The instructors I spoke with believe that dress rehearsals are a big help. “I usually try to get the students in to at least see the place in which they are going to perform,” said Canon. “I like to do a rehearsal or two there, if possible. The more you can cut back on the unexpected, the better the student is likely to perform.” If a dress rehearsal is logistically difficult, have students perform for friends and/or family as much as possible. The more performance practice the students get, the easier it will become. I often pulled the next student in from the waiting room to be an audience for the person having their lesson. I also brought in a microphone so students could practice singing on a mic, another aspect of live performance that differs from practicing at home.
When performance anxiety loomed large for students, I reminded them that every performer goes through the same things, no matter how seasoned they might be. Many were surprised when I told them how many famous musicians experience stage fright. They gained a new respect for what it takes to be a performer.
In the end, a good time was had by all. The day after the first concert, I received emails asking when the next performance would be. Morgan Montalvo, a budding singer-songwriter in her junior year of high school, summed up what many of the students felt when she said, “It was really cool. I felt proud that I was performing with these people.” n

KAREN HOGG is a performer and guitar/mandolin teacher in New York City. She currently works with about 20 students, ranging in age from 11 to 65. She teaches a variety of styles, such as blues, rock, country, and fingerstyle.