EMOTIONAL EXPRESSION IN PERFORMING ARTS: A PSYCHOLOGICAL AND MUSICIAN ANALYSIS
DOI:
https://doi.org/10.24193/subbmusica.2026.spiss1.08Keywords:
emotional expressiveness, musical performance, interpretive strategies, internal techniques, bodily-motor mechanisms, musical expression, musical pedagogy, psychology of performance, interpretative strategy, performative expression, artistic embodiment, musical semantics, emotional dramaturgy, communicative function, affective dynamics, semiotics of expressivenessAbstract
Emotional expressiveness in musical performance remains a key, but insufficiently researched component of professional training of musicians, because it is it that determines the artistic persuasiveness of interpretation and the depth of communication between the performer and the listener. The relevance of the topic is due to the need for modern music pedagogy in methods that combine the technical, psychological and artistic components of the performance process. The aim of the study is to identify the internal techniques of student performers and to clarify their influence on the formation of emotional expressiveness in the process of preparing a musical work. The methodology is based on qualitative empirical approaches: semi-structured interviews, diary entries, in-depth interviews and content analysis with elements of quantitative generalization. The study showed that internal techniques form a complex system, which includes visualization, metaphorical, associative, bodily-motor and concentration practices, which provide the performer with the ability to form an emotionally holistic and artistically convincing image of the work. It was found that students use various interpretive strategies - figurative-visual, structural-logical, technical-analytical and combined, which determine the individual style of working with musical material. The results showed that emotional expressiveness arises as an integrative product of the interaction of emotional, cognitive and motor processes, and various internal techniques play the role of “mediators” between intention and sound. The practical significance lies in the possibility of using the obtained conclusions to build modern pedagogical models aimed at developing emotional interpretation, improving performing skills and expanding individual creative strategies of students. The study creates a basis for further interdisciplinary studies aimed at combining psychological mechanisms, musicological analysis and digital methods for assessing performing expression.
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