Pass the Baton: Empowering Students in Music Education, a Podcast for Music Teachers Wed, 29 Jul 2026 17:51:28 -0400 https://www.passthebatonbook.com en-us © 2026 Pass the Baton: Empowering Students in Music Education, a Podcast for Music Teachers yes Support this Podcast 3660e483-c04d-58bf-adab-496b49272e49 Theresa Hoover and Kathryn Finch, Music Educators episodic false Buzzsprout (https://www.buzzsprout.com) Theresa Hoover and Kathryn Finch, Music Educators https://storage.buzzsprout.com/tb9t4erre6kkreb6siaexsik7cz2?.jpg Pass the Baton: Empowering Students in Music Education, a Podcast for Music Teachers https://www.passthebatonbook.com Best of - Creativity With a Student First Mindset, featuring Jodie Blackshaw Best of - Creativity With a Student First Mindset, featuring Jodie Blackshaw In this Best Of episode, we revisit our conversation with Australian composer and educator Jodie Blackshaw. A self-described "composing first educator," Jodie shares how her background in composition, teaching, and Orff-Schulwerk has shaped her belief that all students should have opportunities to create, explore, and think like composers. Her student-centered approach challenges traditional ensemble models by placing creativity, ownership, and musical decision-making at the heart of learning.

Throughout the conversation, Jodie discusses the importance of scaffolding creative experiences, building safe environments where students feel comfortable taking risks, and helping young musicians develop both independence and self-discipline. Whether you teach band, choir, orchestra, or general music, this episode offers practical ideas for empowering students and creating classrooms where learning grows through curiosity, experimentation, and creativity.

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]]> In this Best Of episode, we revisit our conversation with Australian composer and educator Jodie Blackshaw. A self-described "composing first educator," Jodie shares how her background in composition, teaching, and Orff-Schulwerk has shaped her belief that all students should have opportunities to create, explore, and think like composers. Her student-centered approach challenges traditional ensemble models by placing creativity, ownership, and musical decision-making at the heart of learning.

Throughout the conversation, Jodie discusses the importance of scaffolding creative experiences, building safe environments where students feel comfortable taking risks, and helping young musicians develop both independence and self-discipline. Whether you teach band, choir, orchestra, or general music, this episode offers practical ideas for empowering students and creating classrooms where learning grows through curiosity, experimentation, and creativity.

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]]> Theresa Hoover and Kathryn Finch, Music Educators Buzzsprout-19538959 Mon, 27 Jul 2026 05:00:00 -0400 4294 full false Best of - Inspiring Young Musicians: Passion and Purpose in Music Education, featuring Stephen Cox Best of - Inspiring Young Musicians: Passion and Purpose in Music Education, featuring Stephen Cox As part of our Best of Pass the Baton series, we're revisiting one of our favorite conversations from the podcast archives. If you're interested in creating a music classroom where students experience greater autonomy, creativity, and joy, this episode is one you won't want to miss.

In this encore presentation of Episode 77, Kathryn and Theresa sit down with Grammy Music Educator of the Year Stephen Cox as he shares his unique approach to music education and discusses his work with the Willis Wonderland Foundation. Drawing on his 14-year teaching career in Texas, Stephen reflects on how he developed a progressive, student-centered approach to band that prioritized student voice, intrinsic motivation, and meaningful musical experiences. He shares how empowering students to lead and make decisions transformed both his teaching and his students' growth.

Stephen also introduces the work of the Willis Wonderland Foundation, where he is helping develop free songwriting resources for teachers. Created to honor the legacy of legendary songwriter Allee Willis, the foundation provides educators with tools to inspire creativity through songwriting and student expression. Whether you're hearing this conversation for the first time or listening again, Stephen's ideas offer a compelling vision for how creative freedom and student empowerment can transform music classrooms.

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]]> As part of our Best of Pass the Baton series, we're revisiting one of our favorite conversations from the podcast archives. If you're interested in creating a music classroom where students experience greater autonomy, creativity, and joy, this episode is one you won't want to miss.

In this encore presentation of Episode 77, Kathryn and Theresa sit down with Grammy Music Educator of the Year Stephen Cox as he shares his unique approach to music education and discusses his work with the Willis Wonderland Foundation. Drawing on his 14-year teaching career in Texas, Stephen reflects on how he developed a progressive, student-centered approach to band that prioritized student voice, intrinsic motivation, and meaningful musical experiences. He shares how empowering students to lead and make decisions transformed both his teaching and his students' growth.

