PSYCHOLOGICAL REGULATION IN THE TEACHING OF PIANO PERFORMANCE

Abstract

The stability of the piano player’s psychology is a defining factor of the performance effect. To regulate the psychology of piano players, this paper sums up the positive and negative psychological features that might occur in piano performance. Then, a survey was conducted among 50 first-grade piano majors to identify the distribution of the psychological features, and analyze the reasons for these features to emerge. On this basis, a psychological regulation method was developed and applied to the selected subjects. Finally, the subjects were compared in psychological changes of the early, middle and later stages and in their performance levels. The results show that the subjects were biased to negative psychological features before psychological regulation; In the middle and late stage, the subjects witnessed improvement in both psychological stability and performance level, suggesting that our regulation method applies to the teaching of piano performance. The research provides clues to teaching practice of piano teachers.