Pass the Baton: Empowering Students in Music Education, a Podcast for Music Teachers

As part of our Best of Pass the Baton series, we're revisiting one of our favorite conversations from the podcast archives. We say we want music education for all students, but how do we actually reach ALL students? Dr. Shane Colquhoun shares how we can take steps toward a more student-centered approach in music education.In this encore presentation of Episode 53, Kathryn and Theresa talk with Dr. Shane Colquhoun, an assistant professor of music technology and contemporary styles at Alabama State University. Shane discusses the importance of rethinking traditional approaches to music education by challenging the notion of "music education for all," arguing that current programs often cater only to students with specific musical interests, such as classical instruments, while neglecting those interested in contemporary or popular music. He advocates for a more student-centered approach, where educators ask students what they want to learn and tailor the curriculum accordingly. Shane also emphasizes the need to train future teachers to be open to different forms of musicianship and to be willing to adapt their methods to better serve a diverse student body. Connect with Shane and Learn More: Website: Music and Ed Book, The Producers of Pop Instagram: @MusicandEdLearn more about Pass the Baton: Pass the Baton websiteJoin the Coffee Club Support Pass the BatonAmplify student voice with Exit Tickets for Self Reflection

In this Episode 103, Theresa and Kathryn sit down with Emily Langerholc—elementary music teacher, PhD student, and author—to explore what it really means to embrace popular music in the classroom. Emily shares how her early love for MTV and radio shaped her musical identity, and how discovering that popular music counts as legitimate scholarly work opened the door to her lifelong passion for bridging classical and contemporary worlds. She discusses the growing acceptance of popular music in music education, why it matters for student engagement, and how connecting classroom concepts to the music students already know can transform their understanding of theory, creativity, and musicianship.Emily offers practical examples of how she integrates popular music into both elementary and secondary settings—from using familiar songs to teach meter and mode, to remixing classical themes, to empowering students to arrange, create, and explore music on their own terms. She also speaks candidly about the challenges: the limits of ensemble schedules, the reality that not every student will be hooked by pop music, and the ongoing work of reaching the “other 80%.” Throughout the conversation, Emily emphasizes the bigger goal: helping students see themselves as musicians beyond the classroom and cultivating lifelong music-making in whatever form it takes. Tune in for inspiration, concrete ideas, and a fresh perspective on expanding what counts as music in our programs.Connect with Emily and learn more: Blog - Rebel Music TeachereBook - Guide to Teachable Features in Popular MusicPhysical Book - Guide to Teachable Features in Popular MusicLearn more about Pass the Baton:Pass the Baton websiteJoin the Coffee ClubSupport Pass the BatonAmplify student voice with Exit Tickets for Self Reflection

In episode 101, Theresa and Kathryn sit down with David Davis, a music educator whose journey from traditional instruction to deeply student-centered, culturally responsive teaching is both relatable and transformative. David shares how his early experiences, especially working in diverse school settings, pushed him to rethink long-held norms about excellence, proficiency, and what it truly means to be a musician. He discusses the power of listening to students, treating them as co-teachers, and embracing creativity as a core component of music learning rather than an occasional add-on.David also brings to life several of his innovative projects, including the beloved “Kinder Connect” lessons, the powerful “Elders Wisdom Children’s Song” composition project, and even a fully student-created virtual musical born during COVID. Throughout the conversation, he emphasizes risk-taking, redefining the teacher’s role as coach, and rebuilding music education around connection, culture, and intrinsic motivation. Whether you teach band, orchestra, general music, or anything in between, David’s stories will leave you inspired to try something new, and to empower your students to lead, create, and thrive.Connect with David and learn more: WebsiteLinkedIn Learn more about Pass the Baton:Pass the Baton websiteJoin the Coffee ClubSupport Pass the Baton Amplify student voice with Exit Tickets for Self-Reflection

In episode 99, Kathryn and Theresa dive into the art of concert preparation—reimagining performances as opportunities for empowerment and inclusion rather than stress and perfection. They discuss how shifting the focus from the final product to the process helps students feel ownership and pride in their growth as musicians. From giving students a voice in repertoire choices and program notes to including all learners through flexible, inclusive approaches, Kathryn and Theresa share practical ideas for creating concerts that truly celebrate every student.They also emphasize collaboration—with colleagues, families, and students themselves—as a way to make concerts more meaningful and manageable. The hosts encourage teachers to involve students behind the scenes, build comfort through rehearsing transitions, and reflect together after performances to celebrate growth and community. Whether you’re planning your first winter concert or your fiftieth, this episode offers inspiration to make every performance an empowering experience for all.Links from this episode: Resource - Concert Song IntroductionsPlaylist - Empowered Performances: Spotlight on Student Success Learn more about Pass the Baton: Pass the Baton websiteJoin the Coffee ClubSupport Pass the BatonAmplify student voice with Exit Tickets for Self-Reflection

