The Influence of Self-Control on the Artistic and Performing Quality of a Musician
DOI:
https://doi.org/10.7596/taksad.v9i4.2949Keywords:
Self-control, musical-performance self-control, auditory control, emotional control, auditory representations, methods.Abstract
The article is devoted to the study of the phenomenon of musical performance self-control as a professional quality of a musician, which manifests itself in the comparison, assessment, correction of one's own performance during interpretive work on a musical work. The purpose of the article is to theoretically substantiate the essence and develop methods for the formation of musical - performance self-control of future teachers of musical art in the process of learning to play the piano. The objective is based on theoretical (analysis, generalization, comparison, abstraction, systematization) and empirical (educational observation, creative task) studies. In this study, musical - performance self-control is considered as a conscious, dynamic process that develops based on the natural inclinations and psychological characteristics of the musician-performer and synthesizes the concentration of musical ear, attention, will be aimed at critical assessment and correction of one's own performance of a musical work by the presented auditory standard and planned to perform interpretation. The features of auditory, mechanical, emotional self-control are considered in their functions in the stage-by-stage work on a piece of music. The proposed creative tasks and methods of development, formation, and flexible possession of self-control, contribute to understanding the essence of the creative process, improving the artistic and performing quality of self-preparation of the future music teacher.
References
Andropova, L. O. (2009). The development of self-control in the structure of the concept of the primary school teacher. (Author's abstract dis. Candidate of psychology), Peoples' Friendship University of Russia, Moscow. Retrieved from http://www.dissercat.com/content/razvitie-samokontrolya-vstrukture-yakontseptsii-uchitelya-nachalnykh-klassov
Baumeister R. F., Vohs K. D., Tice D. M. (2007). The strength model of self-.control. Current Directions in Psychological Science, 16.6: 351–355
Bogush, A. M. (2007). Self-control: the specifics of its manifestation in children. Scientific Bulletin of the PDU named after KDUshinsky Odessa, 3-10.
Borishevsky, M. Y. (1980). Vikhovannya self-control in the behavior of scientists of cob classes. Kyiv: Radianska school
Bouthinon-Dumas, B. (1993). Mémoire d'empreintes: l'enseignement du piano. Bresta: Éd. IPMC.
Burska, O. & Grinchuk, I., (2008). Problems of Musical Targeting: Theory and Methods of Development: Dialectics of Musical Logos and Eidos: A Methodical Book. Ternopil: Handlers and owners.
D'Abreu, G. (1965). Playing the Piano with Confidence: An Analysis of Technique, Interpretation, Memory and Performance. New York: St Martin’s Press.
Dahmann, S. C., Kamhöfer, D. A., Cobb-Clark, D. А., Schildberg-Hörisch,H. (2019). Self-Control: Determinants, Life Outcomes and Intergenerational Implications. Bonn: IZA – Institute of Labor Economics. Retrieved from: http://ftp. iza.org/dp12488.pdf
Duckworth A. L., Taxer J. L., Eskreis-Winkler L., Galla B. M., Gross J. J. (2019) Self-Control and Academic Achievement. Annual Review of Psychology, Vol. 70:373-399 https://doi.org/10.1146/annurev-psych-010418-103230
Gillebaart, M. (2018).The ‘Operational’ Definition of Self-Control. Frontiers in Psychology v.9 https://doi.org/10.3389/fpsyg.2018.01231
Grinchenko, A. (2016). Polymodal approach in the formation of the pianist's self-control. Materials and abstracts of the II International Conference of Young Scientists and Students: Music and choreographic education in the context of cultural development of society, (pp. 28-30).
Gross, J. J. (1998). The Emerging Field of Emotion Regulation: An Integrative Review. Review of General Psychology, American Psychological Association (APA), Vol.2, N.3, р. 271-299, http://doi.apa.org/getdoi.cfm?doi=10.1037/1089-2680.2.3.271
Inzlicht, M., L. Legault, and R.Teper (2014). Exploring the Mechanisms of Self-Control Improvement. Association Psychological Science 2014, Vol. 23(4) 302–307, DOI: 10.1177/0963721414534256
Lehmann, A. C., & Ericsson, K. A. (1997). Research on expert performance and deliberate practice: Implications for the education of amateur musicians and music students. Psychomusicology: A Journal of Research in Music Cognition, 16(1-2), 40.
