The Power of Performance
- Anna Harrison
- Feb 22
- 3 min read
Updated: Mar 10
The idea of performing in front of others can be daunting. Even the most confident learners can experience nerves, self-doubt, or anxiety at the thought of playing publicly. However, regular performance opportunities are one of the most valuable experiences a music student can have, not just for their playing ability, but for their confidence, resilience, and overall growth.
In my teaching approach, every student has the opportunity to perform at the end of each school term. This can showcase their progress, but mostly it is an integral part of their musical journey.
Why Performance is Essential for Musical Growth
Music is not something we learn in isolation, it becomes something that can be shared, a connection with listeners and other performers alike. Performing provides students with:
A tangible goal to work towards: Preparing for a performance encourages focus and commitment.
A chance to develop stage presence and resilience: Learning to handle nerves and unexpected moments is a skill that benefits students beyond music.
A deeper understanding of their music: Performing forces students to engage with their pieces in a different way, ensuring they internalise and truly own their music.
A sense of achievement: Completing a performance, regardless of perfection, builds confidence and a sense of pride in their progress.
Building Confidence Through Consistency
There are many reasons for uncertainty leading up to a performance, but one big reason students fear performing is the fear of the unknown. That is why regular, structured performances can help lessen the anxiety over time. The more they do it, the more it becomes a familiar experience.
For students who have been with me for a few years, this cycle of preparation and performance has become second nature. They know what to expect, and they understand that performing is simply a step in their learning process: not a test, but an opportunity.
For newer students, however, the idea of being watched can feel overwhelming. Some may be afraid of making mistakes, while others may fear simply being seen. In these cases, I introduce performance opportunities gradually and give options to work through before getting to the performance. Everyone is welcome to take it at their own pace.
Tailoring Performance Experiences to Each Student
Every student approaches performance in a unique way, and I adapt my approach to suit their comfort levels:
For highly anxious students: The first "performance" might just be playing in front of me during a lesson. From there, they might become confident enough to play for family or a friend, then a small group, then a larger one, before eventually performing at a formal concert.
For students afraid of making mistakes: I teach them that recovery is more important than perfection. We practise what to do if they get lost (finding an open string, jumping back in), so they never feel stuck and know they will always be able to play to the end of a piece, even if it didn't go quite as planned.
For students who do not feel ready: They can choose to sit in the audience and experience the event first. Even just being in the performance space is a win.
The key is choice, every student is encouraged, but never forced. By keeping the invitation open and structured, students can feel supported in opting to join something engaging or choose to wait until the next opportunity.
Reframing Performance Anxiety
A common struggle among students is perfectionism: in the case of a performance this often manifests itself as a fear that if something goes wrong, the entire performance is a failure. To counter this, I emphasise:
Mistakes happen to everyone: Even professional musicians make errors. What matters is how we keep going.
Performances are learning experiences: They are not about proving oneself, but about growing as a musician.
Success is not defined by perfection: A successful performance is one where the student has gained confidence and experience, not one that is technically flawless.
Encouraging Growth Through Reflection
After each performance, I take time with my students to reflect on the experience:
What went well?
What was challenging?
What did I learn for next time?
By framing performances as stepping stones rather than final judgements, students begin to see them as a natural and valuable part of their musical development.
Final Thoughts: The more we do, the more we can do
Performing regularly builds skills that go far beyond music. It teaches students resilience, focus, adaptability, and confidence. It also allows loved ones to witness their progress, reinforcing the hard work they have put in.
Over time, students who once feared performing begin to embrace it, not necessarily because the nerves disappear, but because they trust themselves and the process. And that trust, in themselves and their ability to overcome challenges, is one of the most valuable lessons they can take with them wherever life takes them.
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