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Bem-estar/Distress psicológicos e sintomatologia: as emoções envolvidas na construção e sentir emocional de um músico
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Abstract(s)
A primeira parte deste trabalho refere-se à prática de ensino supervisionada, onde
descrevo, de forma sucinta, clara e reflexiva, o percurso de construção de competências
específicas e analiso o seu contributo para o desenvolvimento de competências ao nível
do ensino da música. Trata-se de um requisito de avaliação no âmbito da Unidade
Curricular de Estágio do Ensino Especializado do Mestrado em Ensino da Música da
Escola Superior de Artes Aplicada de Castelo Branco. A excelência do exercício
profissional no ensino da música impõe aos professores uma procura constante do
desenvolvimento de habilidades científicas, técnicas e relacionais para um processo de
ensino e aprendizagem de qualidade, o que exige uma atualização e desenvolvimento
de competências que se pretende que sejam especializadas.
A segunda parte (estudo empírico), visa investigar as emoções envolvidas na pré e
pós-performance de um músico e compreender de que forma essas emoções
percecionadas no antes e durante a performance influenciam o estado emocional
posterior à mesma. Sendo conhecidas as propriedades indutoras de emoções
transmitidas pela música, inúmeros estudos na área da Ciência Cognitiva e
Neurociência têm-se debruçado sobre esta especificidade, tentando compreender o
impacto nas estruturas cerebrais do indivíduo. Adicionalmente, há muito que se tentou
estabelecer uma correlação entre a música, nomeadamente a performance musical, e o
desenvolvimento de competências cognitivas face à regulação da satisfação das
necessidades psicológicas, bem-estar e distress psicológicos. Decorrente da curiosidade
pessoal do investigador e da necessidade de compreender e aprofundar esta temática
junto de uma amostra mais vasta, optámos por direcionar o estudo a músicos do
continente europeu e norte-americano, procurando-se percecionar as emoções
sentidas por um músico, as estratégias de regulação emocional que procuram
desenvolver, proporcionando-nos assim uma melhor e abrangente visão das emoções
na música e consequente influência no desempenho e bem-estar do indivíduo. Neste
estudo constatamos que as emoções negativas, especialmente na pré-performance,
como apreensão e tensão influenciam negativamente a qualidade da execução musical,
bem como, que a perceção dos músicos acerca do papel crucial da autoconfiança
positiva, potencia uma boa performance. Os resultados obtidos neste estudo, destacam
a importância da regulação emocional na adaptação ao stress e na promoção do bem estar psicológico
Abstract:The first part of this work concerns supervised teaching practice, where I briefly, clearly, and reflectively describe the path of building specific skills and analyze their contribution to the development of music teaching skills. This is an evaluation requirement within the Specialized Teaching Internship Course of the Master's Degree in Music Teaching at the School of Applied Arts of Castelo Branco. The excellence of professional practice in music education requires teachers to constantly seek the development of scientific, technical, and relational skills for a quality teaching and learning process, which demands an update and development of specialized skills. The second part (empirical study) aims to investigate the emotions involved in a musician's pre- and post-performance and to understand how these emotions perceived before and during the performance influence the emotional state afterward. Given the well-known emotion-inducing properties conveyed by music, numerous studies in the fields of Cognitive Science and Neuroscience have focused on this specificity, attempting to understand the impact on the individual's brain structures. Additionally, there has long been an attempt to establish a correlation between music, particularly musical performance, and the development of cognitive skills related to the regulation of psychological needs satisfaction, well-being, and psychological distress. Due to the researcher's personal curiosity and the need to understand and deepen this topic among a broader sample, we chose to direct the study towards musicians from the European and North American continents, seeking to perceive the emotions felt by a musician, the emotional regulation strategies they seek to develop, thus providing us with a better and more comprehensive view of emotions in music and their consequent influence on the individual's performance and well-being. In this study, we found that negative emotions, especially pre-performance, such as apprehension and tension, negatively impact the quality of the musical execution. Additionally, musicians perception of the crucial role of positive self-confidence enhances a good performance. The results obtained in this study highlight the importance of emotional regulation in adapting to stress and promoting psychological well-being.
Abstract:The first part of this work concerns supervised teaching practice, where I briefly, clearly, and reflectively describe the path of building specific skills and analyze their contribution to the development of music teaching skills. This is an evaluation requirement within the Specialized Teaching Internship Course of the Master's Degree in Music Teaching at the School of Applied Arts of Castelo Branco. The excellence of professional practice in music education requires teachers to constantly seek the development of scientific, technical, and relational skills for a quality teaching and learning process, which demands an update and development of specialized skills. The second part (empirical study) aims to investigate the emotions involved in a musician's pre- and post-performance and to understand how these emotions perceived before and during the performance influence the emotional state afterward. Given the well-known emotion-inducing properties conveyed by music, numerous studies in the fields of Cognitive Science and Neuroscience have focused on this specificity, attempting to understand the impact on the individual's brain structures. Additionally, there has long been an attempt to establish a correlation between music, particularly musical performance, and the development of cognitive skills related to the regulation of psychological needs satisfaction, well-being, and psychological distress. Due to the researcher's personal curiosity and the need to understand and deepen this topic among a broader sample, we chose to direct the study towards musicians from the European and North American continents, seeking to perceive the emotions felt by a musician, the emotional regulation strategies they seek to develop, thus providing us with a better and more comprehensive view of emotions in music and their consequent influence on the individual's performance and well-being. In this study, we found that negative emotions, especially pre-performance, such as apprehension and tension, negatively impact the quality of the musical execution. Additionally, musicians perception of the crucial role of positive self-confidence enhances a good performance. The results obtained in this study highlight the importance of emotional regulation in adapting to stress and promoting psychological well-being.
Description
Dissertação apresentada à Escola Superior de Artes Aplicadas do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do Grau de Mestre em Ensino de Música - Instrumento e Música de Conjunto.
Keywords
Performance musical Emoções Regulação emocional Bem-estar e distress psicológico Sintomatologia Musical performance Emotions Emotional regulation Well-being and psychological distress Symptomatology