated a new theory of the aetiology of music performance anxiety and began the development of the Kenny Music Performance Anxiety Inventory (K-MPAI) to assess the hypothesized theoretical constructs underpinning its diverse clinical presentations. I proposed a new definition of music performance anxiety in 2009 and revised the item content of the K-MPAI from 26 to 40 in 2011. Over the ensuing years, many researchers have used the K-MPAI in studies on a wide variety of musicians, including vocalists and instrumentalists, popular and classical musicians, tertiary music students, and professional, solo, orchestral, ensemble, band, and community musicians. To date, the K-MPAI has been reported in more than 400 studies and has been translated into 22 languages. It has been the subject of more than 39 dissertations. In this paper, I examine the research that has used the K-MPAI to assess the theory and to ascertain how well the assessment tool, and its cross-cultural validation have provided evidence for its factorial structure, robustness, and utility. The evidence indicates that the factorial structure remains consistent across cultures and different populations of musicians. It has good discriminative ability and utility for diagnostic purposes. I conclude with some reflections on how the K-MPAI can guide therapeutic interventions and with some thoughts on future directions.

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Section: Somatizationmentioning

confidence: 99%

The Kenny music performance anxiety inventory (K-MPAI): Scale construction, cross-cultural validation, theoretical underpinnings, and diagnostic and therapeutic utility

Kenny

2023

Front. Psychol.

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“…Consistent with Shaw et al (2020) findings, the results obtained here provide further preliminary support for an alternative, nonclinical treatment model for MPA -that is, it appears possible a singing teacher without training or education in psychotherapy may achieve significant results, and seemingly replicate the results obtained by a clinical psychologist (Juncos et al, 2017), when trained to use ACC to help manage MPA for a small group of performing arts students with anxiety related to their vocal performances. Such an intervention could be feasible in fulfilling the growing need for music teacher training in support of students who suffer with problematic MPA, as identified by a number of researchers (Fehm and Schmidt, 2006;Patston, 2014;Patston and Waters, 2015;Sarikaya and Kurtaslan, 2018;Jeong and Ryan, 2021). If the results observed here were valid, the six students showed a very similar pattern of improvement as both the musical theatre student did in Shaw et al (2020) study, and the seven vocal students did in Juncos et al (2017) study.…”

Section: Discussionmentioning

confidence: 60%

Acceptance and Commitment Coaching for Music Performance Anxiety: Piloting a 6-Week Group Course With Undergraduate Dance and Musical Theatre Students

Mahony¹,

Juncos²,

Winter³

2022

Front. Psychol.

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Treatments for students with problematic levels of music performance anxiety (MPA) commonly rely on approaches in which students are referred to psychotherapists or other clinical professionals for individual care that falls outside of their music training experience. However, a more transdisciplinary approach in which MPA treatment is effectively integrated into students’ training in music/performing arts colleges by teachers who work in consultation with clinical psychologists may prove more beneficial, given the resistance students often experience toward psychotherapy. Training singing teachers, and perhaps music teachers at large, to use an evidence-based coaching strategy like Acceptance and Commitment Coaching (ACC) to directly manage students’ MPA is one such approach. Building on the work of a previous study in which ACC was administered by a singing teacher to a musical theatre student with problematic MPA, we piloted the effectiveness of a six-session, group ACC course for a sample of performing arts students (N = 6) with MPA related to vocal performances, using a mixed-methods design. The coach here was also a singing teacher without a clinical background, and her training in ACC by a clinical psychologist was of a similar duration (8 h) as the previous teacher’s (7 h). Similar to the musical theatre student, the students reported being significantly less fused with their MPA-related cognitions, more accepting of their MPA-related physiological symptoms, and more psychologically flexible while performing in general, and these improvements were maintained after 3 months. Furthermore, they appeared to lower their shame over having MPA and change how they thought in relation to one another. Of note, these improvements were similar to those shown by seven vocal students with MPA after they received Acceptance and Commitment Therapy from a clinical psychologist, but with larger reductions in shame and better acceptance of MPA, which suggests a non-clinical, group ACC intervention that includes supportive discussions to normalize MPA and challenges attempts to control it may be more helpful than individual psychotherapy. These results are promising and indicate a brief training in ACC (<10 h) may be sufficient for singing teachers to provide significant benefit for students with problematic MPA.

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“…This seemed in part to result from the adaptive and reciprocal parent/child relationships within the sample and the student-led, constructivist pedagogical approach undertaken by the teacher-researcher. Jeong and Ryan’s (2022) recent review of the literature indicates the necessity for further research into young children’s experiences of perfectionism, especially in artistic pursuits, so that appropriate pedagogical and parenting strategies can be implemented early in young musicians’ development. The review supports the present study’s findings, which indicate that key adults can broaden children’s perspectives on the benefits of musical education and dispel the common belief that success in musical performance is measured purely by the absence of errors (Jeong & Ryan, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Jeong and Ryan’s (2022) recent review of the literature indicates the necessity for further research into young children’s experiences of perfectionism, especially in artistic pursuits, so that appropriate pedagogical and parenting strategies can be implemented early in young musicians’ development. The review supports the present study’s findings, which indicate that key adults can broaden children’s perspectives on the benefits of musical education and dispel the common belief that success in musical performance is measured purely by the absence of errors (Jeong & Ryan, 2022). Furthermore, the present study found that teacher/student collaboration over learning objectives and expectations, together with creative experimentation in activities beyond repetitive drills, enhanced children’s learning and engagement.…”

Section: Discussionmentioning

confidence: 99%

Interpreting 7-year-old beginner cellists’ experiences of practice

MacArthur,

Davidson,

Krause

2023

Research Studies in Music Education

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Practice is essential to the acquisition and development of musical skills, requiring musicians’ time, investment, application, motivation, metacognitive strategies, and ability to self-regulate. Research in children’s music practice indicates the type, quality, and duration of practice, along with adult support, contributes to fluency in musical development; and when progress occurs, children invest in further practice. However, nuances in children’s lived experiences of musical practice that influence these critical factors are largely unknown. To understand the complex issues in children’s practice, this study employed a unique pairing of Interpretative Phenomenological Analysis and Participatory Action Research to investigate 14 seven-year-old beginner cellists’ practice during early learning and explored how their thoughts and experiences evolved over the first 18 months of lessons. Providing rare insight into children’s perceptions of musical development and the vital role of parents and teachers in nurturing engagement, three superordinate themes emerged: (a) four approaches to practice, characterized by practice structure, learner behavior, and family support, (b) a three-phase practice process, and (c) perfection ideation. Positive experiences, including creative activities, within these thematic contexts fostered children’s enjoyment in early musical development, supported productive learning interactions, and sustained engagement. Together, the findings have meaningful pedagogical implications for instrumental music teaching practice.

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A critical review of child perfectionism as it relates to music pedagogy

Cited by 10 publications

References 80 publications

The Kenny music performance anxiety inventory (K-MPAI): Scale construction, cross-cultural validation, theoretical underpinnings, and diagnostic and therapeutic utility

The Kenny music performance anxiety inventory (K-MPAI): Scale construction, cross-cultural validation, theoretical underpinnings, and diagnostic and therapeutic utility

Acceptance and Commitment Coaching for Music Performance Anxiety: Piloting a 6-Week Group Course With Undergraduate Dance and Musical Theatre Students

Interpreting 7-year-old beginner cellists’ experiences of practice

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