Free improvisation and performance anxiety among piano students

Abstract

The purpose of this study was to compare the levels of anxiety that students experienced according to whether their public performance consisted of a free improvisation or a repertory piece. The researcher had two objectives: (1) examine the relationship of students’ levels of anxiety to free improvisation and repertory pieces during a performance; and (2) examine the effectiveness of free improvisation as a treatment for the reduction of performance anxiety. The following instruments were used for data collection: (1) Spielberger’s (1973) State-Trait Anxiety Inventory for Children; (2) Musical Anxiety Report Scale; (3) subject interviews; (4) parent questionnaire; and (5) performance video. Thirty-six elementary, middle and high school students were selected from a list of potential subjects. Participants were selected based on age (7–18 years) and years of training (1–8), as well as to comprise a gender balance. Sample criteria required that all subjects who participated in the study: (1) played the piano; (2) claimed to have experienced music performance anxiety; and (3) had not received any previous psychological or pharmacological treatment for their music performance anxiety. Results from this study validated free improvisation as a treatment for significantly reducing anxiety during the public performance of a musical work.