Stephen also introduces the work of the Willis Wonderland Foundation, where he is helping develop free songwriting resources for teachers. Created to honor the legacy of legendary songwriter Allee Willis, the foundation provides educators with tools to inspire creativity through songwriting and student expression. Whether you're hearing this conversation for the first time or listening again, Stephen's ideas offer a compelling vision for how creative freedom and student empowerment can transform music classrooms.

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]]> Theresa Hoover and Kathryn Finch, Music Educators Buzzsprout-19479473 Mon, 13 Jul 2026 05:00:00 -0400 3503 full false Best of - The Kids Come First: Student Ownership in Ensembles, featuring Kathleen Jacoby Best of - The Kids Come First: Student Ownership in Ensembles, featuring Kathleen Jacoby As part of our Best of Pass the Baton series, we're revisiting one of our favorite conversations from the podcast archives. If you've ever wondered how to create greater student ownership and engagement in your ensemble, this episode is full of practical ideas and inspiration.

In this encore presentation of Episode 62, Kathryn and Theresa talk with Kathleen Jacoby, a high school band director in Fairfax, Virginia. Kathleen’s teaching philosophy revolves around student ownership and engagement in the music program, drawing from her own experiences in a small band program where every member's contribution was vital. She shares innovative strategies she employs to involve students in decision-making processes, such as selecting pieces and contributing to rehearsal methods. The interview delves into her approach to empowering students by fostering a sense of community, responsibility, and critical listening skills. Kathleen’s methods aim to develop not just musical skills but also life skills like leadership, collaboration, and independent thinking. She is dedicated to making music education a transformative experience for students, ensuring that it contributes positively to their overall growth and development.

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]]> As part of our Best of Pass the Baton series, we're revisiting one of our favorite conversations from the podcast archives. If you've ever wondered how to create greater student ownership and engagement in your ensemble, this episode is full of practical ideas and inspiration.

In this encore presentation of Episode 62, Kathryn and Theresa talk with Kathleen Jacoby, a high school band director in Fairfax, Virginia. Kathleen’s teaching philosophy revolves around student ownership and engagement in the music program, drawing from her own experiences in a small band program where every member's contribution was vital. She shares innovative strategies she employs to involve students in decision-making processes, such as selecting pieces and contributing to rehearsal methods. The interview delves into her approach to empowering students by fostering a sense of community, responsibility, and critical listening skills. Kathleen’s methods aim to develop not just musical skills but also life skills like leadership, collaboration, and independent thinking. She is dedicated to making music education a transformative experience for students, ensuring that it contributes positively to their overall growth and development.

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]]> Theresa Hoover and Kathryn Finch, Music Educators 5c1c35c8-8da0-4f88-8748-febc72f07d25 Mon, 29 Jun 2026 05:00:00 -0400 2998 false Best Of: The Most Important Question You Can Ask in Music Education, featuring Shane Colquhoun Best Of: The Most Important Question You Can Ask in Music Education, featuring Shane Colquhoun 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.


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]]> 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.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 536e9fbf-bdbe-437f-bc2e-0531c0c7ab2f Mon, 15 Jun 2026 05:00:00 -0400 2793 false 114 - What Music Teachers Are Really Looking For 114 - What Music Teachers Are Really Looking For In this Season 5 finale episode, Theresa and Kathryn reflect on the school year, celebrate major milestones, and revisit some of the most meaningful themes from the season. Theresa shares highlights from completing her PhD dissertation research on why music educators listen to podcasts, revealing that teachers value podcasts not only for practical ideas and professional learning, but also for the emotional connection and validation they provide. Together, Theresa and Kathryn discuss how podcasts can help educators feel less isolated and more connected to a larger community of music teachers who are all striving to better serve students.


The conversation also revisits key ideas that surfaced throughout the season, including student voice and choice, belonging, lifelong musicianship, creative approaches to performance, and expanding the definition of what music education can look like. Referencing guests and episodes from across the season, Theresa and Kathryn reflect on how small instructional shifts can lead to more empowered, student-centered classrooms. As they look ahead to Season 6, they encourage listeners to spend the summer reflecting on one tradition, belief, or routine in their teaching that might be worth reimagining in order to better support all students and create more meaningful musical experiences.


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]]> In this Season 5 finale episode, Theresa and Kathryn reflect on the school year, celebrate major milestones, and revisit some of the most meaningful themes from the season. Theresa shares highlights from completing her PhD dissertation research on why music educators listen to podcasts, revealing that teachers value podcasts not only for practical ideas and professional learning, but also for the emotional connection and validation they provide. Together, Theresa and Kathryn discuss how podcasts can help educators feel less isolated and more connected to a larger community of music teachers who are all striving to better serve students.


