Confidence and Connection Through Music
- Anna Harrison
- Mar 4
- 4 min read
Updated: Mar 10
One of the most impactful aspects of music education is the opportunity to perform. Whether it's a small informal recital or a larger public concert, performing gives students the chance to put everything they've learned into practice. For many, however, performance is also one of the most daunting aspects of their musical journey. Performance anxiety is a common challenge, but it is also a vital opportunity for growth, confidence-building, and emotional connection.
In my teaching practice, I’ve come to understand that performance is not just about showcasing a polished piece of music. It’s about embracing vulnerability, stepping outside one’s comfort zone, and celebrating the journey of learning. Through performance, students not only improve their musical skills but also grow emotionally and psychologically.
The Role of Performance in Music Education
Performance plays a key role in developing several important skills:
Musical skills: It provides an opportunity to practice and refine technique, timing, expression, and memorisation.
Confidence: It encourages students to trust in their abilities and face their fears.
Connection: It fosters a deep sense of connection to the music and to the audience, helping students see the bigger picture of why they play music in the first place.
Most importantly, performance provides students with a tangible goal, a sense of purpose that drives their practice and encourages consistent progress. It also helps students to experience and confront performance anxiety, providing the chance to develop strategies to cope with nerves and feel comfortable in front of an audience.
Embracing the Vulnerability of Performance
Performing in front of others is inherently vulnerable, and for many students, this vulnerability can lead to fear of making mistakes or being judged. These feelings of fear are natural and, in many ways, part of the process of growth. However, one of the key aspects of my teaching is helping students realise that performance is not about being perfect, it’s about sharing something meaningful and personal with others.
I work with my students to help them see that the audience is there to support them, not to criticise them. It’s important for them to understand that everyone in the audience has likely been in their shoes, whether as performers or simply as spectators. Performance, at its heart, is about human connection. It’s a chance to express one’s emotions, thoughts, and hard work through music.
Changing the Perspective on Mistakes
One of the most powerful shifts I encourage is changing the way students view mistakes in performances. For many, making a mistake feels like the end of the world, but I work hard to reframe this mindset. Rather than seeing mistakes as a failure, I help students understand that they are simply part of the process and can be used as opportunities to demonstrate resilience, focus on what comes next, and move forward without hesitation.
Mistakes do not define a performance. In fact, it is often the way a performer handles mistakes that leaves the most lasting impression on the audience. Owning up to imperfections and continuing with confidence can be far more powerful than aiming for an unattainable ideal of perfection.
Through rehearsals and mock performances, I provide students with the tools they need to stay groundedand composed, even if things don’t go according to plan. This is especially important for students who are particularly anxious about performing, as it helps to reduce the fear of what might happen and reminds them that they are capable of adapting in real time.
Building Confidence Through Performance Opportunities
At the heart of my teaching philosophy is the belief that every student deserves to have regular opportunities to perform. Performance is not something to be feared; it is an integral part of the learning process. Each performance, whether big or small, serves to reinforce the student's confidence and growth.
In my lessons, every student gets the chance to perform at the end of each term. This is an essential part of their musical journey, as it provides them with the opportunity to demonstrate the progress they’ve made and celebrate their achievements. Even if a student doesn’t feel completely prepared, the process of performing—of stepping onto the stage, facing their nerves, and playing for others—is a monumental step in building resilience and self-assurance.
Creating a Safe Performance Space
The way I approach performance preparation is built around creating a safe, supportive environment for my students. I emphasise that the performance is an opportunity, not a mandatory requirement. Each student decides for themselves whether they wish to perform, and this autonomy fosters a sense of control over the process.
For students who are particularly apprehensive about performing, I offer the option of performing in smaller, more intimate settings first, or even just playing for me one-on-one. These initial low-pressure performances help students build confidence gradually before stepping in front of a larger audience.
In some cases, I’ve had students who initially felt so anxious that they couldn’t even attend the performance, but after continued encouragement and understanding, they came to observe their peers, and eventually, they chose to perform in front of others. This approach allows students to experience the performance environment at their own pace, without forcing them into something they’re not ready for.
The Ripple Effect of Performance
Once students experience the power of performance, the effects often ripple out into other areas of their lives. The confidence gained from stepping onto the stage doesn’t just improve their musical skills, it boosts their overall sense of self-worth and provides them with the confidence to face challenges outside of music.
Many of my students have found that after performing in front of others, they become more confident in their ability to take risks, speak up, and try new things in other areas of life. It’s a beautiful reminder that the benefits of performance extend far beyond music, they influence the way students perceive themselves and the world around them.
Final Thoughts
Performance is one of the most powerful tools for building confidence and connection through music. It provides students with the opportunity to share their growth, express themselves, and face their fears in a safe and supportive environment. By helping students reframe their approach to mistakes, emphasising vulnerability and connection, and providing regular opportunities to perform, I guide them towards becoming confident, resilient musicians who are not afraid to share their work with the world.
Ultimately, performance is not the end goal of music education, but rather, a powerful way to celebrate the learning journey and foster a lifelong love of music.
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