CHAPTER 17 : CREATING A SAFE ENVIRONMENT FOR MUSIC TEACHING AND LEARNING IN SECONDARY SCHOOLS IN THE IDEMILI LOCAL GOVERNMENT AREA OF ANAMBRA STATE

Ebele V. Ojukwu (PhD), Adaora Echezona

Abstract


Many music education environments evoke fear, causing students to loathe performing or withdraw from expressive music-making. Fear-based performance anxiety is not an admirable outcome of music education, but it is the far-too-common experience of the students. This qualitative study which is anchored on invitational theory and practice offers a practical model for fostering emotionally safe learning environments that instil in music students a positive sense of self-belief, freedom, and purposeful learning. The authors through survey and library methods examined the implications for music educators towards creating effective learning environments, creating a safe space for learning, including specific teacher attitudes, and behaviours that nurture a sense of trust and respect, thereby encouraging experimentation, risk-taking, and selfexpression. The paper recommended music teaching strategies that foster purpose-driven student commitment and musical mastery geared towards a sense of self-actualization.

Keywords: Music teaching, Psychology of learning, Safe learning environment, Creativity and performance.


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