| Summary: | The role of tertiary music performance education is to prepare students for professional performance. Professional performers demonstrate stage mastery, and their concert preparation transcends the score to equip them for the concert stage. Music educators must translate professionals' insights into performance education. This study developed, trialled and evaluated two learning modules for performance students, based on expert strategies. In Module 1, students engaged in a backstage immersion task. In Module 2, students roleplayed as expert performers and audience members. Participants reflected on their experiences in interviews. Workshops and interviews were recorded, transcribed, and coded thematically. Students analysed the concert environment critically and observed their performance mindset. Emulating expert performers prompted compelling stage presence and students observed the effects of stagecraft on audiences. Peer-to-peer learning facilitated critical reflection on professional practice and students resolved to apply these skills to concert preparation. Future studies will develop these tools for pedagogues and students.
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