“如果我们没有良好的关系,我们就不会提供任何好的东西”:小型音乐合奏中的情绪调节,高等音乐教育的启示

Q1 Arts and Humanities
Damla Tahirbegi
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引用次数: 0

摘要

在高等音乐教育的背景下,本研究的实证取向是对挪威一所教育机构中参与合作合奏工作的年轻音乐家的反思。本研究以教育心理学的规范学习理论为基础,探讨音乐学生在小型合奏中的情感与关系体验。具体而言,它考察了学生对理想合奏环境的看法,排练中遇到的社会情感挑战,以及在这些背景下采用的情绪调节策略。11名参与者,4名女性和7名男性,平均年龄为22岁。数据分析使用归纳和演绎的方法相结合的主题分析。研究结果显示,音乐学生高度重视合作合奏作为获得新知识和表演技能的途径,这些主要是通过同伴互动和积极参与学习过程获得的。尊重和接受成为富有成效的音乐合作的关键品质。值得注意的是,参与者优先考虑社会情感环境的健康,而不是音乐能力,强调了情感在这些社会学习环境中的形成作用。此外,本研究探讨了学生音乐家采用自我报告的情绪调节策略来维持和/或重建积极的社会情绪群体氛围。这些调节策略包括自我和其他导向的过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“If We Don’t Have a Good Relationship, We Won’t Deliver Anything Good”: Emotion Regulation in Small Music Ensembles, Insights from Higher Music Education
Situated within the context of higher music education, the empirical orientation of this study is on the reflective accounts of young musicians participating in collaborative ensemble work in an educational institution in Norway. Drawing on theories of regulated learning from educational psychology, this study explores the affective and relational aspects of music students’ experiences of small ensembles. Specifically, it examines students’ perceptions of an ideal ensemble environment, socio-emotional challenges encountered during rehearsals, and the emotion-regulation strategies employed within these contexts. Eleven participants, 4 women and 7 men, with a median age of 22, were interviewed. The data were analyzed using a combination of inductive and deductive approaches to thematic analysis. The findings reveal that music students highly value collaborative ensembles as a gateway to acquiring new knowledge and performance skills, which are predominantly gained through peer interaction and active participation in the learning processes. Respect and receptivity emerged as critical qualities for fruitful musical collaborations. Notably, participants prioritized the well-being of the socio-emotional climate over musical competency, underscoring the formative role of emotions in these social learning environments. Furthermore, the study explored the self-reported emotion-regulation strategies employed by student musicians to maintain and/or re-establish a positive socio-emotional group climate. These regulation strategies involved both self- and other- directed processes.
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来源期刊
Music  Science
Music Science Arts and Humanities-Music
CiteScore
2.80
自引率
0.00%
发文量
15
审稿时长
10 weeks
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