“We’ve been learning this song for four weeks now,” said the music teacher, Mr. Adegbenro. He scanned the eager faces of his students and continued, “Who would like to sing it to the class?”

Excitedly, the pupils chorused, “Me, me, me!” They raised their arms, and a couple of them even rushed to the front, eager to take the stage before they were called upon.

Mr. Adegbenro, smiling, encouraged them to return to their seats one by one. “We’ll take it one at a time,” he said, ensuring orderliness.

“Anyone left?” Mr. Adegbenro asked after Sekinat had taken her turn.

“Please, can I, sir?” reserved Michael raised his left hand timidly.

“You, Michael?” Some of his classmates taunted him. “Michael wants to sing. Maybe through the hole in its heels,” another teased, and the pupils laughed.

“Let’s show some respect, everyone,” Mr. Adegbenro cautioned, silencing the teasing, and then he urged Michael to step forward.

Instead, Michael sat back, his head bowed. His self-doubt and second thoughts were palpable.

“Let’s encourage him,” the class teacher, Mrs. Chimezie, chimed in, watching the events unfold.

The pupils clapped and chanted, “Michael, Michael, Michael.”

With the support of his classmates, the young boy finally stood in front of the class. His eyes shut, lips quivered, and beads of sweat coursed down his face and neck, soaking his shirt in the armpits and back as the pupils quietened down.

When the time came for him to sing, no words came from Michael.

“You can do it,” Mr. Adegbenro urged him gently.

“Come on, young man, we are waiting,” Mrs. Chimezie rebuked, while other pupils picked on the chatter.

After what felt like an eternity of waiting, Michael sang the first lines, although his voice was barely audible.

“Shh, shh,” those sitting close by hushed other pupils.

Gradually, his voice increased in volume, and the flawless lyrics flowed from within him. The sound held everyone spellbound, including his class teacher, Mrs. Chimezie.

After singing the chorus twice, Michael stopped.

“Michael, Michael,” the pupils chanted, accompanying their thunderous applause.

That moment marked the beginning of Michael's confidence and self-expression.

According to Amber Gustafson (May 2017), learning music can boost the confidence of students, especially those from socioeconomically disadvantaged families.

In June 2023, the African Music Library, through its music education mission called Foster, is dedicated to bringing quality music education to socioeconomically disadvantaged children across Africa. We began with almost 40 children at a government-owned school in Lagos, Nigeria and we're adding more schools for the new academic session. Would you like to be a part of this life-changing mission for African children? Please sign up here.

*Kindly note the above story is fictional.

An image of a pupil of Akoka Primary School clapping in front of the classroom during Foster lesson in their school.

Building Self-Efficacy Through Music Education

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