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8. Influences of Physical and Imagined Others in Music Students’ Experiences of Practice and Performance

Chapter of: Psychological Perspectives on Musical Experiences and Skills: Research in the Western Balkans and Western Europe(pp. 165–188)

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Metadata
Title8. Influences of Physical and Imagined Others in Music Students’ Experiences of Practice and Performance
ContributorAndrea Schiavio(author)
Henrique Meissner(author)
Renee Timmers(author)
DOIhttps://doi.org/10.11647/obp.0389.08
Landing pagehttps://www.openbookpublishers.com/books/10.11647/obp.0389/chapters/10.11647/obp.0389.08
Licensehttps://creativecommons.org/licenses/by-nc/4.0/
CopyrightAndrea Schiavio; Henrique Meissner; Renee Timmers;
PublisherOpen Book Publishers
Published on2024-06-20
Long abstractMusical tasks are commonly undertaken either individually or within a group setting, often with the additional presence of an audience. While these scenarios entail distinct social contexts, our study delves into crossovers: we explore how the social dimension permeates individual contexts and, conversely, how individual experiences are woven into social settings. To do so, we asked music higher education students based in the Netherlands and the United Kingdom to reflect on their felt experiences of others who may be imagined or physically present during individual and group practice or performance. Qualitative findings highlight the role of perspective-taking and attentional focus, the experienced differences between in-person communication and imagined intersubjectivity, the role of trust and opportunity for creative freedom, and the strongly valenced implications of the perspectives on self and others. These themes are seen as opening avenues for further investigation with relevance to music education to explicitly consider how students experience and think about others.
Page rangepp. 165–188
Print length24 pages
LanguageEnglish (Original)
Contributors

Andrea Schiavio

(author)
Lecturer at University of York
https://orcid.org/0000-0001-8109-9185

Andrea Schiavio is Lecturer in Music Education at the University of York. He received his PhD from the University of Sheffield (2014), studying musical skill acquisition and development through the lens of embodied cognitive science. After his doctoral studies, he continued this research as a postdoctoral fellow in the USA (Ohio State University), Turkey (Bosphorus University), and Austria (KUG). From 2017 to 2022 he was based at the Centre of Systematic Musicology of the University of Graz, funded by the Austrian Science Fund (FWF). Andrea is the President of ESCOM.

Henrique Meissner

(author)
https://orcid.org/0000-0001-8566-8461

Henrique Meissner is a Course Leader for Practice-based Research at the Prince Claus Conservatoire and a Senior Researcher at the Hanze University of Applied Sciences in Groningen. Henrique studied recorder at the Utrecht Conservatoire and obtained her PhD in Music Psychology in Education at the University of Sheffield. Henrique is co-editor of Sound teaching: A research-informed approach to inspiring confidence, skill, and enjoyment in music performance (Routledge, 2022). Her research interests include instrumental music learning and teaching; expressiveness; and socially engaged artistic research in music.

Renee Timmers

(author)
https://orcid.org/0000-0002-1981-0834
https://www.sheffield.ac.uk/music

Renee Timmers is Professor of Psychology of Music at the University of Sheffield. Her research concerns the expressive performance of music; music, emotion, and health; and multimodal and embodied experiences of music. She has co-edited two volumes published by Oxford University Press (Expressiveness in music performance; Together in music) and two by Routledge (Routledge companion to music cognition; Sound teaching). She directs the research centre ‘Music Mind Machine’ in Sheffield and is past-President of ESCOM.