Teacher's role in managing student performance anxiety in primary school pupils
Teacher's role in managing student performance anxiety in primary school pupils

Summary/Abstract: One of the paradoxical situations encountered among musicians highlights the wellbeing/poor health binomial state, in which the same individual can feel, for example, a well-being sensation when listening to a musical work, while the same individual may experience anxiety, palpitations and depression, or rather poor mental health, when it comes to performing the work in front of an audience. Mental health appears to be directly proportional to the quality of the performance. The more harmonised and balanced the mind-energy-body aggregate is, the more enjoyable the experience of playing a musical instrument can become. Most primary school pupils (ages 7-11) are unaware of the physical, psychological and emotional complexities and implications of instrumental performance; as a consequence, the role of harmonising them lies with the instrument teacher that, in the early years of violin study, has a significant impact on the further development of the child as a performer and on the attitude the pupil develops towards music.

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