How music education students embrace pre-performance rituals to enhance their craft

Abstract

We investigate the prevalence, development, and impact of pre-performance rituals among music education students, uncovering their significant role in enhancing individual and group performance and in fostering community and belonging. Our study employed a mixed-methods approach, combining a survey of 97 undergraduate music students with an in-depth qualitative analysis of open-ended responses. We developed a novel framework to categorize rituals based on their instrumental purpose, psychological influence, and symbolic significance. With 93% of participants incorporating rituals into their preparation, these practices range from symbolic actions to direct performance strategies, highlighting a deep engagement with rituals across a spectrum of music disciplines. Our research further explores the development of these rituals through personal experimentation and community influence, emphasizing the critical role of educators and peers in shaping these practices. Group rituals, in particular, strengthen feelings of camaraderie and support among ensemble members, reinforcing the importance of rituals in creating a cohesive and supportive musical community. Our results offer insights for educators to integrate ritualistic practices into teaching strategies to enhance students’ performance, group identity, and psychological well-being.

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