Ebele V. Ojukwu (PhD), Adaora Echezona


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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