The influence of mental practice on psychological aspects of vocal training : the role of inner work of mind and emotional regulation
Sarkisyan, Liya (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025052817776
https://urn.fi/URN:NBN:fi:amk-2025052817776
Tiivistelmä
This thesis explored the incorporation of mental practices and psychological approaches into vocal pedagogy. The thesis consists of two parts: a thesis concert held at Naantali Church on December 14th, 2024, and a written research part. The written part explored the effects of mental techniques to vocal studying.
The research was based on pedagogical literature, interviews with three vocal students and two professional vocal pedagogues, as well as the author’s own teaching experience. The interviews were conducted in February 2025 and focused on the role of mental practices in stress management, building self-confidence, and improving vocal performance. The data were analysed using thematic analysis to identify recurring themes and key insights.
The results showed that mental practices have a positive impact on both the technical and emotional aspects of singing. Interviewees reported improved concentration, reduced performance anxiety, and increased bodily awareness. These findings suggest that mental techniques can serve as a valuable complement to traditional vocal instruction. The thesis also reinforced the author’s intention to apply these insights in her future vocal teaching and professional development as a music pedagogue.
The research was based on pedagogical literature, interviews with three vocal students and two professional vocal pedagogues, as well as the author’s own teaching experience. The interviews were conducted in February 2025 and focused on the role of mental practices in stress management, building self-confidence, and improving vocal performance. The data were analysed using thematic analysis to identify recurring themes and key insights.
The results showed that mental practices have a positive impact on both the technical and emotional aspects of singing. Interviewees reported improved concentration, reduced performance anxiety, and increased bodily awareness. These findings suggest that mental techniques can serve as a valuable complement to traditional vocal instruction. The thesis also reinforced the author’s intention to apply these insights in her future vocal teaching and professional development as a music pedagogue.