Dr. Thomas King

Stage Fright

Lecture on Performance Anxiety – Stage Fright [given February 17, 2011]

Dr. Thomas King, Professor of Music   APSU

kingt@apsu.edu Facebook    www.drthomasking.com

 

Differences Between Students & Professors: [in the lecture labeled S or P]

 

Students:

-     They can “hide” by sitting down, not facing the class when speaking.

-     They don’t have to answer (?).

-     They can ask questions, rather than answer and commit themselves.

-     They can use the book and their notes for reference when speaking.

-     They don’t have to look at the audience, ever.

Professors:

Look at the audience.

Memorize. (?)

Do not hide behind anything.

Must be knowledgeable and entertaining.

Must show their command of the subject and be able to deliver the information in enough ways to engage every student in the class.

Performance Anxiety in the Young, Junior, New Professor

 

Categories: Typical anxieties, physical problems, mental problems, thorough preparation, and remedies.

 

What are the typical anxieties in young junior Professors??  (Applies to all performers!!)

1. Low Self-Image

All speakers/presenters/performers can begin to think of themselves as inadequate and will then spiral down into negative thoughts more and more. P If you were picked to present, then someone must think of you highly. Keep remembering that. Someone has hired you – above others. Someone has confidence in you. The comparison between an inexperienced junior professor who is new to the university, is beginning and finding her way, is unsure of herself, and a senior faculty member, who at least seems comfortable in all things, can be devastating to the beginner.  A negative self-image can build in the first few weeks of arriving at the university. S the transition from high school to college can be drastic indeed. Realize YOU are the same person who was accepted here through hard work, good grades, etc.

[Non-traditional]  YOU bring life experiences that are enriching to all around you. You have the maturity to succeed immediately. You have a support system of peers at home who believe in you and agree that NOW is YOUR time to be here.

2. Anxiety About the Chair/Boss/Leader  [about the Professor]

P New faculty need an adjustment period and must remember that the boss was once new as well. Confide in your chair and ask for guidance. Realize that the chair wants you to succeed. You were chosen to be here by that chair. Learn how to work toward the common goal of refining and perfecting your talents.  A “dreaded assault” on the junior faculty’s self-esteem will not happen. Any criticism offered will be beneficial and encouraging.  S Anxiety about the professor There is the same adjustment period described above. Everyone in the class is “new.” Everyone is learning the routine of this particular class. You can ask for guidance as well.

3. Lack of Preparation

P Because the junior faculty has not taught very much, the drill of preparation and practice of lectures and organizational skills in the classroom can be elusive. Work with a colleague to refine how to write a logical syllabus and stick to it for the semester, the pacing in the class, the  content (not too much each lecture), gauging preparation time for each class session. Include new ideas and different ways of explaining concepts. Be ready to offer explanations in myriad ways, not just the way you yourself understand. S Read the material BEFORE coming to class. Take notes and refer to them often. Decide on the best and “coolest”  way to take notes (paper and pencil, on small note cards, in a foreign language, electronically, etc. Engage the professor after class, in an appointment, even in the cafeteria – politely.

4. Anxiety About the Audience

P In the mind of the new faculty member, no audience (class) will pay attention, be interested for the full period, want to learn at the pace planned. Below are listed some techniques to use on your audience to keep YOU in charge. Focus on the positive, engaging performance you would like to present.  S Answering in class the very first time can be nerve-wracking. What if I stammer? What if I am wrong? What if the professor doesn’t choose me? What if the professor DOES choose me? What if I answer too much?

5. Anxiety About Unknown Situations or Surroundings

P The situations in a classroom, lecture hall, or conference room can be unique. Do YOUR homework on surroundings, temperature, windows, doors, size, number of seats, acoustics, where to stand, equipiment, (what is furnished, what must be supplied each time, etc.) Without this planning one can be confronted with very upsetting circumstances.  S Sit in the front row in the middle – the zone of participation.  When you answer from this seat, you are really only conversing with the professor!.  If you sit in the back, you have to yell your answer. Everyone turns and looks at YOU.  You have to really want to answer from so far away.

6. The Fear of Failure and Success and How They can be “One” Fear

P Anxieties appear in many beginners, and the new faculty member is no exception.  The intensity needed 100% of the time and the command needed for the content of the courses can make one question the decision to teach.  Overcoming all of the anxieties and proving oneself to be talented, hard-working and directed, is a formidable task.  There are so many people to please:, – the chair, the students, your family, your friends, your support group and myriad other professors.  A strong feeling of inadequacy can add to the pervading thoughts of failure and the professor’s self-image is again challenged.  Success means change– change in life style, change in activities, change in abode, change in clothing, change in salary, change in preparation and work (more of both), and change in attitude.  Failure is easier to accept because none of the change must take place.  It seems odd to say, but success is coupled with failure because sometimes the young professor hopes for failure, stability, and comfort, rather than having to change everything if successful.  Once one has achieved success, one is expected to continue to achieve success and to stay “on top”.  This is often more difficult than the simple strivings of a beginner. S It is easier for a student never to answer a question in class. No change in involved. One remains anonymous. One is not engaged. One does not have to “change” anything.  Answering means committing, means literally speaking up, means change.  Failure is much easier. Don’t answer. Don’t commit. Don’t change.

