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[Part Two in a Series of Three Hypothetical Case Studies Involving Voice Students with Musical Performance Anxiety]
IN A CONTINUED EFFORT to better understand and confront musical performance anxiety (MPA), this article is the second in a series of three case studies seeking to find the solution to stage fright concerns of three hypothetical students. Each case takes into account the student at hand and his or her challenges, considers how the mental health/medical professions treat patients with similar but more extreme symptoms, and translates those tactics into practical methods for use in the voice studio. Please note that only mental health/medical professionals should attempt to make clinical diagnoses, and any student with severe symptoms should be referred to the student's primary care physician, a psychologist, or a psychiatrist.
Previously we discussed the theoretical case of "Suzie," the high school sophomore with aspirations of Broadway grandeur, but who experienced stage fright when singing. By considering the clinical treatment of phobias and translating those insights into studio techniques, we created a plan for helping her overcome her MPA through the use of desensitization. The second hypothetical student also suffers from performance anxiety, but while some causes and symptoms are similar, others are significantly different.
HYPOTHETICAL STUDENT #2
"Katherine" is a mother of three teenage children, the wife of a minister, and in her early forties. She has been studying with you for several months since the time her music minister suggested voice lessons because she wants to sing solos in church. In addition to needing significant technical work, she is also very nervous about performing in the large interdenominational church where her husband is one of the pastors. Katherine is a hardworking student. She practices more than she is asked. She memorizes most of her music within a week of starting it, although she has continued to procrastinate for many weeks on the more challenging Italian selection you assigned to her. Katherine is also frustrated because she believes she is not progressing quickly enough technically. You notice that every time she makes even a small mistake it throws her off for the rest of her lesson. When you make a well meaning and diplomatic suggestion for improvement, she seems to take it as a personal...