Cristy Miller – Middle School/Junior High R&R Chair
Building Confidence in Your Middle School Singers
One of the biggest challenges I face with my middle school singers is helping them overcome their anxiety about singing in front of others. While solo singing isn’t required in my class, I want students to feel confident if they ever have the chance to perform solo. I often wonder why they have no problem bouncing a basketball in front of others or reading a poem aloud but feel so nervous at the thought of singing alone.
I believe much of this anxiety comes from the fear of being judged by peers, teachers, or an audience. Middle schoolers are very aware of how they are perceived, and performing can make them feel exposed and vulnerable. They may also feel pressure to meet high expectations, whether those come from themselves or others. Often, they compare themselves to classmates they see as more talented, which increases their anxiety.
Many of these students lack performance experience, which can make the idea of singing alone feel overwhelming. Some may struggle with handling mistakes or have perfectionist tendencies. Ultimately, I think the main reason for their hesitation is that singing is deeply personal, and sharing their voice can feel like revealing a part of their inner self.
I have developed several strategies to help students overcome their anxiety about singing in front of others. Many of these have proven effective. Here are a few suggestions for your classroom, though I’m sure you may already use many of them.
I focus on creating a safe and supportive environment where students feel comfortable. Building a sense of team spirit within the choir is essential. When students feel part of a supportive group, they are less likely to feel self-conscious. I emphasize positive reinforcement, not only for achieving perfection but also for effort and growth. Additionally, I make sure to avoid putting students on the spot without warning.
Another effective approach is starting with small group singing activities before moving to solo performances. Simple call-and-response exercises help ease students into singing alone. I also encourage sections to sing independently, gradually reducing the group size to build confidence.
Pairing students with partners is another strategy that helps hesitant singers transition to solo performances. Singing with someone they trust and feel comfortable with allows them to practice and gain confidence over time.
Providing karaoke opportunities has also helped reduce the fear of singing alone. Students often feel more at ease singing familiar songs, especially when paired with a classmate. Using a microphone can also make the experience feel more exciting and less intimidating, helping students focus on the fun rather than their nerves.
Simple singing games sometimes help students practice singing alone or in small groups. Here are a few I have found:
Pass the Phrase: Sit in a circle and “pass” a melody. Each student sings a short phrase, adding their spin, but the next student picks up from where they left off. This creates a playful, no-pressure setting.
Freeze and Sing: Play music from a song they are learning (or a song they know) and have students move around the room. When the music stops, they “freeze” and sing the next part of the song to the person nearest them.
Sing the Emoji: Use emoji flashcards to represent emotions (e.g., happy, sad, silly). Students sing a song in the style of the chosen emotion, making the activity light-hearted and fun. (I give students the option of bowing out of their turn, but many times they will participate because the focus is not on them as much as it is on the emoji they are representing.)
Sing the Answer: Divide the class into teams. Instruct the students they may only answer questions by singing the answer. They may respond by improvising the answer using any melody they choose (or you can give them a familiar melody they already know, and they respond with the answer using that melody.) Ask music questions or questions about a song they are performing. Give points for correct answers. This seems to work because the focus is not on voice quality but on the creative responses many will give.
Finish the Phrase. Split the class into two teams. Begin with Team A, singing the first part of a line from a well-known song. Any member of the team can reply with the second half. If they get it right, they earn a point. Often, singers who don’t normally solo will jump in without realizing they’re singing alone, more focused on earning the point than the solo aspect.
Encore: This game is widely known and effective for encouraging students to sing solo. Split the class into teams. Start with Team A and give them a word. They have 30 seconds to sing a line from a song that includes that word, either as a group or individually. If they succeed, Team B gets a chance to sing another song with that word. The game alternates between teams until one team fails to come up with a song using the given word. The main rule is that all answers must be sung.
Sound Charades: I found this game online that uses general clues like “truck driver” or “washing machine.” The presenter must place their hands behind their back and make sounds that represent the clue on the card. You can play the game as it is or adapt it to the classroom by creating a set of music signs and symbols. The key rule is that they can’t use words, only sounds.
Singing solo helps students overcome the fear of being heard on their own, which boosts overall self-assurance, both in singing and in other areas of life. Confidence gained from solo practice translates into more dynamic and assertive ensemble participation. This independence makes them more reliable contributors to group performances.
