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The practice of performing and teaching instrumental and vocal music studied from an evidenced based perspective. Covers a wide range of psychological issues that are of interest to musicians and music educators, with the aim of challenging participants to consider new ways of thinking about performing and teaching music performance as a result of having developed informed approaches to their own (and others) musical development.
Intended learning outcomes
This subject is designed to enable students to:
- become acquainted with the main strands of contemporary research in music performance science and music psychology;
- understand concepts of skill acquisition as these apply to learning to perform music;
- examine relationships between a performer and/or composer and his/her audience;
- understand how ideas and emotions are transmitted to an audience;
- discuss theories concerning expertise development and developmental processes relevant to performing music at the highest level;
- reflect critically on relevant areas of their own professional practice in light of their newly acquired knowledge of performance science and music psychology;
- become equipped with the knowledge necessary to understand how researchers design, investigate and report on performance science and music psychology research; and
- become aware of how optimum performance can be enhanced through a greater understanding of research and its applications to the performance and practice of music.
On completion of this subject, students should be able to:
- demonstrate skills in cooperation, communication and negotiation that allow for effective working in groups;
- demonstrate the capacity for critical and independent thought and reflection;
- demonstrate skills in evaluative thinking, and in the application of theoretical criteria to practical outcomes;
- demonstrate skills in objectively reviewing scholarly literature and applying research principles and methods to relevant areas of investigation; and
- plan effectively to meet deadlines.
Last updated: 3 November 2022