Teachers’ Use of Pre-Performance Rituals in Music Ensembles: Beliefs and Practices

This mixed-methods study examined how music educators use pre-performance rituals in ensemble settings and how they perceive their value for students. Twenty-seven Indiana music educators completed a brief online questionnaire, with three participating in follow-up interviews and one rehearsal observation. Most participants (70%) reported using pre-performance rituals with their ensembles, and nearly all (96%) expressed strong beliefs in their benefits. Teachers described four common ritual types: group unity practices, physical and vocal preparation, motivational activities, and mental focus routines. Across these forms, rituals frequently included symbolic elements or traditions passed down within programs. Qualitative findings indicated that teachers used rituals to help students manage performance anxiety, focus attention, build group cohesion, and support student leadership, while balancing long-standing traditions with adaptation to changing student needs. The findings suggest that pre-performance rituals are a common and flexible teaching practice that supports students’ emotional readiness and sense of belonging alongside musical preparation.