Ludovico L.A., Mangione G.R. (2014). Self-Regulation Competence in Music Education(Lisbon, Portugal) International Conference e-Learning https://files.eric.ed.gov/fulltext/ED557283.pdf
Mamykina A. I., (2019). To the problem of formation of self-control of future teachers of musical art in the process of piano preparation. Nizhyn: Nizhyn State University by Mykola Gogol, (1), (p. 144-149)
McPherson G.E., Nielsen S.G., RenwickJ.M. (2012). Self-Regulation Interventions and the Development of Music Expertise.Applications of Self-Regulated Learning across Diverse Disciplines, pages 355–382.USA: Information Age Publishing https://www.academia.edu/30238497/McPhersonNielsen_Re nwick_2012_pdf
Mieder K. N. (2018). The Effects of a Self-Regulated Learning Music Practice Strategy Curriculum on Music Performance, Self-Regulation, Self-Efficacy, and Cognition.A dissertation for a Doctor of Philosophy, University of South Florida https://scholarcommons.usf.edu/etd/7339
Miksza P. (2007) Effective Practice: An Investigation of Observed Practice Behaviors, Self-Reported Practice Habits, and the Performance Achievement of High School Wind Players / Journal of Research in Music Education Vol. 55, No.4, pp. 359-375 Published By: Sage Publications, Inc. https://www.jstor.org/stable/27639201
Miller, K. (2020). What Is Self-Control Theory in Psychology? The Netherlands. Retrieved from: https://positivepsychology.com/self-control-theory/
Nikolaenko, O. N. (2006). Personality self-control strategy. (Author's abstract of thesis for a Candidate of Psychology), Russian State Pedagogical University named after A.I. Herzen, St. Petersburg. Retrieved from http://www.dslib.net/obwaja-psixologia/strategija-samokontrolja-lichnosti.html
Nikolaev, A. (1961). The views of G.G. Neuhaus for the development of pianistic skills. The Masters of the Soviet Pianistic School (pp. 167-203). Moscow: Moscow printing house No. 6 of the Moscow City Council of National Economy.
Paloyan, O. (2000). Comprendre l’esprit et le corps au piano. (Mémoire à la délivrance du diplôme d’État de professeur de musique), Centre d’études supérieures de musique et de danse de Rhône-alpes., Lyon. Récupéré sur http://www.cefedemaura.org/sites/default/files/recherche/memoire/PALOYAN.pdf
Pashko, T. A. (2005). Individual features of emotional self-control of high school students. (Author's dissertation. Candidate of Psychological Sciences), Institute of Psychology. G.S. Kostyuk Academy of Pedagogical Sciences of Ukraine, Kyiv.
Savshinsky, S. (2002). The pianist and his work. Moscow: Classic-XXI.
Seryogina, I. Yu. (2008). Formation of primary school students' skills and abilities of self-control in the learning process: On the material of Russian language lessons in 7th grade. (Dissertation for the degree of Candidate of Pedagogical Sciences), Kryvyi Rih State Pedagogical University, Kryvyi Rih.
Starcheus, M. S. (2010). Music in performance and imagination. We play from the beginning, 2 (74). Retrieved from http://gazetaigraem.ru/a3201002
Stavrova, O., Tila Pronk & Michail D. Kokkoris (2020). Finding meaning in self-control: The effect of self-control on the perception of meaning in life. Self and Identity, VOL.19, NO. 2, 201-218, DOI: 10.1080/15298868.2018.1558107
Tsagarelli, Yu. A. (2008). Psychology of Musical Performing Activity: Textbook. St. Petersburg: Composer - St. Petersburg.
Tsypin, G. M. (2003). Psychology of Musical Activity: Theory and Practice: Textbook. allowance. Moscow: Publishing Center "Academy".
Vygotsky, L. S. (1986). Psychology of art. Moscow: Art.
Downloads
Published
How to Cite
Issue
Section
License
All papers licensed under Creative Commons 4.0 CC-BY.- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