The conversation also revisits key ideas that surfaced throughout the season, including student voice and choice, belonging, lifelong musicianship, creative approaches to performance, and expanding the definition of what music education can look like. Referencing guests and episodes from across the season, Theresa and Kathryn reflect on how small instructional shifts can lead to more empowered, student-centered classrooms. As they look ahead to Season 6, they encourage listeners to spend the summer reflecting on one tradition, belief, or routine in their teaching that might be worth reimagining in order to better support all students and create more meaningful musical experiences.


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]]> Theresa Hoover and Kathryn Finch, Music Educators babef1ae-bda6-4ada-bfd9-5cd42c37b633 Mon, 01 Jun 2026 05:30:00 -0400 2208 5 114 false 113 - All Music, All Students: Rethinking What Belongs in the Ensemble Room, with Eric Songer 113 - All Music, All Students: Rethinking What Belongs in the Ensemble Room, with Eric Songer In episode 113, Theresa and Kathryn sit down with Eric Songer, a veteran middle school music educator, to explore what it really means to move from “music for all” to “all music.” Drawing from his own unconventional path into music—sparked by pop radio and a love for popular culture—Eric shares how his teaching philosophy centers on expanding access to music-making beyond traditional ensembles. He describes how incorporating genres like rock, hip hop, bluegrass, and mariachi, along with opportunities in songwriting, production, and student-led ensembles, creates more entry points for students to engage meaningfully with music.


Eric offers a wide range of practical strategies for bringing this vision to life, from launching after-school “School of Rock” programs to embedding composition, improvisation, and music technology into the regular band curriculum. He also highlights the importance of student agency—encouraging teachers to say “yes” to student ideas, even when it means learning alongside them. Throughout the conversation, Eric emphasizes that these approaches don’t detract from traditional programs but instead deepen student engagement, broaden participation, and help more students see themselves as musicians.


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]]> In episode 113, Theresa and Kathryn sit down with Eric Songer, a veteran middle school music educator, to explore what it really means to move from “music for all” to “all music.” Drawing from his own unconventional path into music—sparked by pop radio and a love for popular culture—Eric shares how his teaching philosophy centers on expanding access to music-making beyond traditional ensembles. He describes how incorporating genres like rock, hip hop, bluegrass, and mariachi, along with opportunities in songwriting, production, and student-led ensembles, creates more entry points for students to engage meaningfully with music.


Eric offers a wide range of practical strategies for bringing this vision to life, from launching after-school “School of Rock” programs to embedding composition, improvisation, and music technology into the regular band curriculum. He also highlights the importance of student agency—encouraging teachers to say “yes” to student ideas, even when it means learning alongside them. Throughout the conversation, Eric emphasizes that these approaches don’t detract from traditional programs but instead deepen student engagement, broaden participation, and help more students see themselves as musicians.


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]]> Theresa Hoover and Kathryn Finch, Music Educators e67d5878-16dd-4c22-a0d5-4871d6c5d28b Mon, 18 May 2026 05:30:00 -0400 3023 5 113 false 112 - We Know We Can: Building Community Through Hip-Hop, with Andrew Wang 112 - We Know We Can: Building Community Through Hip-Hop, with Andrew Wang In this episode, Theresa and Kathryn are joined by Andrew Wang, a K–12 music teacher who brings hip-hop culture to life in a neurodivergent-centered classroom. Drawing from his own experiences as a neurodivergent learner, Andrew shares how hip-hop became both a personal outlet and a powerful teaching tool. He describes his work in an inclusive school setting, where music supports not only musical growth but also communication, confidence, and social-emotional development. By incorporating elements like beatboxing, call-and-response, and student-selected music, Andrew creates an engaging environment where all students can participate and feel a sense of belonging.


Throughout the conversation, Andrew emphasizes that hip-hop is more than just music, it’s a culture rooted in community, identity, and expression. He highlights practical ways teachers can bring hip-hop into any classroom, from general music to traditional ensembles, while still meeting standards and maintaining intentionality. The discussion also explores how hip-hop can foster deeper student connections, encourage critical thinking, and support lifelong musical engagement. Ultimately, Andrew makes a compelling case for expanding what counts as “valuable” in music education, showing how culturally relevant, student-centered approaches can empower learners of all backgrounds.


