Award Date

5-1-2024

Degree Type

Dissertation

Degree Name

Doctor of Musical Arts (DMA)

Department

Music

First Committee Member

Tod Fitzpatrick

Second Committee Member

Alfonso Anderson

Third Committee Member

David Loeb

Fourth Committee Member

Linda Lister

Fifth Committee Member

Alice Corkill

Number of Pages

73

Abstract

This document presents a novel approach to music education by integrating acting pedagogies, specifically the concepts of "Intention" and "Action," to enhance the expressive capabilities of musicians. Rooted in the methodologies of Konstantin Stanislavski, Sanford Meisner, and Michael Chekhov, this research seeks to bridge the gap between traditional music education, which often emphasizes technical execution, and the need for emotional expressivity and storytelling in musical performances.

The role of the musician as a 'human instrument,' capable of conveying complex human emotions and narratives through music is explored in this document. Drawing from acting techniques, the document proposes methods to help musicians internalize and express emotions more authentically, thus elevating their communicative power. The introduction of "Intention Mapping" or "Actioning" in musical performances is examined, where specific intentions are assigned to musical phrases, transforming technical execution into emotionally charged expression.

The document discusses the impact of these acting methodologies on teaching approaches and student experiences in music education. It suggests that this interdisciplinary approach can lead to more holistic development, emphasizing not just technical skills but also emotional intelligence, empathy, and narrative understanding.

Furthermore, it delves into the psychological theories underpinning these methods, including the James-Lange theory and cognitive appraisal theory, to understand how intentions stimulate emotions. The role of mirror neurons in the performer-audience interaction is also explored, highlighting the empathetic resonance that can be achieved through this approach.

In conclusion, the document argues that the integration of acting methodologies in music education can transform performance dynamics, leading to more emotionally resonant and communicatively effective musical experiences. This innovative approach has the potential to reshape teaching methodologies and expand career opportunities for musicians, making them more versatile and expressive artists. The document calls for further research into the cognitive and emotional processes underlying this interdisciplinary approach, paving the way for its broader application in the arts.

Keywords

Acting; Actioning; Meisner; Mirror Neurons; Pedagogy; Stanislavski

Disciplines

Education | Music | Performance Studies | Theatre and Performance Studies

File Format

pdf

File Size

1573 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Download


Share

COinS