The Reluctant Performer

What do you do when a student doesn't want to perform?

There is no easy answer, but weighing these values can help. Depending on whether you're a music educator, music therapist, or combination of the two, certain values may be more important. There may be slightly more flexibility for music therapists than music educators in determining whether student performance is required.

Fairness

• Is performing mandatory for all students? 
• Is it a component of a grade?
• Is it a condition of participating in a group or ensemble?
• If any of the above, was this made clear to all students and their families?​

Group Dynamics

• Is the student's part significant in relation to other students' performance?
• How will the student's participation (or non-participation) affect the group? 
• What would happen if none of the students wanted to perform? 

Autonomy

• Does the student's choice matter?

Beneficience

• What would the student gain by performing? (ex. opportunities to overcome performance anxiety, increase comfort in a group setting, gain confidence, or enjoy a successful experience)
• Would mandated performance have any negative impact on the student or group? (i.e. increased anxiety or behaviors such as outbursts or aggression)
• Would honoring the student's choice encourage them to be more assertive and validate their communication of their needs?

Communicate!

Talk to the student:

• What do they want?
• Why don't they want to perform? (ex. performance anxiety, feeling unprepared, discomfort in a group setting, intolerance of repetition in rehearsals, difficulty seeing the conductor or music, need for additional cues or physical support, non-attendance of family members, unavailability of transportation, lack of appropriate concert attire)
• What options do they have, either in the performance itself or in place of the performance?
• What are the benefits of performing, or consequences of not performing, for both the student and the group (if applicable)? 

Talk to the student's family:

• What are their values?
• ​What are their desired outcomes?
• How can you work together to support the student?

Talk to colleagues:

• What are their perspectives?
• How can you work together to support the student?

Talk to administrators:

• What are their values?
• What are their desired outcomes?
• How can you work together to support the student?

Other Tips

It can be helpful to establish the expected level of commitment from the beginning, especially in regards to performances. Outlining expectations in letters or "performance contracts" with students and families is a useful approach.