Connect with Andrew and Learn More:

  • Email: hiphopneuroed@gmail.com
  • Website: Neuro Hip Hop
  • Links: https://popl.co/card/LtviKNP9/1/dash


Additional Resources from this Episode


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]]> In this episode, Theresa and Kathryn are joined by Andrew Wang, a K–12 music teacher who brings hip-hop culture to life in a neurodivergent-centered classroom. Drawing from his own experiences as a neurodivergent learner, Andrew shares how hip-hop became both a personal outlet and a powerful teaching tool. He describes his work in an inclusive school setting, where music supports not only musical growth but also communication, confidence, and social-emotional development. By incorporating elements like beatboxing, call-and-response, and student-selected music, Andrew creates an engaging environment where all students can participate and feel a sense of belonging.


Throughout the conversation, Andrew emphasizes that hip-hop is more than just music, it’s a culture rooted in community, identity, and expression. He highlights practical ways teachers can bring hip-hop into any classroom, from general music to traditional ensembles, while still meeting standards and maintaining intentionality. The discussion also explores how hip-hop can foster deeper student connections, encourage critical thinking, and support lifelong musical engagement. Ultimately, Andrew makes a compelling case for expanding what counts as “valuable” in music education, showing how culturally relevant, student-centered approaches can empower learners of all backgrounds.


Connect with Andrew and Learn More:

  • Email: hiphopneuroed@gmail.com
  • Website: Neuro Hip Hop
  • Links: https://popl.co/card/LtviKNP9/1/dash


Additional Resources from this Episode


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]]> Theresa Hoover and Kathryn Finch, Music Educators ab625a80-9cba-4456-98e3-c32fad740a56 Mon, 04 May 2026 05:30:00 -0400 2863 5 112 false 111 - Creativity and Accountability: Cultivating Lifelong Musicianship, with Meagan Thorup 111 - Creativity and Accountability: Cultivating Lifelong Musicianship, with Meagan Thorup In Episode 111, Meagan Thorup shares her journey toward building a music classroom centered on creativity, reflection, and lifelong musicianship. Grounded in the belief that she is not training professional musicians but equipping students with skills they can carry beyond school, Meagan describes how her teaching has evolved through continuous experimentation and student feedback. She highlights the power of incorporating composition into ensemble settings, walking through her process of scaffolded, collaborative class compositions that move from simple melodies to student-led arrangements. Through trial and error - and a willingness to listen when things don’t work - Meagan has created experiences where students take ownership, discover their creative voice, and feel a genuine sense of pride in what they create.


The conversation also explores how to cultivate independence through intentional practice and accountability. Meagan explains her shift away from traditional practice logs toward a more reflective, skill-based approach that helps students learn how to practice effectively. By integrating accountability partners, peer collaboration, and ongoing reflection, students not only improve musically but also develop habits they can apply beyond the classroom. Throughout the episode, Meagan emphasizes the importance of viewing teaching as a partnership with students - one where their voices, ideas, and experiences shape the learning process. Listeners will walk away with practical strategies and a powerful reminder: when students are given ownership and the space to create, they can exceed our expectations in meaningful and surprising ways.


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]]> In Episode 111, Meagan Thorup shares her journey toward building a music classroom centered on creativity, reflection, and lifelong musicianship. Grounded in the belief that she is not training professional musicians but equipping students with skills they can carry beyond school, Meagan describes how her teaching has evolved through continuous experimentation and student feedback. She highlights the power of incorporating composition into ensemble settings, walking through her process of scaffolded, collaborative class compositions that move from simple melodies to student-led arrangements. Through trial and error - and a willingness to listen when things don’t work - Meagan has created experiences where students take ownership, discover their creative voice, and feel a genuine sense of pride in what they create.


The conversation also explores how to cultivate independence through intentional practice and accountability. Meagan explains her shift away from traditional practice logs toward a more reflective, skill-based approach that helps students learn how to practice effectively. By integrating accountability partners, peer collaboration, and ongoing reflection, students not only improve musically but also develop habits they can apply beyond the classroom. Throughout the episode, Meagan emphasizes the importance of viewing teaching as a partnership with students - one where their voices, ideas, and experiences shape the learning process. Listeners will walk away with practical strategies and a powerful reminder: when students are given ownership and the space to create, they can exceed our expectations in meaningful and surprising ways.


