work to achieve goals or progress to later stages of con- nection. In the “Trust-Control” stage, trust is established between members in the ensemble, and leadership styles are established. Once trust is established and conductors and musicians are comfortable communicating, the “Flow and Synchronization” stage begins. Here, nonverbal feedback facilitates effective flow of information throughout the en- semble, communicating musical intent more effectively and efficiently. Once this feedback becomes natural and expect- ed, the ensemble reaches the peak of their connection in the “Self Actualization” phase. At this peak state, ensemble members report higher levels of performance satisfaction and fulfillment. Motivation becomes intrinsic, and reaching depth of conceptual and practical understanding becomes easier.
Ana Luiza Tovo Loureiro (Central Michigan University) Anxiety: A Literature Review
Te purpose of this literature review is to review treatments for coping with music performance anxiety, and recom- mend strategies to be taught to music students. Music performance anxiety is a specific type of anxiety disorder that affects people of different backgrounds and in different stages of their career. Anxiety is a condition detrimental to physical health, to mental health, and to performance. Detriments to physical health include early death, heart conditions, higher levels of cortisol in the body, and higher incidence of stroke in elderly patients. Detriments to mental health include impairment of memory and depression. Performance-related detriments include musculoskeletal pain, depression, neuroticism, pessimism, lack of self-effica- cy, and impairment of ability to make decisions. Strategies developed to cope with side effects of music performance anxiety include meditation, mindfulness, breathing tech- niques, hypnotherapy, neurolinguistic programming, cognitive therapy, and yoga. Tere is ample knowledge available about music performance anxiety, its detriments, and therapies available to cope with the condition. How- ever, on an institutional level, students are still leſt to find for themselves how to manage their performance anxiety. Given that music performance anxiety is prevalent among musicians, it would be beneficial to implement core classes that teach students the tools to prevent and cope with music performance anxiety. Te literature review concludes with a proactive approach for college and university music pro- grams in addressing this important topic.
Ian Nicholas (Wayne State University) Te Direct Effects Of Lullabies On Parent/Infant’s Biorhythms
Music in the form of lullabies can provide an outlet for expression as well as the ability to lower stress levels (Tsai
& Chien-Ming, 2011), promoting a positive parent-in- fant relationship (Malloch & Trevarthen, 2009). Lullabies, characterized by repeated melody and text, help infants focus inward (Creighton, Atherton & Kitamura, 2013) and are used by parents to comfort teach and support both routines such as bedtime rituals (Custodero et al., 2002) and emotional regulation (Creighton, Atherton & Kitamu- ra, 2013). Te positive psychological effects of music on individuals across the lifespan have been well documented (Hargraves & North, 1997). For example, music can reduce adults’ physiological stress response (Zimmerman, Pierson, & Marker, 1988) as represented through the biorhythms of elevated heart rate, respiratory sinus arrhythmia, and move- ment. Te purpose of this study is to determine how lullaby singing effects these biorhythms in a parent and child. Tree dyads of mother and child drawn from an at-risk popula- tion engaged in the following protocol: while being moni- tored for heart and breathing rate, each dyad engaged in an interaction protocol (e.g., the Still-Face Protocol; Mesman, et al., 2009) that increases infant distress levels (i.e., crying). Ten, parents were instructed to sing one standardized song (Twinkle, Twinkle, Little Star) and one of their choosing. Tis is an ongoing study, it is expected that parental sing- ing will have a calming effect on both the parent and the infant as exhibited by regulation of heart rate, RSA, and z-axis movement. Te implications of this study may show that singing lullabies to a child as an effective means of decreasing stress in a population prone to stressful situa- tions. Findings from this study have the potential to inform the development of early intervention protocols aimed at increasing positive parenting in vulnerable families.
Seyedhamidreza Pirasteh (Central Michigan University) Nature and Functions of Persian Lullabies
Lullabies are a part of the oral literature (folk literature) of Iran and, originally, they were not notated, and the lyrics were passed down from one generation to another. Iranian mothers improvised the lyrics and oſten the music as well. In other words, lullabies are the first poetic and musical connection between the mothers’ and their infants. In this essay, I will demonstrate the nature and function of the lullabies as they are used in Iran. Also, I will illustrate the musical features of the Persian lullabies and their cultural differences from Western lullabies. For instance, Persian lul- labies, in addition to being a sleeping aid, oſten include sad and/or sorrowful references in the lyrics. Also, the modal nature as well as the use of microtones cause the music to be dissonant to Western listeners, but Iranians do not perceive them as dissonant. Te lullabies have a strong connection with Persian Classical music ,which is organized into seven dastgah or melody types similar to Indian ragas. Examples of the integrity between the poetic and formal structure are included as is the notation and the lyrics of representative
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