!
!
!
!
USC!School!of!Music!!
Spark!Teaching!Innovation!Grant!
!
!
!
!
!
!
!
MUSC!776:!Special!Topics!in!Piano!Pedagogy!
The!Healthy!and!Prepared!Performer!
Fall$2016$
$
$
$
$
$
$
!
Sara!Ernst!
Assistant$Professor$of$Piano$and$Piano$Pedagogy$
sernst@mozart.sc.edu$
777=1688$
$
$
$
$
$
$
$
$
Brief!Description:!
“The$Healthy$and$Prepared$Performer”$is$a$newly$offered$topics$course$designed$to$provide$
USC$graduate$students$with$a$forum$for$optimizing$personal$well=being$and$performance$
outcomes.$The$Teaching$Innovation$Grant$would$provide$funding$for$two$guest$speakers,$one$
expert$in$wellness$and$another$in$performance$psychology.$
$
$
MUSC$776:$Special$Topics$in$Piano$Pedagogy$
The$Healthy$and$Prepared$Performer$
Fall$2016$
!
Course!&!Students!
Graduate$students$in$music$performance$and$piano$pedagogy$are$actively$honing$
their$crafts$as$musicians,$teachers,$and$researchers.$The$vast$majority$of$students$are$
actively$and$regularly$performing,$every$semester.$Some$students$do$so$willingly,$some$
hesitantly.$Some$students$perform$with$great$anxiety$and$some$with$strong$confidence.$
Some$prepare$positively$and$incrementally,$and$others$cram$and$fear$the$performance.$
Some$may$even$injure$themselves$and$some$may$have$great$mental$anguish.$Some$may$be$
unwilling$to$admit$their$struggles.$$
Their$ultimate$success$as$a$performer$is$only$in$part$determined$by$their$abilities$as$
technicians$and$artists.$Holistically$speaking,$true$success$in$performance$occurs$with$
healthy,$conscious$preparation,$as$an$individual$balancing$multiple$professional$demands,$
with$a$balanced,$positive$outlook.$This$course$and$its$guest$speakers$provides$a$greatly$
needed$forum$for$students$to$explore$wellness$and$performance$psychology$as$it$directly$
applies$to$their$current$and$future$endeavors$as$performing$musicians.$
Historically,$special$topics$in$piano$pedagogy$has$been$limited$to$graduate$students$
in$piano$performance$and/or$pedagogy$degrees.$This$course$will$be$open$to$all$graduate$
students$in$performance$and/or$pedagogy$degrees$(not$just$piano),$with$a$co=requisite$of$
taking$applied$study$in$the$same$semester.$Enrollment$for$this$special$topics$course$would$
be$capped$at$twelve,$to$allow$for$a$discussion=$and$experience=based$learning$environment.$
!
Innovation!&!Uniqueness!
$
It$is$essential$for$our$graduate$students$to$be$positive,$healthy,$prepared$performers,$
in$order$for$them$excel$as$musicians,$educators,$and$music$leaders.$While$students$may$
address$this$topic$in$their$applied$study,$having$a$semester$to$devote$to$wellness$and$
developing$mental$skills$for$performance$will$allow$them$to$reach$new$performance$peaks.$
Furthermore,$this$course$will$give$them$the$tools$to$work$with$future$students$and$young$
musicians$in$developing$healthy$and$holistic$habits.$Integrating$the$perspectives$of$experts$
in$wellness$and$psychology$into$the$course,$will$provide$depth$to$the$content$and$new$
avenues$of$understanding.$Students$will$gain$the$mental$strategies$and$healthy$habits$to$
improve$their$own$wellness$and$career$fulfillment,$as$well$as$that$of$their$students.$
$
All$music$schools$face$the$reality$that$students$do$not$always$have$the$personal$and$
mental$skills$to$excel$in$performance.$But$the$truth$is$that$most$music$schools$do$not$have$
courses$devoted$to$wellness$and$performance$psychology$and$do$not$elevate$this$topic$as$
meaningful.$Integrating$this$course$and$its$potential$guest$speakers$into$the$School$of$Music$
will$ensure$our$curriculum$is$cutting$edge$and$relevant$in$preparing$the$next$generation$of$
musicians.$
!
Impact!
!
There$is$an$unlimited$potential$that$this$course$and$its$guest$speakers$can$have$on$each$
individual$graduate$student$in$the$course.$Students$may$truly$discover$new$strategies$and$ideal$
habits$that$will$improve$their$ability$to$succeed$as$performers$and$musicians.$These$students$
can$also$serve$as$future$leaders$and$resources$in$helping$other$musicians$discover$these$
abilities$within$themselves.$The$potential$for$large,$school=wide$impact$is$even$greater$if$the$
guest$speakers$can$be$brought$to$the$larger$undergraduate$student$population$(see$notes$
below$in$funding).$$
!
