Coding Confidence: How Live Coding, Music Performance, and Risk-Taking Empower Young Girls

Paper i proceeding, 2027

This paper presents an exploratory case study of the Creative Coding project, a workshop series for girls aged 10–15 that combines Live coding with music performance, culminating in public performances. We examine how this performance-based approach supports the development of 21st-century skills known as the 4Cs: critical thinking, creativity, communication, and collaboration, with a particular focus on confidence and empowerment in young girls. Data were collected through semi-structured interviews with Creative Coding Ambassadors conducted approximately one year after the workshops, complemented by the PrEmo visual emotion measurement instrument and observation before and after public performance. Findings suggest that the emotional intensity of live performance plays a meaningful role in building confidence: participants moved from feelings of fear and nervousness before their first performance to pride, satisfaction, and motivation to continue coding. We also discuss practical challenges in implementing and scaling such projects, including team expertise, funding, and institutional barriers. Ultimately, we argue that Live coding, STEAM practices that include performance art, code confidence, empower young girls both through growing coding skills and boosting self-assurance through creative expression and performance.