A Few Physical Problems Caused by Stage Fright

(Luckily You’ve Never Had All These at the Same Time!!)

 

Pounding Heart	Trembling Knees	Cold Sweat	Nausea
Dry Throat	Teary Eye	Runny Nose	Cramps
Temperature Change	Stammering	Muscle Tension	Dizziness
Urge to urinate	Fidgeting	Urge to Cry	Throbbing Temples
Fatigue	Blushing	Stiff body	Giddiness
Tingling Hands and Feet	High Blood Pressure	Failure to See or Hear Clearly	Fainting

How to Overcome Stage Fright

 

Remedies:

-    Specific Routine Before Performing- e.g. Be alone, review the material, plan for things to go awry and a plan of action, talk through the entire class material.

-    Slow Deep Breathing fools the body into believing that there is no danger (no fright), sit in a quiet place, eyes closed, concentrate on breathing evenly.

-    Sit, Concentrate on tip of nose and inhale slowly,

-    Place Hands on stomach and inhale and exhale slowly 20 times,

-    Perform/rehearse/practice difficult or complicated tasks several times, the “grooving” on presenting it correctly will overcome the few times it is presented without authority.

-   Stage Fright from being fearful, fearful when one senses an emergency, what is the emergency?  Audience not agreeing, not approving,  Professor not agreeing, not approving.

-    Anxiety is caused by attitude, not reality.  Mind tells us to be afraid, it can also tell us the positive outcome!!

-    When You Practice and Present Alone, it goes well, but add an audience and it becomes harder!  Try presenting behind the audience or the class, not in front of them, then beside them/among them; ease into presenting with them watching. [The added benefit here is –proximity to a student makes the student pay more attention, AND by moving about the class, the students must continue to change focus and be engaged]

-    Call It stage vitality, stage excitement, not stage fright. Everyone wants to present themselves in a “vital” and “up” attitude.

-    Barbara Sher (from Wishcraft): Anything worth doing has uncertainties and doubts, and challenges and exhilarations.  Dare to take risks to show creativity,

-    Failure = Learning = Working = Success,  Explain this.

MentalRules: Focus on yourself  Dr. Gregg Steinberg APSU “No man (or woman) can make you feel inferior without your consent” Eleanor Roosevelt

The human condition is to be concerned about what others think of us. In fact, the number one fear in our culture is public speaking. Most of us get extremely nervous when we have to speak in front of our peers. Our heart rate goes sky high, our head starts to pound, and at times, some of us will forget everything we had prepared. All this nervousness stems from our concern about the impression we give to others. Our greatest fear is to stand in front of others and look like a fool.

Six Ways to Prepare, 32

 

Technical Work- Look up all facts and concepts, understand them yourself first, decide what is mandatory for learning, then what is interesting, but not as vital to learn. Have a few anecdotes, even jokes about your own material.

Delivery Work- notice your style, emphasis, tempo, articulation, even diction and clarity when speaking, etc.

Pedagogical Work- “an exercise you cannot master immediately allows you to encounter and extend your limits.”  Present your best of the present!!  Reverse teaching.  Groove theory.  Prepare for best and worst possible outcomes.  Imaging process (imagine being good!),

Interpretation- your personal interpretation of the material, characterization, ”ride the tennis ball over the net”

Communication- wanting to serve the public, the class, share your passions for the material, pass these important concepts on to them, present often to be able to transmit to audience (it doesn’t always translate from practice sessions), always perform for an IDEAL audience (they will love it!!!)

Personal Philosophy- positive attitude, meet challenges with energy, the best of the present, have a plan, constantly change it until it is just right.

Other Remedies

 

●     Go in the hall and try to become nervous, find your limit, and then you know nervousness can’t go over that.

●     If tense, have some trigger words ready to create inner calm, “move, flow, give, release, pulse, unite, power”

●     Tense and release muscles and muscle groups.

●     Breathe through soles of feet, sense backs of eyeballs.

●     Thinking one is in danger is as bad as really being in danger- mind takes over. Let it take over the positive way instead, think “no danger!”

●     Have pleasant images ready to replace the “bad” ones, Colorado, school’s out, win lottery, new car, opposite sex, etc.

●     Have mantra word to concentrate until negative leaves.

●     Judge yourself with moderate thinking that is not polarized. USE 75% sometimes, often, in some cases, seldom, DON’T USE always, never.

●     Think about problems by using he, she, you, not I.  Step back out of the picture and intellectualize about the problem, don’t be “in it.”

●     Admit problem, accept it, then challenge it.

●     How to use audience to advantage:

1)  Friendly: (attentive, will clap correctly, will appreciate the material

2)  Inquisitive: (will want to be educated)

3)  Subservient: (will be unfamiliar with the material, will not have studied, cannot present as well as you can, need to be instructed and entertained, “I, the performer, am above YOU, the audience.”)

4)  Be angry at audience

5)  Make fun of them

6)  Audience of equals (they will appreciate your efforts)

7)  Dependent on audience (gain energy from them, they can invigorate you.)

●     Learn from failures- a child falls many times before he walks

●     Be nice to yourself- you would help a colleague, why not help yourself?

●     Stress inoculation, small doses at first, then more and more

Anytime you “fail,” learn from it, analyze it, write down what happened, and begin to correct problems