Understanding the Classroom Vibe: A Guide for Performing Arts Teachers

Have you ever wondered what students feel when they come into your classroom or rehearsal space?

Students might not be fully aware of it, but they are becoming increasingly mindful of the vibes they experience from people, places, and situations. This is a positive development, as it indicates they are growing more self-aware. They are starting to pay attention to their gut feelings rather than just accepting what they are told by others.

The Different Vibe of a Performing Arts Classroom Setting

When student-aged children enter a classroom, especially teenagers, they notice various elements. These include scents, sounds, behaviors of others, and the overall decor. Most importantly, they pick up on your vibe as the leader of the space. If any of these elements feel off, students tend to become guarded. They stick to familiar faces, sit at the back, keep their voices low, and may even try to hide. This behavior reflects insecurity as they gauge the environment.

In contrast, students in core subjects like math or science often maintain their identities throughout the school year. They are there to learn the material, pass their classes, and leave. In these cases, the teacher's role is primarily to deliver content and enforce rules.

As performing arts teachers, our situation is quite different. If you’re a performing arts teacher, you might be nodding along, thinking, “That doesn’t apply to me.” And you’re right.

Let’s reframe that description. The scent in your classroom is likely a mix of metal and wood. The acoustics differ significantly, often featuring soundproofing that limits wall space for decor. Students sit by section rather than with friends, even if they have plenty of friends in the ensemble. The most energetic students might be in the back, while the quieter ones sit in front. They can’t hide; they have instruments or their voices, and they are encouraged to express themselves with good tone and projection. If it’s not elementary school, most students know at least two-thirds of their peers.

What about you, the teacher? At least two-thirds of your students likely know you too. They’ve been with you for years, returning partly because of your influence. They don’t mind spending time with you each day. You’re doing something right. The most skilled and passionate individuals may even engage in conversations with you, both on and off-topic. You might be one of the most inspirational adults in their lives. When a distraught student pulls you aside after school to discuss something serious, it’s a testament to the trust you’ve built.

Does this sound more accurate? For K-12 music teachers, it’s even more profound. You can watch your students grow from children into young adults over thirteen years! Even those performing arts teachers who have students for a few years get to know them on a deeper level than most other teachers.

What to Do With This Vibe, and Opportunity?

Performing arts teachers have a unique opportunity to influence their students’ lives. But it all begins with a choice.

How active or passive do you want to be as an influencer in your students’ lives?

If you choose to be passive, you may only be a step above the average social studies teacher, thanks to the multi-year connection. However, if you choose to be active, you have a responsibility to create a classroom culture that encourages students to be their authentic selves. You might be thinking this is risky, especially with loud and rowdy students. But it’s not risky if done correctly. Let’s explore a few questions:

1. What do you want your students to feel when they walk into your space?

   
   

   Ideally, you want them to feel peace, nurturing, and a non-judgmental atmosphere—definitely not like they’re walking on eggshells.

   
   

2. What do you want students to accomplish during their time with you?

   
   

   This isn’t just about standards or “I can” statements. It’s about the intrinsic benefits—the real reasons behind your higher retention rates. Think about feelings of belonging, steady growth, and opportunities for recognition. Students should feel like they are part of a family or team, with accessible high grades that they are happy to work for.

   
   

3. How will you get there?

   
   

   This is the challenging part. You’ll need to consider each component based on your answers above. Every teacher is unique, and while some aspects may come naturally, others might need strengthening. Focus on the areas you wish to improve.

   
   

Solutions for Fixing Your Classroom Vibe

What in your teaching space is hindering this positive vibe? Make a list. Can you fix these issues, or are they beyond your control? Be honest with yourself. If external factors are affecting learning, consider keeping a log to present to administration, showing how these issues impact student learning.

But what about you? Have you thought about how to adjust your teaching personality and leadership style to help every student thrive without fear or judgment? Do you consistently apply growth mindset strategies in your daily interactions? Understanding these strategies can significantly shift the culture in a skill-based learning environment.

Watch Mr. Holland’s Opus and then Whiplash if you’re unsure about the extremes of teaching styles. Most teachers fall somewhere in between, but I aspire to be like Mr. Holland. My big question is, why can’t every performing arts teacher embody that spirit? It’s entirely possible if we crack the code and adapt it to our unique communication styles. Growth mindset is the key to creating the optimal classroom culture for skill development. Master this type of communication, and you’ll become the teacher you envision.

Uplevel U: Music provides tools to help every performing arts teacher enhance their classroom vibe. The availability of professional development materials is crucial for spreading this mindset among performing arts teachers everywhere. Check out the Live, Interactive Course Catalog to see what Uplevel U: Music has to offer. Courses like How to Increase Retention in Your Music Program and Growth Mindset for Music Teachers are designed to help you implement growth mindset strategies in your teaching.

Have questions? Feel free to reach out to me, Karen Janiszewski, owner and creator of Uplevel U: Music, at Karen@musicroombuffalo.com.

This article was written by Music Room/Uplevel U: Music's owner and creator, Karen (Kay) Janiszewski.

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