The Pedagogical Encouragement of Self-Regulation Applying PMM during the Activities

Authors

  • Rasa Kirliauskienė Vytautas Magnus University, Lithuania

DOI:

https://doi.org/10.17501/24246700.2019.5201

Keywords:

pedagogical encouragement, self-regulation, PMM

Abstract

Performing for an audience is one of the most widely spread forms of social anxiety
which affects many people, and fear is one of the most important causes of unsuccessful
performance on stage. A university student – a future music teacher – experiences what it is like
being in front of an audience and to feeling emotional strain. The aim of this research is to explore
the ways which encourage students to feel better in front of an audience. Is it possible to overcome
significant stage fright by having knowledge of psychological self-regulation? This article discloses
the modelling of concert rehearsal tasks during individual lessons applying the personal meaning
method (PMM): creating favourable preconditions to optimize the state of mind while on stage;
strengthening the artistic suggestion of public performance of future teachers; positively influencing
the learning motivation of students. Observation helped to analyze more deeply the behaviour of
students and their activity in the process of training, comparing these dimensions with respective
changes during public performances. PMM training verifying case method of analysis in the context
of possibilities revealed the conditions of future music teachers’ regulation of emotions while on
stage, ways and the peculiarities of pedagogical encouragement.

Downloads

Download data is not yet available.

References

Bruin, L., R., 2018, Evolving Regulatory Processes Used by Students and Experts in the Acquiring of

Improvisational Skills: A Qualitative Study. Journal of Research in Music Education, 65(4), 483-507.

Castiglione, C., Rampullo, A., Cardullo, S., 2018, Self Representations and Music Performance Anxiety: A

Study With Professional and Amateur Musicians. Europe’s Journal of Psychology, 14(4), 792-805.

Ersozlu, Z., N., Nietfeld, J., L., Huseynova, L., 2017, Predicting pre-service music teachers’ performance

success in instrumental courses using self-regulated study strategies and predictor variables. Music Education

research, 19(2), 123-132.

Ford, B., 2013, Approaches to performance: A comparison of music and acting students’ concepts of

preparation, audience and performance. Music Performance Research, 6, 152-169.

Hewitt, M., P., 2015, Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band

Students. Journal of Research in Music Education, 63(3), 298-313.

Kirliauskienė, R., 2017, Self-regulation peculiarities of future music teachers. Educational Alternatives, 15, 100-

Kirliauskienė, R., 2018, The peculiarities of self-regulation of future music teachers during the practice.

Proceeding of the 4th International Conference on Education, 4, 69-78.

Kramarski, B., Kohen, Z., 2017, Promoting pre-service teachers’ dual self-regulation roles as learners and as

teachers: effects of generic vs. specific prompts. Metacognition Learning, 12, 157–191.

Leon-Guerrero, A., 2008, Self-regulation strategies used by student musicians during music practice. Music

Education Research, 10 (1), 91-106.

Marijan, M., 2017, The Self-Regulated Learning Model and Music Education. Accelerando: Belgrade Journal

of Music and Dance, 2, 6-64.

Miksza, P., Blackwell, J., Roseth, N., E., 2018, Self-Regulated Music Practice: Microanalysis as a Data

Collection Technique and Inspiration for Pedagogical Intervention. Journal of Research in Music Education,

(3), 295-319.

Miksza, P.,Tan L., 2015, Predicting Collegiate Wind Players’ Practice Efficiency, Flow, and Self-Efficacy for

Self-Regulation: An Exploratory Study of Relationships Between Teachers’ Instruction and Students’

Practicing. Journal of Research in Music Education, 63(2), 162-179.

Myers, D., G., 2000, Psichologija (Kaunas: Poligrafija ir informatika).

Ning, H., K., Downing, K., 2012, Influence of student learning experience on academic performance: the

mediator and moderator effects of self-regulation and motivation. British Educational Research Journal, 38(2),

-237.

Professional and Amateur Musicians

Ramdass, D., Bembenutty, H., 2012, Exploring Self-regulatory Behaviors during Music Practice among South

Asian Indian American Instrumental Students. The International Journal of Research and Review, 9, 1-31.

Ritchie, L., Kearney, P., 2018, Adult Beginner Instrumentalists’ Practice Self-Regulation, and Self-Efficacy: A

Pilot Study. Journal of Education and Training Studies, 6(5), 1-9.

Ritchie, L., Williamon, A., 2013, Measuring Musical Self-Regulation: Linking Processes, Skills, and Beliefs.

Journal of Education and Training Studies, 1(1), 106-117.

Saarikallio, S., Baltazar, M., Västfjäll, D., 2017, Adolescents’ musical relaxation: understanding related

affective processing. Nordic journal of music therapy, 26(4), 376-389.

Self Representations and Music Performance Anxiety: A Study With

Vitkauskas R., Abramauskienė J., Barisas K., Kirliauskienė R., Palubinskienė V., 2012, Bendrasis muzikinis

ugdymas Lietuvoje: raida ir kryptys: (XX-XXI a. pradžia): monografija (Vilnius: Edukologija).

Downloads

Published

2020-03-27

How to Cite

Kirliauskienė, R. (2020). The Pedagogical Encouragement of Self-Regulation Applying PMM during the Activities. Proceedings of the International Conference on Education, 5(2), 01–08. https://doi.org/10.17501/24246700.2019.5201