researchers here at the royal college of music in london say that practising performing. regular access to the real theatres and venues, they can simulate the experience here in their performance laboratory. that simulation begins before they step out into the lights. one of the things we've learned from our research is that our body's stress response to performance can be as, if not more powerful backstage than it is on stage. it's that anticipation of performance where anxiety can really hit. this helps us tailor our training to make sure we're not only preparing them for what happens on stage, under the lights, in front of the audience's eyes, but also how they're coping backstage. how do they manage that anxiety? how do they get themselves physically and mentally into a place where they're ready to walk out on stage and give their best performance? once the students are on stage, george waddell can control everything. he can change the venue. he can change the reaction to make the night go as well or as badly as he wants. the performance laboratory is running in unrea

researchers at the royal couege researchers at the royal college of music in london say that practisingand then performing is very different to practising performing. and so while it's difficult to get regular access to the real theatres and venues they can simulate the experience here in their performance laboratory. that simulation begins before they step out into the light. one of the things we learn from our research is that our bodies stress — our research is that our bodies stress response to performance can he _ stress response to performance can be more powerful backstage than it_ can be more powerful backstage than it is— can be more powerful backstage than it is on stage with that it's a — than it is on stage with that it's a anticipation of performance where anxiety can really _ performance where anxiety can really hit — performance where anxiety can really hit. this helps us tailor— really hit. this helps us tailor our training to make sure — tailor our training to make sure we _ tailor our training to make sure we not only preparing them for what — sure we not only preparin

click�*s spencer kelly visited the royal college of music to see how a new performance laboratory isional rollercoaster. vocal warm-up. places, please, places. ok, they're ready for you. good luck. thank you. your heart is racing. the adrenaline is flowing. this is your moment. it's time to conquer your nerves, face the crowd and let all that practice pay off. some say it takes 10,000 hours of practice to become an expert and, forjosephine shaw, this performance is part of thatjourney as she blows our socks off with a rendition of sweeter than roses to a very unusual audience. i've always loved singing. my parents say i was a bit of an annoying child growing up. i was making lots of weird noises and apparently would hum myself to sleep! so eventually they were, like, let's put this into something useful and got me some singing lessons. talk to me about nerves. do you get them and how do you get over them? yeah, i get nerves all the time. getting over them, it's always a tricky balance. sometimes the adrenalin helps you, but also you don't want the nerves to affect your singing or you

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click�*s spencer kelly visited the royal college of music to see how a new performance laboratory isyour heart is racing. the adrenaline is flowing. this is your moment. it's time to conquer your nerves, face the crowd, and let all that practice pay off. (operatic singing) some say it takes 10,000 hours of practice to become an expert. and forjosephine shaw, this performance is part of thatjourney this performance is part of that journey as she this performance is part of thatjourney as she blows our socks off with a rendition of sweeter than roses to a very unusual audience. i have always loved singing. my parents say i was a bit of an annoying child growing up. i was making lots of weird noises, and apparently would hum myself to sleep. so eventually they were like — let's put this into something useful. and, um, got me some singing lessons.— singing lessons. talk to me about nerves, _ singing lessons. talk to me about nerves, do _ singing lessons. talk to me about nerves, do you i singing lessons. talk to me about nerves, do you get i singing lessons. talk to me i about nerves, do