The Factors and Effects of

Stress on Music Performance

Abarquez, Denzel
Casas, Frinz Charles
Senores, Jeanette
 Aim of the Research

Enumerate the many types of stress

that are induced in and out of the
musical life
Determine its effects on the musician
in practice and performance.
 Main Sources of Stress

Performance Anxiety
Competition
(Psychological and Physical Effects)
Physical demands of playing a musical
instrument
 Performance Anxiety

Symptoms include:
Racing pulse and rapid breathing.
Dry mouth and tight throat.
Trembling hands, knees, lips, and voice.
Sweaty and cold hands.
Nausea and an uneasy feeling in your
stomach.
Vision changes.
Moment of paralysis.
 Competition

Purpose: promote a full use of ones

abilities, ensure that benefits and
burdens are fairly allocated, dispel
apathy and stagnation, leading to
higher standards
Competition does not directly affect
technical aspect of their performance,
but the creativity induced by each
participant.
 Physical Demands of an
Instrument
Efficiency of Practice
The physical toll from practicing
incorrectly or excessively may lead to
overuse injuries to instrumentalists and
vocal nodes in singers.
Importance of:
Sleep
Mental practice
Slow practice
 Data Gathering Process

Name
Age
Sex
Cell No.
Major/Emphasis
Professor
Level
 Factors

Time related
Personal
Professor Related
Techniques
 Tim Prof Pers Tech

1 I practice slowly. X

2 I practice more when I am encouraged/ praised. X

3 I look for companionship when practicing. X

4 I practice more when I am discouraged/ scolded. X

5 I study pieces and memorise them quickly. X

6 I let other people evaluate my performance when practicing. X

7 I am easily nervous when on stage. X

8 I increase my practice hours as the performance day/time approaches. X

9 I see my professor as a secondary parental figure. X

10 My professor frequently sets his standards during lessons. X

11 I frequently do warm up exercises (e.g. vocalysis, etude, scale, etc.). X

12 I use the metronome. X

13 I analyse my piece before practice. X

14 I limit my practice time to focus on other school works. X

15 I allow myself to rest before the performance. X

 Personal

Most respondents look to be

unaccompanied by people while
practising and look to be praised. The
may afterwards let peers evaluate their
performance. They are nervous on
stage.
 Professor-Related

Professors are known to set their

standards. Students keep a good
relationship with their professors, as
they them as secondary parental
figures. Professors do not often
encourage their students to compete.
Students attend major regularly.
 Techniques

Most respondents practice slowly. A

medium range of students use the
metronome and do warm up exercises
as well as analyze their pieces. Most
students prefer to not count out loud
while practicing.
 Time-Related
Most students study and memorize their
pieces moderately, but not quite quickly.
Most students increase their practice
hours as the performance date
approaches. They prefer to give a
decent amount of rest before
performances and limit practice time to
focus on other works. They prefer to
count the time remaining before a
performance.
Conclusion