Academic Services and Registrar - Research Publications

Permanent URI for this collection

http://hdl.handle.net/11343/192991

Filters

2021 - 2022 6
Reset filters

Settings
Statistics
Citations
Start date: 2005 × Author: Glasser, Solange ×

Search Results

Now showing 1 - 6 of 6
  • Item
    No Preview Available
    Reimagining the performance experience through the establishment of a virtual performance hall.
    Glasser, S ; Cochrane, T ; Loveridge, B ; Osborne, M ( 2021-10-27)
    Paper presented as part of the symposium "Reimagining Performance with Immersive Reality Technologies" at ISPS 2021, 27-30 October, Montreal, Canada.
  • Item
    Thumbnail Image
    Design principles for immersive reality to enhance creativity and performance through transdisciplinary collaboration.
    Osborne, M ; Cochrane, T ; Loveridge, B ; Glasser, S ( 2021-10-27)
    Paper presented as part of the symposium "Reimagining Performance with Immersive Reality Technologies" at ISPS 2021, 27-30 October, Montreal, Canada.
  • Item
    Thumbnail Image
    Reimagining music performance with immersive reality technologies.
    Loveridge, B ; Osborne, M ; Glasser, S ( 2021-11-05)
    NowNet Arts Conference 2021 Network Arts: Transformation of Distance.
  • Item
    No Preview Available
    Exploring opportunities for musician’s health and performance enhancement using VR simulation training.
    Glasser, S ; Osborne, M ; Loveridge, B ( 2021-10-07)
    Paper presented at Games for Change Asia-Pacific Festival 2021, 5-7 October, online conference.
  • Item
    No Preview Available
    Ethical considerations for sustainable music training using VR technology: a case study of performance anxiety.
    Osborne, M ; Glasser, S ; Loveridge, B ( 2022-04-08)
    Presentation given at the 2022 Teaching Music Online in Higher Education (TMOHE) and Music, Education and Technology (MET) online international conference. INTRODUCTION Simulation training is used to develop performance skills in various disciplines, particularly where in-situ training is either impossible or unsafe to implement (Renganayagalu et al., 2021). Such training enables learners to acclimatise to real-life stressors and anxiety-inducing scenarios in a physically and/or psychologically safe environments, to protect against performance decrements which reveal themselves in high pressure contexts rather than low-stress practice sessions. BACKGROUND Recent work using immersive virtual reality (VR) provides preliminary evidence of the capacity of this technology to evoke music performance anxiety (Fadeev et al., 2020; Fanger et al., 2020). In this study, we explore the capacity of VR to assist music students to develop technical and psychological competence to perform at their best under pressure implemented within tertiary music institution settings. METHOD Richie’s Plank Experience (Toast VR, 2016) was used to approximate the physiological symptoms of high-stress performance in a single case pilot study with a highly trained violinist. Prior to exposure, a performance psychologist taught the participant a pre-performance routine with demonstrated utility in musicians (Osborne et al., 2014). The psychologist subsequently guided the participant remotely through the routine via Zoom, whilst the participant was immersed in the VR environment. Heart rate, subjective units of distress, and confidence measurements were taken across five levels of exposure which varied the integration of instrument and intervention. FINDINGS The plank task induced a notable stress response. Additionally, the musician was receptive to pre-performance routine instructions to downregulate their stress response. This created a performance focus when in the VR environment, demonstrated by decreased anxiety and increased confidence ratings across performance tasks. IMPLICATIONS/RECOMMENDATIONS We provide preliminary evidence for the capacity of immersive VR to induce the situational stress required to trigger a cascade of physical and psychological responses. The benefits of this technology need to be considered alongside areas such as privacy, storage, access, and accessibility
  • Item
    Thumbnail Image
    CO-llaborative VI-rtual D-esign: A Collaborative Autoethnography on Conducting Exclusively Online, Data-Led Collaborations in the Creative Industries
    Spreadborough, K ; Cochrane, T ; Glasser, S ; Sweeney, D ; Harris, J ; Belton, A ; Coleman, K ; Melzack, G ; Fitzgerald, E (SAGE PUBLICATIONS INC, 2022-03)
    This collaborative autoethnographic story of #DataCreativities articulates data traces found within the rapid move online in education and creative sectors in Melbourne, Australia. As a result of the lockdowns imposed to combat the initial spread of COVID-19, this collaboratory began within the anxieties of 2020. #DataCreativities takes a data-related approach to understanding the fast-paced shift to making, learning, teaching, and living in a crisis through research and art. Twelve months on, we figure (out) our own data and practice. We ask: What does CO-llaborative VI-rtual D-esign look like, how can it be established, and how can it be sustained?