Performing Music and Performing Teaching: A Pilot Study on the Experiences and Anxieties of Preservice Music Teachers

Abstract

Anxiety related to music performance and to teaching in non-music fields has been studied extensively; however, anxiety pertaining to the performative roles specific to music teachers, both preservice and inservice, has yet to be considered. This pilot study was designed to take the first steps in examining music education students’ anxieties in the context of preservice teaching. Twenty-seven music education students completed a questionnaire about their preservice teaching experience that included the Kenny Music Performance Anxiety Inventory, modified and divided into two sections. Participants responded to the first section (general life questions) once and the second (performance contexts) three times in direct succession, based on their experiences when performing, teaching, and conducting. No significant differences in anxiety scores were noted across the three contexts, indicating a similar degree of anxiety when performing as a musician and as a teacher. Implications for teacher educators and researchers are discussed.