Creating Safe Spaces for Music Learning

Abstract

This article offers a practical model for fostering emotionally safe learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a safe space for learning, including (1) specific teacher attitudes and behaviors that nurture a sense of trust and respect, thereby encouraging experimentation, risk taking, and self-expression, and (2) music teaching strategies that foster purpose-driven student commitment and musical mastery toward a sense of self-actualization.