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Other Resources to Check Out:

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]]> Theresa Hoover and Kathryn Finch, Music Educators 98d66bb5-027e-4bc7-9e3b-b32c3a14c817 Mon, 20 Apr 2026 05:00:00 -0400 3031 5 111 false 110 - Student-Centered Strings: Creating Space for Agency, with Alexis Ganos and Krista Witak 110 - Student-Centered Strings: Creating Space for Agency, with Alexis Ganos and Krista Witak In episode 110, Theresa and Kathryn are joined by Alexis Ganos and Krista Witak, two middle school orchestra teachers who co-teach in a unique, collaborative model designed to foster student agency. They share how their program has evolved over time; from rethinking traditional structures to creating a more student-centered environment where learners take ownership of their musical growth. Through intentional use of learning targets, student choice, reflective journaling, and flexible assessments, Alexis and Krista empower students to understand their progress, set goals, and engage more deeply in the learning process.

The conversation also highlights how small, intentional shifts - like giving students leadership roles, involving them in repertoire decisions, and helping them create realistic practice plans - can lead to meaningful change. Alexis and Krista also reflect on the critical role of collaboration in this work, emphasizing how co-teaching, professional learning communities, and even informal connections with colleagues have shaped their teaching and supported their growth. They remind us that building student agency doesn’t happen overnight, but through consistent, thoughtful steps, and that we don’t have to do that work alone.


Connect with Alexis and Krista


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]]> In episode 110, Theresa and Kathryn are joined by Alexis Ganos and Krista Witak, two middle school orchestra teachers who co-teach in a unique, collaborative model designed to foster student agency. They share how their program has evolved over time; from rethinking traditional structures to creating a more student-centered environment where learners take ownership of their musical growth. Through intentional use of learning targets, student choice, reflective journaling, and flexible assessments, Alexis and Krista empower students to understand their progress, set goals, and engage more deeply in the learning process.

The conversation also highlights how small, intentional shifts - like giving students leadership roles, involving them in repertoire decisions, and helping them create realistic practice plans - can lead to meaningful change. Alexis and Krista also reflect on the critical role of collaboration in this work, emphasizing how co-teaching, professional learning communities, and even informal connections with colleagues have shaped their teaching and supported their growth. They remind us that building student agency doesn’t happen overnight, but through consistent, thoughtful steps, and that we don’t have to do that work alone.


Connect with Alexis and Krista


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]]> Theresa Hoover and Kathryn Finch, Music Educators 26720017-6829-41f2-b9e1-faf44315d868 Mon, 06 Apr 2026 05:00:00 -0400 3429 5 110 false 109 - Programming for Agency: Choosing Repertoire That Empowers Students, with Mary Cogswell 109 - Programming for Agency: Choosing Repertoire That Empowers Students, with Mary Cogswell In episode 109, Theresa and Kathryn are joined by music educator Mary Cogswell to explore how repertoire choices can help foster student agency in ensemble classrooms. The conversation begins with a discussion of flexible (flex) repertoire—music designed for ensembles with varying or unbalanced instrumentation. Mary explains how flex music expanded during the pandemic and how it can be used not only to accommodate instrumentation challenges but also to give students meaningful choices. When students can learn multiple parts and choose which one they perform, experiment with ensemble combinations, or rehearse in small chamber-like groups, they begin to take greater ownership of the music-making process.


The conversation then expands beyond flex music to highlight other repertoire and teaching approaches that invite creativity and decision-making. Theresa and Mary discuss pieces and curricular ideas that incorporate improvisation, composition, and flexible musical structures, allowing students to shape the music themselves. From adaptable beginning band works to compositions designed for creative exploration, the episode offers practical ways teachers can select and use repertoire that moves students from simply performing music to actively creating and directing their musical experiences.


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Repertoire to Foster Student Agency

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]]> In episode 109, Theresa and Kathryn are joined by music educator Mary Cogswell to explore how repertoire choices can help foster student agency in ensemble classrooms. The conversation begins with a discussion of flexible (flex) repertoire—music designed for ensembles with varying or unbalanced instrumentation. Mary explains how flex music expanded during the pandemic and how it can be used not only to accommodate instrumentation challenges but also to give students meaningful choices. When students can learn multiple parts and choose which one they perform, experiment with ensemble combinations, or rehearse in small chamber-like groups, they begin to take greater ownership of the music-making process.


The conversation then expands beyond flex music to highlight other repertoire and teaching approaches that invite creativity and decision-making. Theresa and Mary discuss pieces and curricular ideas that incorporate improvisation, composition, and flexible musical structures, allowing students to shape the music themselves. From adaptable beginning band works to compositions designed for creative exploration, the episode offers practical ways teachers can select and use repertoire that moves students from simply performing music to actively creating and directing their musical experiences.


