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Anxiété et apprentissage musical

Pascal Terrien 1, 2, 3 Emmanuelle Huart 1, 3 
3 GCAF - Le geste créatif et l'activité formative
ADEF - Apprentissage, Didactique, Evaluation, Formation, AMU INSPÉ - Aix-Marseille Université - Institut national supérieur du professorat et de l'éducation
Abstract : Anxiety and stress are sometimes at the root of a student's discouragement and disengagement from their musical education (Arcier, 1998, 2004 ; Raymond, 2009 ). Studies have been carried out on this phenomenon (Butler Smith, 2003; Lalou, 2019) to identify indicators that could help music teachers support their students in mastering this inhibition (Houdé, 2007). Furthermore, we know that in music education, creativity is used as a means of developing learning processes. Indeed, the notion of endocept (Arieti, 1976; Getz and Lubart, 1998) and learning through creative activity (Terrien and Huart, 2021) seem to promote positive inhibitions in students. Following work published in 2017 (Terrien and Huart, 2017, 2018), we present an exploratory study of young piano students that provides some food for thought.
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Submitted on : Wednesday, February 9, 2022 - 7:53:32 AM
Last modification on : Thursday, June 9, 2022 - 3:39:12 AM

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  • HAL Id : hal-03562500, version 1

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Pascal Terrien, Emmanuelle Huart. Anxiété et apprentissage musical. Anxiété de la performance musicale, Collegium Musicae alliance Sorbonne université, Feb 2022, Paris, France. ⟨hal-03562500⟩

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