Description

• Title:
  The Varied Socio-Emotional Experiences of Music School Students
• Creator:
  Nogaj, Anna Antonina;
  Ossowski, Roman
• Description:
  Learning at a music school entails a number of diverse experiences that may have a positive or negative impact on the personal development and artistic achievements of musically talented children and young people. Musical education provides the student with a whole range of feelings from euphoria, joy and great satisfaction to the feeling of defeat, personal failure, and even deep sorrow. All these emotions are associated with successes or failures related to studying music. In addition, students of music schools, apart from going through developmental crises typical for their age, experience numerous challenging situations and difficulties that require coping skills whose mastery can be a factor leading to high artistic achievements. Therefore musical achievements are not subject only to the level of creative talents and musical abilities. In this chapter authors wrote about: (1) challenges for music school students, (2) the Master-Disciple relationship, (3) instrumental practice and musical achievement, (4) stage fright and public performances, (5) peer rivalry and vompetition in music schools.
• Object availability:
  free access
• Date:
  2018.01.12;
  2017
• Type:
  Book chapter
• Language:
  English;
  eng
• Format:
  application/pdf
• Publisher:
  Wydawnictwo Akademii Muzycznej im. Stanisława Moniuszki w Gdańsku
• Relation:
  International Aspects of Music Education 3 Music & Psychology;vol 3
• Subject:
  music education;
  stages of music education;
  difficult situations in music education
• Identifier:
  Anna Antonina Nogaj, Roman Ossowski, The Varied Socio-Emotional Experiences of Music School Students, w: Music & Psychology, ed. Gabriela Karin Konkol & Michał Kierzkowski, Gdańsk 2017, s. 27-45.;
  978-83-64615-22-1;
  http://repozytorium.ukw.edu.pl/handle/item/4734
• Data provider:
  Repozytorium Uniwersytetu Kazimierza Wielkiego w Bydgoszczy
• Can I use it?:
  seek permission
• Type:
  text