Connect with Mary and learn more:

Repertoire to Foster Student Agency

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]]> Theresa Hoover and Kathryn Finch, Music Educators cfe77a2a-ed48-4505-8afe-726f5e94037e Mon, 23 Mar 2026 05:00:00 -0400 3050 1 109 false 108 - Centering Learners, Creating Community, with Jaime Escatel and Kyle Rinke 108 - Centering Learners, Creating Community, with Jaime Escatel and Kyle Rinke In episode 108, Theresa and Kathryn sit down with Illinois band directors Kyle Rinke and Jaime Escatel to explore what it really means to center learners and cultivate student agency in music classrooms. Kyle shares how his early, competition-driven mindset gradually shifted after realizing that rankings and trophies weren’t building the buy-in or belonging he hoped for. By moving away from chair placements and toward flexible grouping, peer mentorship, and shared leadership opportunities, he found that students not only played better, but felt more valued. Jaime reflects on his time as Kyle’s student teacher and how those experiences shaped his own philosophy: if students feel safe, seen, and connected, the music-making will follow.


Throughout the conversation, Kyle and Jaime offer practical strategies for building community and ownership—from “question of the day” discussions and team-building challenges to student-led warmups, peer teaching, solo auditions decided by the ensemble, and structured opportunities for feedback. They emphasize that student-centered classrooms don’t mean a lack of structure; rather, they require intentional routines, clear expectations, and space for student voice. Most importantly, they remind listeners that this work takes time. When teachers prioritize relationships, create meaningful leadership roles, and invite students into decision-making, they foster not only stronger ensembles, but stronger, more connected young musicians.


Connect with Jaime and Kyle:

  • krinke@nlsd122.org
  • escateja@u5d.org

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]]> In episode 108, Theresa and Kathryn sit down with Illinois band directors Kyle Rinke and Jaime Escatel to explore what it really means to center learners and cultivate student agency in music classrooms. Kyle shares how his early, competition-driven mindset gradually shifted after realizing that rankings and trophies weren’t building the buy-in or belonging he hoped for. By moving away from chair placements and toward flexible grouping, peer mentorship, and shared leadership opportunities, he found that students not only played better, but felt more valued. Jaime reflects on his time as Kyle’s student teacher and how those experiences shaped his own philosophy: if students feel safe, seen, and connected, the music-making will follow.


Throughout the conversation, Kyle and Jaime offer practical strategies for building community and ownership—from “question of the day” discussions and team-building challenges to student-led warmups, peer teaching, solo auditions decided by the ensemble, and structured opportunities for feedback. They emphasize that student-centered classrooms don’t mean a lack of structure; rather, they require intentional routines, clear expectations, and space for student voice. Most importantly, they remind listeners that this work takes time. When teachers prioritize relationships, create meaningful leadership roles, and invite students into decision-making, they foster not only stronger ensembles, but stronger, more connected young musicians.


Connect with Jaime and Kyle:

  • krinke@nlsd122.org
  • escateja@u5d.org

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]]> Theresa Hoover and Kathryn Finch, Music Educators 311ce675-b4e7-4a88-9146-fb577aedcfe2 Mon, 09 Mar 2026 05:00:00 -0400 3293 5 108 false 107 - 4 More Mistakes to Avoid When Fostering Student Ownership 107 - 4 More Mistakes to Avoid When Fostering Student Ownership In this episode, Kathryn and Theresa revisit the topic of student ownership and unpack four common mistakes teachers can unintentionally make when trying to foster it in their music classrooms. They discuss the “bait and switch” of offering choice only to revert back to teacher-centered control, the tendency to prioritize “my program” over students’ identities and interests, the assumption that students automatically know how to make meaningful choices, and the misconception that ownership is an occasional add-on rather than a guiding mindset. Throughout the conversation, they emphasize that these missteps are normal—and reflective practice is key to growth.


Listeners are encouraged to reframe their thinking: if student-centered music-making is meaningful enough to engage students, it must remain meaningful beyond the hook. That means scaffolding decision-making skills, embedding ownership into daily routines, and regularly asking, “Whose needs is this decision serving—the program or the students?” With practical examples and honest reflection, this episode offers a supportive reminder that strong programs grow from student ownership—not in spite of it.


