Electronic Journal of Music in Education

Approach to musical rhythm in Primary Education. Perceptions of Chilean specialist teachers

Scenic Anxiety in Professional Music Education Studies Learners’

José Álamos-Gómez

Abstract

The rhythmic aspect is fundamental in the Music Education class at school. The aim of this article was to collect the opinions of Chilean music teachers regarding the approach to rhythmic elements -isochronic pulse, tempo, meter (metrical accent) and rhythmic phrases or patterns- in the third and fourth year of Primary Education. For this purpose, two focus groups were carried out. One group was made up of 6 initial teachers (3-4 years of service) and the other was made up of 5 advanced or expert teachers (more than 12 years of service). The results show that the most frequently used means are body movement and verbal language, which are worked mainly considering auditions related to the musical preferences and previous experiences of the students. For the future, it is important to strengthen the elements indicated for music teaching and to continue analyzing the praxis of music teachers in relation to the teaching of rhythm in the classroom.

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Keywords: Rhythm, Music Education, Music Teachers, Chile.
Elvira Montiel Guirado, Esperanza Clares-Clares

Abstract

Music Performance Anxiety (MPA) is a subjective construct of a maladaptive type created by the musician himself. This problem triggers a series of physical, cognitive, and behavioural symptoms that lead to a decreased interpretive effectiveness in public and a risk to the overall health of the sufferer. Therefore, this is a problem that affects musicians, both students and professionals, and constitutes a real obstacle to their careers. In this work, the level of MPA has been measured in learners of Professional Music Education Studies in Murcia (Southeast of Spain). For this purpose, the Spanish version of the K-MPAI (Kenny-Music Performance Anxiety Inventory) questionnaire was given to a sample of 403 students. The results indicate that the factors of MPA that reach higher levels are anxious apprehension, proximal somatic anxiety, and worry/dread. It is concluded that women, wind instrumentalists, students whose parents are musicians, as well as those who have studied music for more years present higher levels of AEM compared to their comparison group counterparts.
Keywords: Musicians; education; stress; conservatory; MPA.