Coaching approaches in the practice of music performance

Vsevolod Zelenin

doi:10.31893/multirev.2024spe046

Keywords:

education in music

coaching in music

teachers’ experience

quality of teaching materials

Abstract

Relevance of the topic: In today’s music world, where competition is always at a high level, musicians face unpredictable challenges, and thus, there is a need for effective methods of development and self-improvement. The purpose of this article is to examine the various aspects of coaching approaches in music practice and to explore how these methods can help musicians develop as professionals and engage with their audiences. From traditional one-on-one coaching formats to innovative online approaches and group sessions, we’ll explore the types of requests that performing musicians most often make to coaches and the variety of tools that can be used to achieve musical excellence and success in the performance industry. The object of study is coaching approaches in the practice of music performance. The results allowed identifying the key factors influencing the effectiveness of learning in music when applying coaching approaches.
References
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17. Koopman, R., Danskin, P., Ehrenhard, M., & Groen, A. (2021). The chronological development of coaching and mentoring: Side by side disciplines. International Journal of Evidence-Based Coaching and Mentoring, 19, 137–151. https://doi.org/10.24384/3w69-k922
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27. Tahıroğlu, K., Magnusson, T., Parkinson, A., Garrelfs, I., & Tanaka, A. (2020). Digital musical instruments as probes: How computation changes the mode-of-being of musical instruments. Organised Sound, 25, 64–74.
28. Vasil, M. (2020). Using popular music pedagogies to foster 21st-century skills and knowledge. General Music Today, 33, 46–51.
29. Vereshchahina-Biliavska, O., Cherkashyna, O., Moskvichova, Y., Yakymchuk, O., & Lys, O. (2021). Anthropological view on the history of musical art. Linguistics and Culture Review, 5, 108–120.
30. Walker, M. (2020). Towards a decolonized music history curriculum. Journal of Music History Pedagogy, 10, 1–19.
31. Zelenin, V. (2011). Acmeological principles of self-actualization of musicians-performers in the context of professional training and self-training. Psychology of Creativity, 13, 161–170.
32. Zelenin, V. (2014). Life scenarios as possible prerequisites of psychological barriers to professional self-actualization of musicians-performers. Psychological Sciences: Collection of Scientific Works, 43, 207–217.
33. Zelenin, V. (2022). Educational coaching as an accentuated system of innovative pedagogical technologies. Naukovì Perspektivi, 10, 370–385. https://doi.org/10.52058/2708-7530-2022-10(28)-370-385
34. Zelenin, V. (2023a). Coaching in the development of leadership qualities of heads of Ukrainian business organizations in the conditions of war. Journal of Law and Sustainable Development, 11, 817. https://doi.org/10.55908/sdgs.v11i3.817
35. Zelenin, V. (2023b). Worldview and methodological sources and history of coaching: world and Ukrainian experience. Perspectives and Innovations of Science, 9, 524–539. http://perspectives.pp.ua/index.php/pis/article/view/4762/4802. Accessed on March 28, 2024.
36. Zelenin, V., Andrushchenko, T., Mymryk, M., Oleksiienko, O., & Vashchenko, K. (2023). Introduction of coaching technologies into educational practice. Journal of Higher Education Theory and Practice, 23, 153–160. https://doi.org/10.33423/jhetp.v23i2.5817

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Zelenin, V. (2024). Coaching approaches in the practice of music performance. Multidisciplinary Reviews, 7, 2024spe046. https://doi.org/10.31893/multirev.2024spe046

[1] Álvarez, P., Zarazaga-Soria, F., & Baldassarri, S. (2020). Mobile music recommendations for runners based on location and emotions: The DJ-Running system. Pervasive and Mobile Computing, 67, 101–242.

[2] Bates, V., Gossett, J., & Stimeling, T. (2020). Country music education for diverse and inclusive music classrooms. Music Educators Journal, 107, 28–34.

[3] Bautista, A., Stanley, A. M., & Candusso, F. M. (2021). Policy strategies to remedy isolation of specialist arts and music teachers. Arts Education Policy Review, 122, 42–53.

[4] Berardi, U., & Iannace, G. (2020). The acoustics of Roman theatres in Southern Italy and some reflections for their modern uses. Applied Acoustics, 170, 107–530.

[5] Blair, E., & van der Sluis, H. (2022). Music performance anxiety and higher education teaching: A systematic literature review. Journal of University Teaching & Learning Practice, 19(3), 05. https://ro.uow.edu.au/jutlp/vol19/iss3/05/ Accessed on March 28, 2024.

[6] Cartwright, P. A., Küssner, M. B., & Williamon, A. (2021). Key Performance Dimensions of the" Well-Tempered Musician": A Framework for Artist Management. International Journal of Arts Management, 23(2).

[7] Corbisiero-Drakos, L., Reeder, L., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st-century skills: A study of learners and teachers. International Journal of Education & the Arts, 22.

[8] Dalagna, G., Carvalho, S., & Welch, G. F. (2020). Desired artistic outcomes in music performance. Routledge.

[9] Emerson, G., & Egermann, H. (2020). Exploring the motivations for building new digital musical instruments. Musicae Scientiae, 24, 313–329.

[10] Furnham, A., Grover, S., & McClelland, A. (2023). Choosing a coach: The influence of age, gender, and experience in shaping preferences for business coaches. Coaching: An International Journal of Theory, Research, and Practice, 16, 139–154.