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]]> In this episode, Kathryn and Theresa revisit the topic of student ownership and unpack four common mistakes teachers can unintentionally make when trying to foster it in their music classrooms. They discuss the “bait and switch” of offering choice only to revert back to teacher-centered control, the tendency to prioritize “my program” over students’ identities and interests, the assumption that students automatically know how to make meaningful choices, and the misconception that ownership is an occasional add-on rather than a guiding mindset. Throughout the conversation, they emphasize that these missteps are normal—and reflective practice is key to growth.


Listeners are encouraged to reframe their thinking: if student-centered music-making is meaningful enough to engage students, it must remain meaningful beyond the hook. That means scaffolding decision-making skills, embedding ownership into daily routines, and regularly asking, “Whose needs is this decision serving—the program or the students?” With practical examples and honest reflection, this episode offers a supportive reminder that strong programs grow from student ownership—not in spite of it.


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]]> Theresa Hoover and Kathryn Finch, Music Educators ffd37bbc-2a41-4d47-93a3-96c3efc147aa Mon, 23 Feb 2026 05:02:00 -0500 1811 5 107 false 106 - Beyond Choice: Building Democratic Music Classrooms, with Dr. David Dockan 106 - Beyond Choice: Building Democratic Music Classrooms, with Dr. David Dockan In this episode, we’re joined by Dr. David Dockan, assistant professor of music education at Louisiana State University, for a rich conversation about democratic practices in music classrooms and why they matter for student belonging, agency, and lifelong music-making. Drawing from his own experiences as a popular musician navigating traditional music education spaces, David shares how having to “collapse” parts of his musical identity shaped his teaching and research interests. He explains that democratic practices aren’t about politics or simply offering surface-level choices, but about intentionally sharing power with students so their voices genuinely matter in the classroom.


David introduces a practical framework for democratic music teaching that focuses on three key areas: rules and procedures, curriculum and repertoire, and pedagogy. Through concrete classroom examples—like co-creating norms, inviting students into repertoire decisions, and gradually releasing responsibility—he illustrates how teachers can move beyond efficiency toward deeper, more meaningful learning. Throughout the conversation, we explore how these practices support students’ sense of belonging, help them see themselves as musicians, and build the skills they need to make music independently long after they leave our classrooms. This episode offers both big-picture thinking and accessible entry points for teachers who want to create music spaces where students don’t just participate, but truly belong.


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]]> In this episode, we’re joined by Dr. David Dockan, assistant professor of music education at Louisiana State University, for a rich conversation about democratic practices in music classrooms and why they matter for student belonging, agency, and lifelong music-making. Drawing from his own experiences as a popular musician navigating traditional music education spaces, David shares how having to “collapse” parts of his musical identity shaped his teaching and research interests. He explains that democratic practices aren’t about politics or simply offering surface-level choices, but about intentionally sharing power with students so their voices genuinely matter in the classroom.


David introduces a practical framework for democratic music teaching that focuses on three key areas: rules and procedures, curriculum and repertoire, and pedagogy. Through concrete classroom examples—like co-creating norms, inviting students into repertoire decisions, and gradually releasing responsibility—he illustrates how teachers can move beyond efficiency toward deeper, more meaningful learning. Throughout the conversation, we explore how these practices support students’ sense of belonging, help them see themselves as musicians, and build the skills they need to make music independently long after they leave our classrooms. This episode offers both big-picture thinking and accessible entry points for teachers who want to create music spaces where students don’t just participate, but truly belong.


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]]> Theresa Hoover and Kathryn Finch, Music Educators bcf295d7-7a77-4d00-8fdb-99ab1d02e978 Mon, 09 Feb 2026 05:00:00 -0500 3680 5 106 false 105 - Curriculum, Choice, and the Path to Lifelong Musicianship, featuring Merlin Thompson 105 - Curriculum, Choice, and the Path to Lifelong Musicianship, featuring Merlin Thompson In episode 105, Theresa and Kathryn welcome back longtime music educator Merlin Thompson, who reflects on nearly five decades of teaching and his evolving philosophy around lifelong music making. Merlin challenges the traditional, teacher-led “master–apprentice” model by introducing four curriculum models—teacher-led, student-led, shared, and neurodiverse—and explains how intentionally shifting between them can better honor student agency, diverse needs, and real-world musical engagement. Through vivid studio and classroom examples, he illustrates how student choice, leadership opportunities, and flexible pathways help learners build ownership, confidence, and sustainable musical habits that extend far beyond lessons, concerts, or exams.