Funding!
$1500$is$requested$to$support$two$guest$speakers.$$
Wellness&Presentation:&
One$guest$speaker$will$be$largely$determined$by$the$desires$and$interests$of$the$class,$in$
the$topic$of$wellness.$This$guest$speaker$would$be$locally$drawn$to$address$topics$of$
physical$wellness,$which$might$include$an$overview$of$stretching$exercises$or$effective$time$
management.$$
Stipend:$$250$
National&Figure&of&Performance&Psychology:&
The$second$guest$speaker$will$be$a$well=known$figure$and$author$in$the$field$of$
performance$psychology.$The$guest$would$work$with$closely$with$the$topics$course,$
providing$a$psychologist’s$perspective$on$preparing$for$performance.$The$guest$of$choice$
would$be$Dr.$Bill$Moore,$author$of$several$musician’s$guides$to$performance.$$
It$would$be$possible$to$also$engage$this$guest$in$a$larger$school=wide$presentation,$such$as$
during$the$seminar$hour.$To$do$so,$additional$funding$would$likely$be$necessary$to$provide$
for$travel$and$lodging$expenses.$If$it$is$not$possible$to$arrange$a$larger$program$and$secure$
travel$funding,$the$speaker$would$be$engaged$through$long=distance$internet$conferencing,$
which$would$be$fully$possible$with$the$$1500$budget.$
Stipend:$$1250$$$
(Travel$&$lodging:$$800=1000,$if$possible$and$necessary)$
!
Personal!Note!
$
$
I$had$the$pleasure$of$taking$in$a$course$in$Performance$Psychology$with$Dr.$Bill$Moore$
as$a$graduate$student.$This$course$provided$me$with$life=changing$skills$in$practice$and$
preparing$for$performance.$It$is$my$hope$to$bring$this$topic$to$life,$starting$with$the$course,$at$
the$USC$School$of$Music.$
Distinct Values
This topic, wellness and preparing for performance, addresses the School of Music’s Distinct
Values in several ways. The School seeks to prepare Musicians as Educators and Educators as Musicians.
Performing musicians need the skills to avoid burn-out and injury, manage time and practice, and hone
their concentration and focus, in order to meet the multiple demands of their careers and perform to their
potential. Educators also need the tools to help students address performance anxiety and instill healthy
practice and lifestyle habits in their own students. These musicians/educators could impact the futures of
music performance, by reducing the negative stigma of performance anxiety and tis impact on young
musicians. The School has also identified community engagement and leadership training as important in
preparing Music Leaders. Effective leaders engaged in the community must be able to perform to their
potential, and thus, this topic supports these endeavors. In addition, the School’s statement on Diversely
Skilled Musicians indicates that our graduates “who wish to make music their life’s work…improve and
sustain….their own lives.” This is at the core of wellness, as it is those who effectively prepare for
performance and maintain healthy habits who will have a rich life as a musician
UNIVERSITY OF SOUTH CAROLINA
MUSC 776: Special Topics in Piano Pedagogy
The Healthy and Prepared Performer
Tues & Thurs TBD, 3 credits, Fall 2016, MUSB 112
Dr. Sara Ernst
MUSB 229
Office hours: TBA, by appt
777-1688
sernst@mozart.sc.edu
COURSE DESCRIPTION
Content varies by suffix and title. May be repeated as topic varies.
Current topic is the Healthy and Prepared Performer. Students in this course will investigate
wellness and performance psychology, with a focus upon the abilities and traits necessary
for successful performers.
Required co-requisite:
All students must be active performers and currently engaged in applied study. Students
must arrange a minimum of four performances throughout the semester (this can be in a
variety of formats, including solo, chamber, and/or ensemble, and in studio class, seminar,
and/or recital). Students are encouraged to perform as much as possible to increase the
opportunities for application and discovery.
GOALS
Gain knowledge in the traits and skills of successful performers and integrate these into
personal habits. Improve abilities in practice and performance through discussion,
journaling, personal reflection, and application of new techniques. Explore current research
in an area of personal interest within wellness and performance psychology.
LEARNING OUTCOMES
1.! Develop a vocabulary of concepts, traits, and skills, common to the discourse of wellness
and performance psychology.
2.! Change personal habits to reflect the traits of effective, balanced individuals,
documenting these in a personal goal statement and end-of-semester recap.
