Abstract
The study reported in this article investigates how social relationships shape experiences of music performance anxiety (MPA) among child voice students aged 7–12 in a group voice lesson setting. Despite growing research on MPA in adult and adolescent musicians, more is needed about its manifestation in younger children, particularly in group learning environments. This practitioner-based case study follows eight children through a 10-week program of group voice classes culminating in a public performance, generating data through semi-structured interviews, student drawings, reflective activities, and researcher observations. Findings indicate that implementing a community of music practice (CoMP) approach can foster social participation, collaboration, and shared emotional experiences among students, reducing MPA and increasing singer confidence. The study highlights the significant role of peer relationships and social feedback in shaping children's experiences of MPA.
Published Version
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