We investigate the prevalence, development, and impact of pre-performance rituals among music education students, uncovering their significant role in enhancing individual and group performance and in fostering community and belonging. Our study employed a mixed-methods approach, combining a survey of 97 undergraduate music students with an in-depth qualitative analysis of open-ended responses. We developed a novel framework to categorize rituals based on their instrumental purpose, psychological influence, and symbolic significance. With 93% of participants incorporating rituals into their preparation, these practices range from symbolic actions to direct performance strategies, highlighting a deep engagement with rituals across a spectrum of music disciplines. Our research further explores the development of these rituals through personal experimentation and community influence, emphasizing the critical role of educators and peers in shaping these practices. Group rituals, in particular, strengthen feelings of camaraderie and support among ensemble members, reinforcing the importance of rituals in creating a cohesive and supportive musical community. Our results offer insights for educators to integrate ritualistic practices into teaching strategies to enhance students’ performance, group identity, and psychological well-being.

中文翻译：

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音乐教育学生如何接受表演前仪式以提高他们的技艺


我们调查了音乐教育学生表演前仪式的普遍性、发展和影响，揭示了它们在提高个人和团体表现以及培养社区和归属感方面的重要作用。我们的研究采用了混合方法，将对 97 名本科音乐学生的调查与对开放式回答的深入定性分析相结合。我们开发了一个新的框架，根据仪式的工具目的、心理影响和象征意义对仪式进行分类。93% 的参与者将仪式纳入他们的准备工作中，这些实践的范围从象征性行动到直接的表演策略，突出了对一系列音乐学科仪式的深度参与。我们的研究通过个人实验和社区影响进一步探讨了这些仪式的发展，强调了教育工作者和同龄人在塑造这些实践中的关键作用。特别是团体仪式，加强了合奏团成员之间的友情和支持，加强了仪式在创造一个有凝聚力和支持性的音乐社区方面的重要性。我们的结果为教育工作者提供了见解，将仪式性实践整合到教学策略中，以提高学生的表现、群体认同感和心理健康。