3.! Engage in regular discussion with student peers to deepen understanding of the
challenges and benefits of maintaining wellness as a performing musician.
4.! Reflect upon practice sessions and performances in a semester-long journal and create
concrete mental strategies to improve performance outcomes.
5.! Perform four (or more) times throughout the semester, improving usage of various
mental and physical strategies.
6.! Write a formal research paper in an area of personal interest within wellness and
performance psychology.
REQUIRED MATERIALS
1.! McAllister, Lesley Sisterhen. The Balanced Musician: Integrating Mind and Body for
Peak Performance. Lanham, Maryland: Scarecrow Press, 2013. ISBN 978-08108-82935
2.! Moore, Bill. Playing Your Best When It Counts: Mental Skills for Musicians. Norman,
Oklahoma: Moore Performance Consulting, 2010. ISBN 978-09792-87305
3.! Moore, Bill. High Performance Workbook, Playing Your Best When It Counts. Norman,
Oklahoma: Moore Performance Consulting, 2010. ISBN 978-09792-87312
RECOMMENDED MATERIALS
4.! Green, Barry, and Timothy Gallwey. The Inner Game of Music. New York: Doubleday,
1986. ISBN 978-03852-31268
5.! Covey, Steven R. The 7 Habits of Highly Effective People, 2nd ed. New York: Free Press,
2004. ISBN 978-07432-69513
GRADING AND EVALUATION
Every effort will be made to grade fairly and clearly, and to quickly return graded work. Any
grade appeals must be submitted in writing within a week of the grade posting.
Final Grade Calculation
Practice & Performance Journal
Activities (Workbook & In-class)
Personal Statement & Recap
Research Paper
30 %
20 %
10 %
40 %
100 %
Grading Scale
A
90-100
B+
87-89
B
80-86
C+
77-79
C
70-76
D
60-69
F
59 and below
CLASS FORMAT
The format of this class will include a combination of lecture, activity, and discussion. You
will need to read one to three chapters by most Tuesday classes; lectures and discussions on
the topic will follow. Every Thursday will be devoted to application, largely through activity
and discussion. This will include exploration of practice and performance strategies, as well
as the sharing of workbook activities.
This course is experiential and nature and thus requires an open mind and willingness to try
new strategies. In addition, all students will be asked to share personal experiences and
explore personal attitudes. You are reminded that all of your peers have a variety of
backgrounds and that it is an asset for us to explore multiple perspectives. Being respectful
and collegial will be essential to a constructive learning environment and a positive outcome
for the class.
The degree to which you learn will directly relate to your personal commitment to regular
reflection and personal exploration of key concepts. The degree to which you engage in open
and honest discussion with your peers will also impact your depth of understanding and
ability to share these ideas with your future students and colleagues.
COURSE POLICIES
1.! Late work will not be accepted. If you will be unable to meet a deadline, discuss this with
me in advance. Extended deadlines may be possible.
2.! Attendance to class is required. If you need to miss class, please let me know so I may
plan accordingly. Missing more than two classes will result in a final grade reduction
(5% per absence).
3.! BlackBoard will be your primary mode for turning in written assignments (except
journals and workbooks, which may be hand-written). Technology failure is not an
excuse for late submission.
COURSE SCHEDULE
The proposed outline includes topics, readings, and due dates. Modification may occur at
any time. The following abbreviations are used for each text:
PYB=Playing Your Best When It Counts
WB = High-Performance Workbook
TBM=The Balanced Musician
Week Topic & Reading
1
Intro, Defining Healthy & Prepared
Items Due
2
Performance schedule
3
4
5
6
7
8
9
10
11
12
13
Habits of Healthy Individuals
TBM Ch. 12, PYB Ch. 1-2
Mind & Body
TBM Ch. 1, 3, 4
Guest Speaker, Anatomy & Avoiding Injury
Pause (no readings)
Mental Skills
PYB Ch. 3-5
Relaxation & Positive Mindset
PYB Ch. 6, TBM Ch. 7
Imagery & Vision
PYB Ch. 7, TBM Ch. 8
Guest Speaker, Performance Psychology
Pause (no readings)
"Making it happen"
PYB Ch. 8
Mental Skills, continued
TBM Ch. 5
Stretching
TBM Ch. 11
Minds of Prepared Performers
TBM Ch. 6
Review of Concepts
Personal statement
Research topic proposal
Journal & WB Part I
Research topic bibliography
Journal & WB Part II
Draft research paper, peer review
14
Personal recap & Journal
Final exam
!
Final research paper