Managing Stage Fright: A Guide for Musicians and Music Teachers

Contents

• Figures
• Preface
• Acknowledgments
• CHAPTER 1 - STAGE FRIGHT: WHAT IS IT?
• Questions for Thought
• Some General Considerations About Stage Fright
• A Personal Reflection
• Music Teachers as Mental Health Resources
• Paradoxical Questions and Further Thoughts About Stage Fright
• Yerkes-Dodson Law (Arc of Anxiety)
• Mental Preparation: Attitudes and Aptitudes
• Talking and Listening to Students: Validating Feelings
• Implications for Music Teachers
• CHAPTER 2 - DELVING DEEPER INTO STAGE FRIGHT
• Questions for Thought
• Stage Fright: A Mind/Body Duet
• Symptoms of Performance Anxiety
• Discussing Performance Anxiety In Studio Class
• Identifying Performance Anxiety Symptoms
• Symptoms Chart
• Two Activities
• 1-Mood Ring
• 2-Chill Out: Tools for Cool Students
• Implications for Music Teachers
• CHAPTER 3 - THE A B Cs OF STAGE FRIGHT
• Questions for Thought
• An A B C Model of Anxiety
• Recap: A B C Model
• Vignette: John
• Actions for Teachers and Students
• Activity 1-Identifying Letter B Responses
• Activity 2-Letter B Cards (Supportive Self-Statements)
• Examples of Supportive Self-Statements
• Implications for Teachers
• CHAPTER 4 - SYMPTOMS VS. MANAGEMENT
• Questions for Thought
• Symptoms as Cues and Clues
• Vignette: Cindy
• Assessing Thoughts and Feelings
• Talking About Stressors
• Implications for Teachers
• CHAPTER 5 - CONFLICT - A PARADOX
• Questions for Thought
• Paradox: Identifying Emotional Conflicts
• Recognizing Conflicts
• Dealing with Memory Slips and Technique Meltdowns
• Jam Plan
• Some Childhood Antecedents of Stage Fright
• Additional Examples of Conflict
• Vignette: Robert
• Young Children (and Adults) Fill the Gaps
• Additional Considerations About Conflict
• Conflict Chart
• Symptoms Chart
• Implications for Teachers
• CHAPTER 6 - THE EMOTIONAL FUEL BEHIND STAGE FRIGHT
• Questions for Thought
• Psychodynamic Model
• Why Consider Psychodynamic Models of the Mind?
• Mental Ghosts Haunting the Teaching Studio
• The Mind Does Not Forget: the Unconscious
• A Visual Model of the Unconscious
• Figure 1 - Conceptual Diagram of the Unconscious
• Revisiting Cindy
• Transference
• Shame
• Countertransference
• Multiple Function
• Vignette: Joe
• Psychological and Practical Tips
• Imagine This.....
• Implications for Teachers
• CHAPTER 7 - DEFENDING AGAINST ANXIETY
• Questions for Thought
• Performance as a Danger Situation: Ego Defenses
• The Ego and Its Defenses Against Anxiety
• Table 1 - Typical Ego Defenses
• Vignette: Mary
• Table 2:Performance Anxiety Symptoms as Ego Defenses
• (Letter B)
• A B C Model of Anxiety
• Activity 1 - Recognizing Anxiety
• Activity 2 - Relabeling Anxiety
• Vignette: Cindy's Cold Hands as Ego Defenses
• Shame Masquerading as Resistance to Performance Anxiety
• Shame on You!
• A Fusion of Musical and Personal Identity
• Helping Students Discover Their Ego Defenses
• Implications for Teachers
• CHAPTER 8 - LEARNING THEORY AND BEHAVIOR MODIFICATION
• Questions for Thought
• Learning Theories as Guidelines for Teachers
• Classical Conditioning
• Operant Conditioning
• Implications for Teachers
• CHAPTER 9 - COGNITIVE BEHVIOR THERAPY, RATIONAL EMOTIVE THERAPY, AND LETTER B
• Questions for Teachers
• What Is Cognitive Behavior Therapy (CBT)?
• An Example of Cognitive Relabeling Stage Fright Responses
• Two Activities With A B C Model
• Activity 1 - A B C Recognizing Anxiety Responses
• Activity 2 - Rethinking and Relabeling Anxiety Responses
• Neuropsychology and Brain Imagining
• Beta Blockers and Performance Anxiety
• Evidence-Based Claims for Reducing Performance Anxiety
• Implications for Teachers
• CHAPTER 10 - PERFORMANCE ANXIETY BEGINS IN THE NURSERY
• Questions for Thought
• Teachers As New Parents: Developmental Issues
• Human Development and Performance Anxiety
• Elaboration of Erikson's Eight Stages in the Life Cycle
• Stage One: Trust vs. Mistrust
• Implications for Teachers
• Stage Two: Autonomy vs. Shame and Doubt
• Implications for Teachers
• Stage Three: Initiative vs. Guilt and
• Stage Four: Industry vs. Inferiority
• Anxiety Alerts for Teachers!!!!!
• Young Children
• Middle School-Aged Children
• Implications for Teachers
• Stage Five: Identity vs. Identity Confusion
• Anxiety Alerts for Teachers!!!!
• Adolescents
• Implications for Teachers
• Stage Six: Intimacy vs. Isolation
• Implications for Teachers
• Stage Seven: Generativity vs. Stagnation
• Implications for Teachers
• Stage Eight: Integrity vs. Despair
• Implications for Teachers
• Recap: Developmental Stages and Stage Fright
• Additional Implications for Teachers
• CHAPTER 11 - A VIRTUAL RECITAL: A SYNTHESIS
• Questions for Thought
• Susan: How to Understand and Handle Performance Anxiety
• Concepts for the Teacher to Convey to Susan, The Recitalist
• Plan for Teacher
• Format of Virtual Recital
• The Recital
• Implications for Teacher and Recitalist
• CHAPTER 12 - RECAPITULATION AND FINALE
• Questions for Thought
• Putting it All Together
• Performance Anxiety is More Than Symptoms
• Stigmas, Caution, and Optimism
• Tuning In To Students and Tune Ups for Teachers
• Interdisciplinary Collaboration
• Criteria for Making A Referral for Professional Help
• Music School Curriculum
• Coda: Summary of Implications for Recognizing and Teaching Anxiety Reduction
• Uniqueness of Music Teacher's Role
• CHAPTER 13 - DA CAPO: BACK TO THE BEGINNING
• GLOSSARY OF PSYCHOLOGICAL TERMS USED IN THE TEXT
• ILLUSTRATIVE READINGS ON PERFORMANCE ANXIETY
• INDEX