The article is devoted to the problem of stage anxiety of future Music teachers during public performance of their repertoire.
The purpose of the article is to analyse the phenomenon of stage anxiety, its destructive and constructive manifestation in the process of mastering students’ performing skills. The objectives of the study are to analyse the factors that lead to excessive stage education and to substantiate methods of overcoming its destructive impact in the educational process.
The specific manifestation of excessive excitement in typical activities of future Music teachers and higher school teachers in situations of public performance has been considered.
The varieties of stage anxiety – destructive and constructive – have been determined. The destructive anxiety is manifested in increased anxiety, nervousness of performers, which leads to disorder of the developed conditioned reflexes, coordination of performance movements, loss of self-control, and it significantly worsens the results demonstrated by them. It is emphasized that repetition of the designated disruptions leads to a “stage barrier” and can transform into student’s non-compliance with professional requirements. The constructive anxiety has a positive effect on the performer’s psychological state by increasing concentration of his / her attention and achieving an elevated state and inspiration while performing.
The factors of subjective and personal, situational and objective nature that influence the performer’s state have been identified. The first include person’s individual-typological properties: type of the nervous system, temperament, communicative orientation, special and general abilities, in particular – the development of musical memory, musical thinking, internal auditory ideas. The factors of the second kind include the effectiveness of the formative methodology aimed at strengthening and automatizing technical and performing skills, stimulating students to achieve communicative-suggestive influence in performing, providing students with favourable psychological climate, strengthening their self-confidence, correlating the complexity of the repertoire with the real (cap)abilities of the performer.
The methods of overcoming the destructive stage anxiety have been presented; these methods include: trainings, psychological exercises, role-playing games for improving the skills of emotional-volitional self-regulation, imagining a situation and a process of public performing, acquainting students with psychological and pedagogical literature, creating success situations.
Keywords: varieties of stage anxiety; Music Arts teacher; higher school teacher; factors and methods of overcoming stage anxiety.
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