a) General Objective – To provide the assisting teachers with tools to improve their relationship with their students, increase their understanding and help them to improve their performance and to connect in a deeper and more gratifying way with the repertoire addressed.
b) Specific Objectives – To deepen the enjoyment of the teaching role. – To bring teachers closer to the central nuclei of the Theory of Emotional Music Performance.
– To provide teachers with the tools to help a student who experiences fear when playing. – To increase teachers’ understanding of the psychological issues that move students through the bond they establish with them.
– To learn to discriminate between “what the pupil provokes me” and “what is my own and what the pupil triggers”.
– To accompany the teachers attending the course in their teaching work through reflection and understanding, so that they can approach the “unresolved scenes” in their relationship with their students to work on them and improve them.

Content

• Introduction to the psychology of the musician.
  – The two fundamental aspects of the musician’s emotional system:
  The Performer and the inner Critic/Guide. Their origin. Their relationship.
  The Dysfunctional Relationship and the Functional Relationship.
  – Other related topics:
  Why and for whom do we make music? What do we teach for?
  Success and Failure. Enjoyment.
  Hyperexigence. What is it to be a musical performer?
• The most frequent psychopathologies in students.
  Stage Fright.
  Stage Embarrassment.
  Feeling of boredom or boredom of the musical activity Feeling of loss of Sense of the musical activity.
  What are they? What to do? What not to do?
• Fundamental characteristics of being a teacher and their relationship with the pupil.
  The adult pupil – The child pupil
  What does it mean to help?
  Helping as an availability that can take different forms and not as a rigid form.
  Mechanisms of projection.
  Transference and counter-transference in the teacher – pupil relationship.
• Introducción al Estudio Emocional de la Música.
  Fundamental characteristics of being a teacher and their relationship with the pupil:
  – The Technical – The Analytical – The Emotional
  The importance of each one. Their function. The Technique as an “instrument” to express one’s own Emotion and not as an end in itself. The fundamental inclusion of Emotions as a main element within the Everyday Study. Primary and Secondary Emotions Pleasurable and Displeasurable Emotions Different ways in which an emotion can be expressed Difference between experiencing and expressing an emotion through sound.
  What are emotions based on? The fundamental importance of the analysis of the work. The Structure of the work. Difference between Structure and Form. Relationship of the Structure with: Form, Harmony, Melody, Themes and Functions.
  The Emotional Study of a Work: Steps to follow to study a work emotionally.

Target audience
Aimed at music teachers who wish to improve their relationship with their students and acquire tools to help them more deeply and enjoy their work more and more.

Methodology
From the musical/pedagogical point of view, we work fundamentally from a phenomenological perspective, approaching a notion of interpreter that starts from and allows an experience of the work in an integral and, specifically, emotional sense. From the psychological/emotional point of view, we start from a humanist vision, bringing together general psychoanalytical, cognitive, gestalt, transpersonal and existential elements that allow for a greater understanding of the inner workings of the teacher and the student.

Assessment and/or monitoring procedures
Final questionnaire.

Registration and conditions

• If the minimum number of students is not reached, the full course fee will be refunded.
• NO se devolverá el importe abonado a las personas que anulen su matrícula en los 4 días previos al inicio del curso.
• No refunds will be made to those who cancel their enrolment within 4 days prior to the start of the course.
• Recognition of ECTS – RESOLUTION of 6 May 2019, of the Rectorate of the University of Valladolid (BOCyL no. 94 of 20 May 2019).
• Once registered and enrolled in the course, the course will be available for registration in the IKG Campus 7 days prior to the course.