Cultivating Emotional Intelligence for Orchestra Auditions

Abstract

This mixed-methods action research study investigated the impact of an emotional intelligence (El) training intervention on the performance anxiety and audition readiness of 102 middle and high school orchestra students. Participants were categorized into three groups: the primary intervention groups received training in breathing techniques, positive affirmations, and reflective practice, while a subset (Group 2) participated in an enhanced mock-audition protocol. Analysis of survey data, practice journals, and video reflections indicated that students actively engaged with the curriculum, specifically identifying breathing and affirmations as the most effective techniques for reducing performance anxiety and improving practice quality. Findings demonstrated that while the intervention benefited all participants, the Group 2 cohort achieved significantly higher mean scores in audition-specific confidence and readiness, highlighting the value of applying regulation skills in realistic, low-stakes practice contexts. Longitudinally, the study revealed a marked developmental shift toward "reflective sophistication," as evidenced by improved rubric scores in emotional awareness - increasing from a mean of 1.8 to 2.7 - and a consistent movement from reactive, "Yellow" or "Red" emotional states toward sustained performance resilience. These results suggest that integrating El training into the music curriculum empowers students to separate their self-worth from musical outcomes, fostering a healthier and more focused approach to high-stakes performance.