| Abstract This presentation will address the outcome of a year-long project resulting from a $5,000 grant from the Center for Writing Excellence Miami University in Oxford, Ohio conducted by eight performance faculty developed individual plans for incorporating writing into the studio curriculum. The types of writing ranged from autobiographical personal history with each student’s instrument, synthesis of studio weekly lessons, long-range problem solving relating to specific technical issues, critiques of live and recorded performances, analysis of performance anxiety, and the incorporation of ancillary texts (e.g. sports psychology) into performance pedagogy. Regular group meetings were held to hone assignments and to share data. This presentation will demonstrate how the implementation of writing assignments achieved the following objectives:• Tapping into new avenues of intelligence • Encouraging the students to gain ownership of their own musical progress. • Developing the students ability to listen objectively and to think critically• Analyzing elements of performance and organizing thoughts to further comprehend material that is artistic in nature• Recognition of problems and solving them independently• Increased self-knowledge, confidence, and strategies for successful performance |