[11] Gallo, D., & Kruse, A. (2023). Music Educators as DJs: Remixing Teaching with Hip-Hop. Journal of Research in Music Education. https://doi.org/10.1177/00224294231181509

[12] Georgii-Hemming, E., Johansson, K., & Moberg, N. (2020). Reflection in higher music education: what, why, wherefore? Music Education Research, 22, 245–256.

[13] Gill, A. (2020). Enhancing music performance self-efficacy through psychological skills training. Unpublished doctoral dissertation. University of Melbourne.

[14] Gryglewski, P., Ivashko, Y., Chernyshev, D., Chang, P., & Dmytrenko, A. (2020). Art as a message realized through various means of artistic expression. Art Inquiry, 22. https://bibliotekanauki.pl/articles/1366126. Accessed on March 28, 2024.

[15] Jack, R., Harrison, J., & McPherson, A. (2020). Digital musical instruments as research products. Proceedings of the International Conference on New Interfaces for Musical Expression, 446–451. https://doi.org/10.5281/zenodo.4813465

[16] Kegelaers, J., Hoogkamer, L., & Oudejans, R. R. (2022). Practice and performance management strategies of emerging professional musicians in preparation for orchestra auditions. Research Studies in Music Education, 44(1), 175-191. https://doi.org/10.1177/1321103X21105465

[17] Koopman, R., Danskin, P., Ehrenhard, M., & Groen, A. (2021). The chronological development of coaching and mentoring: Side by side disciplines. International Journal of Evidence-Based Coaching and Mentoring, 19, 137–151. https://doi.org/10.24384/3w69-k922

[18] Lock, J. (2022). Personalizing educational development for online music educators: A coaching approach. In Research Anthology on Music Education in the Digital Era, 176-189). IGI Global.

[19] López-Íñiguez, G., & Burnard, P. (2022). Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute? Research Studies in Music Education, 44, 127–157.

[20] Magnusson, T. (2021). The migration of musical instruments: On the socio-technological conditions of musical evolution. Journal of New Music Research, 50, 175–183.

[21] Mahato, M., Tabassian, R., Nguyen, V., & Hwang, W. (2020). CTF-based soft touch actuator for playing electronic piano. Nature Communications, 11, 53–58.

[22] McPherson, G. (Ed.). (2022). The Oxford handbook of music performance (Vol. 2). Oxford University Press.

[23] Palmer, S., & Whybrow, A. (2018). Handbook of Coaching Psychology: A Guide for Practitioners. London: Routledge. https://doi.org/10.4324/9781315820217

[24] Pinkl, J., & Cohen, M. (2023). VR drumming pedagogy: Action observation, virtual coembodiment, and development of drumming “Halvatar”. Electronics, 12, 8–37.

[25] Powell, B. (2021). Modern band: A review of literature. Update: Applications of Research in Music Education, 39, 39–46.

[26] Rodger, M., Stapleton, P., Van Walstijn, M., Ortiz, M., & Pardue, L. (2020). What makes a good musical instrument? A matter of processes, ecologies, and specificities. Proceedings of the International Conference on New Interfaces for Musical Expression, 405–410. Birmingham: Birmingham City University.

[27] Tahıroğlu, K., Magnusson, T., Parkinson, A., Garrelfs, I., & Tanaka, A. (2020). Digital musical instruments as probes: How computation changes the mode-of-being of musical instruments. Organised Sound, 25, 64–74.

[28] Vasil, M. (2020). Using popular music pedagogies to foster 21st-century skills and knowledge. General Music Today, 33, 46–51.

[29] Vereshchahina-Biliavska, O., Cherkashyna, O., Moskvichova, Y., Yakymchuk, O., & Lys, O. (2021). Anthropological view on the history of musical art. Linguistics and Culture Review, 5, 108–120.

[30] Walker, M. (2020). Towards a decolonized music history curriculum. Journal of Music History Pedagogy, 10, 1–19.

[31] Zelenin, V. (2011). Acmeological principles of self-actualization of musicians-performers in the context of professional training and self-training. Psychology of Creativity, 13, 161–170.

[32] Zelenin, V. (2014). Life scenarios as possible prerequisites of psychological barriers to professional self-actualization of musicians-performers. Psychological Sciences: Collection of Scientific Works, 43, 207–217.

[33] Zelenin, V. (2022). Educational coaching as an accentuated system of innovative pedagogical technologies. Naukovì Perspektivi, 10, 370–385. https://doi.org/10.52058/2708-7530-2022-10(28)-370-385

[34] Zelenin, V. (2023a). Coaching in the development of leadership qualities of heads of Ukrainian business organizations in the conditions of war. Journal of Law and Sustainable Development, 11, 817. https://doi.org/10.55908/sdgs.v11i3.817

[35] Zelenin, V. (2023b). Worldview and methodological sources and history of coaching: world and Ukrainian experience. Perspectives and Innovations of Science, 9, 524–539. http://perspectives.pp.ua/index.php/pis/article/view/4762/4802. Accessed on March 28, 2024.

[36] Zelenin, V., Andrushchenko, T., Mymryk, M., Oleksiienko, O., & Vashchenko, K. (2023). Introduction of coaching technologies into educational practice. Journal of Higher Education Theory and Practice, 23, 153–160. https://doi.org/10.33423/jhetp.v23i2.5817

Abstract

References

How to cite