THE ESSENCE OF MENTAL TRAINING AND OPPORTUNITIES FOR ITS USE IN THE VIOLIN TEACHING AND LEARNING PROCESS OF PUPILS IN PRIMARY SCHOOL EDUCATION

Authors

  • Fiona Mērija Vilnīte Riga Teacher Training and Management Academy
  • Māra Marnauza Riga Teacher Training and Management Academy

DOI:

https://doi.org/10.17770/amcd2015.1363

Keywords:

mental imagery, mental training, primary school students, violin learning

Abstract

The subject of mental training has gained a great deal of attention in the field of sports psychology and various authors have shown that many of the components of mental training transfer successfully to a musical setting (Green, Gallwey, 2012). Yet the explanations for its success, why this may depend on certain conditions and whether there are special considerations for musicians, have remained relatively obscure (Johnson, 2003). Additionally, mental training is more frequently used in both sports and music with already-trained practitioners; the few studies that explore the components of mental training with children are currently in the field of sport (e.g. Orlick, McCaffrey, 1991; Julien, 2002; Li-Wei et al, 1992) and therefore do not address the specifics of learning a musical instrument. The aim of this paper is to investigate the premise of mental training and to assess opportunities for its use in the one-to-one violin teaching and learning process of primary school-aged pupils. The applied methods: Analysis of the scientific literature on mental training, its connections to literature in neuroscience and primary school age-related studies; teaching observations. Relevant conclusions: Children from a young age have mental imagery abilities and there are opportunities for the use of mental training in the violin teaching and learning process of pupils in the primary school age group. A synthesis of the literature on mental training, neuroscience and empirical teaching observations suggests that for mental training to be most beneficial, it should be introduced consciously and purposefully within the teaching and learning process.

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Author Biographies

  • Fiona Mērija Vilnīte, Riga Teacher Training and Management Academy
    Mg. paed., Riga Teacher Training and Management Academy, Doctoral Student on the Doctoral Studies programme „Pedagogy”.
    Studies at Riga Teacher Training and Management Academy, BMus (Lond) at London University/Trinity College of Music, London. Having had experience playing in solo, chamber and orchestral projects, arranging music for strings and editing e-books about violin history and string playing (www.musicforstrings.com). She is a violin teacher at Cesis' 1st Primary School. Her current research interests include mental imagery, mental training and violin pedagogy.
  • Māra Marnauza, Riga Teacher Training and Management Academy
    Dr. paed., Riga Teacher Training and Management Academy, Professor, Conductor.
    Chief conductor of the XXV General Latvian Song Festival (2013), the Baltic States’ Student Song Festival Gaudeamus (1999; 2004; 2006; 2011; 2014).
    Artistic director of the winners of international choir competitions – female choir BALTA and chamber choir Fortius. Received the jury’s Best Conductor’s Prize at the XIX International Sacred Choral Music Competition in Námestovo in Slovakia and at the Emilis Melngailis Folk Music Competition in Latvia. INTERKULTUR Jury member of the 4th International Anton Bruckner Choir Competition, Austria (2013). +Published a monograph Conducting methodology (2012), many choir music CDs and DVDs.

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Published

08.09.2015

How to Cite

Mērija Vilnīte, F., & Marnauza, M. (2015). THE ESSENCE OF MENTAL TRAINING AND OPPORTUNITIES FOR ITS USE IN THE VIOLIN TEACHING AND LEARNING PROCESS OF PUPILS IN PRIMARY SCHOOL EDUCATION. ARTS AND MUSIC IN CULTURAL DISCOURSE. Proceedings of the International Scientific and Practical Conference, 70-79. https://doi.org/10.17770/amcd2015.1363