Li, Yirui2024-06-182024-06-182024https://hdl.handle.net/1794/2954695 pagesMusic performance anxiety (MPA) is a common problem among the community of music performers, affecting the performers themselves mentally or physically, as well as the quality of the performance (Salmon et al. 2005; Cox 2014; Brotons 1994; Osborne and Kenny 2005). While most musicians are susceptible to MPA in some fashion, harpists can suffer from distinct forms of anxiety that result from challenges that are specific to the instrument. Music performance anxiety manifests itself in the psychological, affective, emotional, cognitive, somatic, and behavioral aspects of the performer; essentially, it has an all-encompassing effect on the performer. Because of the many factors involved in MPA, to achieve a balanced approach to music performance anxiety, teachers need to strategically develop a comprehensive program that utilizes different teaching philosophies for different students. This program includes but is not limited to getting to know the student, selecting appropriate music for their level, encouraging techniques that conform to the harpist’s body structure, and nurturing relaxation methods. The teacher should also have realistic expectations, based on their own experience and research, of what might happen during a performance and be able to provide the harpist with ways to prevent and solve problems.en-USCreative Commons BY-NC-ND 4.0-USUO theses and dissertations are provided for research and educational purposes and may be under copyright by the author or the author’s heirs. Please contact us <mailto:scholars@uoregon.edu> with any questions or comments. In your email, please be sure to include the URL and title of the specific items of your inquiry.harpmusic performance anxietypedagogical strategiesThesis / Dissertation