In episode 97, Theresa and Kathryn talk with Chris Ricketts, music educator, curriculum leader, and doctoral researcher from Portsmouth, UK. Chris shares insights from his work across nine schools in the Bohunt Education Trust, where he focuses on curriculum development, student voice, and building inclusive, co-constructed learning experiences that reflect students’ real musical lives. He discusses the challenges of engaging students in music beyond the compulsory years, the role of teacher autonomy, and how authentic student choice can transform classroom culture.Chris also reflects on his research and international experiences, including presenting at the Association for Popular Music Education Conference in the U.S. We explore practical ways to embed student voice—through songwriting, peer feedback, ensemble work, and co-constructed projects—and the importance of balancing autonomy with structure. Whether you’re teaching in a traditional ensemble or experimenting with modern band, Chris offers thought-provoking ideas and actionable strategies for amplifying student voices and making music education more relevant, engaging, and empowering.Connect with Chris and learn more: Website: https://www.music-curriculum.co.uk/ Facebook: https://www.facebook.com/chris.ricketts.35 Learn more about Pass the Baton: Pass the Baton websiteJoin the Coffee ClubSupport Pass the Baton Amplify student voice with Exit Tickets for Self Reflection

In episode 95, Theresa and Kathryn sit down with Yogi “Y?” Guyadin, a teaching artist, musician, and “artivist” whose work centers student voices, creativity, and connection. Y? shares his powerful personal journey—from growing up surrounded by vibrant soundscapes in Queens to learning music through deep listening and instinctive exploration. He explains how his unconventional path led him to education, where he champions an approach grounded in student agency, multiple intelligences, and culturally responsive practices.We explore Y?’s concept of cipher pedagogy, a model that invites collaboration, improvisation, and co-creation in the classroom. He emphasizes the importance of building environments where students and teachers can thrive through authenticity, emotional connection, and nervous system regulation. Whether you're a traditional music educator or exploring new territory, Y? offers a compelling vision for making music education more inclusive, joyful, and transformational.Connect with Y? and learn more: Creative Expressions websiteLearn more about Pass the Baton: Pass the Baton websiteJoin the Coffee Club Support Pass the BatonAmplify student voice with Exit Tickets for Self Reflection

In Episode 93 of the Pass the Baton podcast, co-hosts Kathryn Finch and Theresa Hoover kick off Season 5 with a timely conversation about setting up music classrooms with intention from day one. Drawing on their diverse teaching backgrounds—Kathryn in elementary general music and Theresa transitioning to a new role in higher education—they explore practical strategies for creating an environment where students feel seen, heard, and empowered. From classroom design and student centers to collaborative expectations and learner-driven activities, they emphasize the importance of fostering independence, creativity, and connection.Throughout the episode, Kathryn and Theresa revisit foundational ideas from their book Pass the Baton: Empowering All Music Students, including student voice, choice, ownership, and authentic music-making. They offer tangible suggestions teachers can implement right away, such as using students’ names, incorporating creativity early on, and inviting students to share what they want to learn. Whether you're a veteran or just starting out, this episode will inspire you to be more intentional in your planning and build a student-centered learning environment from the very beginning.Looking to introduce improvisation during the first few weeks of school? Check out this free resource: Call and Response ImprovLearn more about Pass the Baton: Pass the Baton websiteJoin the Coffee ClubSupport Pass the BatonAmplify student voice with Exit Tickets for Self Reflection

In Episode 91, Theresa and Kathryn sit down with Alisa Hanson—music educator, researcher, and recent PhD graduate—for a rich conversation about experimentation, creativity, and student-centered teaching. Alisa shares insights from her dissertation and describes how she brought student agency and creative risk-taking into her music classes. From improvisation circles with beginner fifth graders to a rock band-style “Pop Music Lab” class for middle schoolers, Alisa offers practical ways to make music education more engaging and responsive to students’ interests.Listeners will be inspired by Alisa’s candid reflections on what worked, what didn’t, and how she used her own quilting practice to reflect deeply on her teaching. Whether you're an elementary, middle school, or high school teacher, this episode offers valuable takeaways—like giving students more choice, creating space for improvisation, and designing musical experiences that connect in-school learning with students' real-world musical interests. Tune in to hear how you might give yourself—and your students—permission to experiment.Connect with Alisa and learn more: Email: amastin@asu.eduDissertation: Becoming Music Teacher: A Quilted A/r/tographic InquiryMore about Pass the Baton:Pass the Baton websiteJoin the Coffee Club Support Pass the BatonAmplify student voice with Exit Tickets for Self