Our Teaching Philosophy is guided by five core commitments:

Access Comes First

People should not have to prove readiness before participating. Access is the starting point, not the reward.

Strengths-Based Teaching

Instruction is designed around what people can do, with supports that maintain meaning and dignity, while prompting interest and growth.

Music as a Social Practice

Music is something people do together. It naturally supports listening, cooperation, and shared attention.

Structure Supports Independence

Clear routines and predictable formats reduce anxiety and increase confidence.

Agency Over Compliance

Choice matters. Agency builds confidence, autonomy, and self-advocacy.

Alignment with National Music Standards

National Standards

Our work is grounded in the National Association for Music Education National Core Arts Standards, particularly the Pre-K–8 General Music framework.

We use these standards because they:

Support a wide range of abilities and experiences
Emphasize foundational music-making
Allow flexible entry points
Scale across age and experience

Creating

Improvising, exploring sound, and making musical choices.

Performing

Participating in music-making with flexible roles and accessible parts.

Responding

Listening, discussing, and reflecting on music.

Connecting

Linking music to personal experience, culture, and community.

These processes allow everyone to engage as a musician.

NAfME aligned lesson plans