Prevention is Key
Performance Mastery or learning performance skills is traditionally an area that doesn’t receive a lot of attention. As a musician, educator and teacher I find the field of performance mastery very exciting because of the potential benefits it can reap for all performing artists whether they are professional performers, amateurs, students, and/or teachers. There is nothing quite like that feeling of satisfaction following a performance where you have played your best. Unfortunately, and frustratingly for many performing artists this can be a rare or at best inconsistent occurrence.
My years of experience as a performer, teacher and performance consultant have led to the realisation that whilst these skills are essential to any artists and beneficial to develop at any point during their career the ideal time to be developing these strategies is early on, when music training first begins. Research clearly identifies that problems with nerves or performance anxiety can develop as early as childhood and that past negative performing experiences can have a significant impact, setting off a vicious circle that is difficult to overcome. Wouldn’t it be fantastic if all our students and young musicians developed these skills alongside mastering their instrument. Just imagine students in their final year of school with well-established skills that enable them to manage the stress and pressure of their music exams and achieve their best. What if your students could go into their first audition feeling confident of playing their best.
Just imagine how rewarding it would be if you could teach your students these skills knowing that you are sowing the seeds for them to achieve their potential not just in their music but in any kind of performance (interview, presentation etc.) or challenge that they may face. If we can build skills that help young students to gain confidence and achieve their best in practice and performance, then many more young students would be motivated to continue with their musical studies.
Unfortunately university degrees, teaching courses and professional development workshops offer limited if any training in this area. Like anything, gaining and mastering these skills really does depend on consistent practice. This is much more likely to occur if there is regular follow up such as in weekly lessons. Class and instrumental are teachers ideally placed to teach these skills. If only they had the knowledge…
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