Pre-Performance Musical Improvisation Reduces Performance-Related Anxiety and Stress in Classically Trained Vocalists

Introduction: The adverse effects of musical performance anxiety (MPA) and stress, or states of excessive arousal–such as elevated heart rate, loss of concentration, or “choking” –on the optimal performance qualities of a creative flow state are felt by up to 60% of performing musicians. In contrast, optimal performance is accompanied by an ideal level of arousal, a sense of inner calm, a high degree of concentration, and focused attention. For the musician performer, this means focusing on what’s next (feed forward planning) rather than on what just happened (feedback judgment).

Objective: Neuroimaging research demonstrates that the spontaneous musical performance state of jazz improvisation involves neural patterns and functional network connectivity associated with optimal performance states. Therefore, the aim of the current study was to investigate the effects of pre-performance improvisation on MPA, stress levels and performance quality in classically trained undergraduate vocalists performing memorized repertory in a stressful performance environment.

Methods/Design: Data were collected in two professionally adjudicated mock audition settings, one event before the musical improvisation intervention and the other after. Assessment tools included self-reported digital adaptations of the State-Trait Anxiety Inventory-State (STAI-S) and Flow State Scale for Occupational Tasks as measures of levels of MPA in the context of performance and flow respectively, and saliva samples provided at multiple timepoints to be assayed for cortisol and alpha-amylase as measures of stress and arousal. At baseline and again following the completion of the study, participants answered the Kenny Music Performance Anxiety Inventory (K-MPAI).

Results: We found a significant decrease in average STAI-S scores and cortisol levels across auditions and timepoints respectively, suggesting an attenuation of stress and anxiety levels associated with performance.

Conclusions: Pedagogically, we encourage employment of internally motivated, spontaneous improvisation in training and as pre-performance exercise to reduce stress and performance anxiety, both of which are barriers to creative activity and optimal performance.