Three Ways Educators Can Boost Their Confidence in Music

Need a musical confidence boost? Hi there, fellow educators! We all know that working in early childhood can be as rewarding as it is challenging. Whether it’s turning a meltdown into a musical moment or finding a new way to engage that one child who never sits still, we’re all in this together. Let’s talk about some simple, confidence-boosting, creative ideas that can make our days a little easier and a lot more fun.

Confidence is key when it comes to music and movement because we’re talking about the performing arts. Performing can be intimidating, often associated with musical stars or divas. Not all art forms have this confidence problem. For example, educators are usually comfortable providing visual arts experiences, even if they don’t see themselves as ‘famous artists.’ They’ve learned how to set up environments that encourage children to express themselves through clay modeling, drawing, painting, or even digital art.

However, when it comes to music, many educators feel out of their depth. In a recent study¹, over 98% of educators said they had no formal music qualifications. Although most agreed that music is extremely valuable, many admitted they didn’t know what to do. More than half said they had never played an instrument or sung.

The difference is clear: with art, you know what to do because you were taught. With music, you didn’t receive that training, so it’s no wonder confidence is an issue.

Three Ways Educators Can Boost Their Confidence

1. Remember, It’s Not Your Fault

   If you lack confidence when it comes to providing music activities, it’s not your fault. The Australian education system hasn’t prioritized music education. Your school years likely didn’t give you the confidence to listen, sing, move, improvise and play instruments comfortably. Also, your early childhood studies probably didn’t cover music and movement, which is a well-documented gap². On top of that, wages in this industry are so low that it’s tough to afford private music lessons to fill this gap.

2. Team Up with Your Co-Workers

   Make a pact with your colleagues: no matter how it sounds, you’ll all sing and groove together during group time. Support each other with smiles and laughter, creating a positive environment where children can enjoy community singing and playing easy percussion instruments. This is great for their emotional and social well-being. You might be surprised—someone in your team might naturally take the lead, and soon everyone will feel less exposed and embarrassed. When everyone joins in, it becomes a fun, shared experience! Miraculously confidence grows.

3. Learn Music for Free

   Believe it or not, you can learn music without spending a cent, or exposing your fragile self-confidecne. There are free online courses for instruments and voice, like those offered by Muzician, an Australian site with a free membership option. You can also join community groups to sing or play instruments like the ukulele. There are plenty of YouTubers who share free music lessons too. You don’t need to read music if you don’t want to—making music is as much about feeling as it is about technique.

It’s time to rediscover the confident inner musical child that might have been overlooked in your own early years. According to Professor Sandra Trehub³, babies are born with a natural ability to process music. They can tell when music sounds ‘off’ better than most adults and prefer you singing rather than speaking to them. You were once that baby, so you have that potential too. Now’s the time to bring that musical child back to life!

REFERENCES

1. Barrett MS, Flynn LM, Brown JE and Welch GF (2019) Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners. Front. Psychol. 10:724. doi: 10.3389/fpsyg.2019.00724
2. Letts, R. (2011) Early Childhood Music and Arts Education in A Comprehensive National Policy for Music.https://www.musicinaustralia.org.au/a-comprehensive-national-policy-for-music/#early_childhood_music_and_arts_education
3. Trehub SE, Becker J, Morley I. 2015 Philosophical Transactions. Royal Society. B 370: 20140096. http://dx.doi.org/10.1098/rstb.2014.0096