The conversation also explores how curriculum decisions connect to student wellbeing, motivation, and reflection. Merlin emphasizes the value of “structured excellence and productive messiness,” encouraging teachers to embrace experimentation, reflective practice, and small, low-risk shifts—such as inviting students to lead warm-ups, select repertoire, or revisit familiar music during high-stress days. Grounded in both experience and learning science, this episode offers practical, human-centered insights for music educators who want to move closer to their stated goal of lifelong musicianship while staying responsive to the students in front of them.


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]]> In episode 105, Theresa and Kathryn welcome back longtime music educator Merlin Thompson, who reflects on nearly five decades of teaching and his evolving philosophy around lifelong music making. Merlin challenges the traditional, teacher-led “master–apprentice” model by introducing four curriculum models—teacher-led, student-led, shared, and neurodiverse—and explains how intentionally shifting between them can better honor student agency, diverse needs, and real-world musical engagement. Through vivid studio and classroom examples, he illustrates how student choice, leadership opportunities, and flexible pathways help learners build ownership, confidence, and sustainable musical habits that extend far beyond lessons, concerts, or exams.


The conversation also explores how curriculum decisions connect to student wellbeing, motivation, and reflection. Merlin emphasizes the value of “structured excellence and productive messiness,” encouraging teachers to embrace experimentation, reflective practice, and small, low-risk shifts—such as inviting students to lead warm-ups, select repertoire, or revisit familiar music during high-stress days. Grounded in both experience and learning science, this episode offers practical, human-centered insights for music educators who want to move closer to their stated goal of lifelong musicianship while staying responsive to the students in front of them.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 49a9abfa-9a26-46b9-97a5-a146e4acc31a Mon, 26 Jan 2026 05:00:00 -0500 3365 5 105 false 104 - Getting Out of the Way: How Teachers Can Spark Musical Curiosity, with Amelia Armstrong 104 - Getting Out of the Way: How Teachers Can Spark Musical Curiosity, with Amelia Armstrong In episode 104, Theresa and Kathryn sit down with high school music educator Amelia Armstrong to explore what student-centered teaching can look like in real classrooms. Amelia shares her 22-year journey at Platteville High School in Wisconsin, where she has expanded a traditional choir program into a vibrant, inclusive music department that includes guitar, digital audio production, and flexible general music offerings. Throughout the conversation, Amelia reflects on learning alongside her students, embracing discomfort, and letting go of the idea that teachers must always be the expert. Her stories highlight how curiosity, modeling lifelong learning, and responding to student interests have helped her reach students who might not otherwise enroll in music classes.


The conversation dives deeply into practical strategies for student-centered learning, including choice-based assessments, differentiation through voice and choice, and creating classroom cultures where students feel empowered to contribute ideas, identify challenges, and advocate for their needs. Amelia describes how small shifts—like letting students choose repertoire order, tempos, assessment formats, or warm-ups—can lead to greater ownership and engagement without sacrificing rigor. She also emphasizes the importance of curiosity, reflection, and representation in music education, showing how these approaches prepare students not just as musicians, but as thoughtful, confident humans. This episode is full of concrete ideas and inspiration for educators looking to make their classrooms more responsive, inclusive, and joyful.


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]]> In episode 104, Theresa and Kathryn sit down with high school music educator Amelia Armstrong to explore what student-centered teaching can look like in real classrooms. Amelia shares her 22-year journey at Platteville High School in Wisconsin, where she has expanded a traditional choir program into a vibrant, inclusive music department that includes guitar, digital audio production, and flexible general music offerings. Throughout the conversation, Amelia reflects on learning alongside her students, embracing discomfort, and letting go of the idea that teachers must always be the expert. Her stories highlight how curiosity, modeling lifelong learning, and responding to student interests have helped her reach students who might not otherwise enroll in music classes.


The conversation dives deeply into practical strategies for student-centered learning, including choice-based assessments, differentiation through voice and choice, and creating classroom cultures where students feel empowered to contribute ideas, identify challenges, and advocate for their needs. Amelia describes how small shifts—like letting students choose repertoire order, tempos, assessment formats, or warm-ups—can lead to greater ownership and engagement without sacrificing rigor. She also emphasizes the importance of curiosity, reflection, and representation in music education, showing how these approaches prepare students not just as musicians, but as thoughtful, confident humans. This episode is full of concrete ideas and inspiration for educators looking to make their classrooms more responsive, inclusive, and joyful.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 8020e3ca-c523-4bd9-83d3-94d547ac3f02 Mon, 12 Jan 2026 05:30:00 -0500 3750 5 104 false 103 - Expanding What Counts as Music: Embracing Popular Music in the Classroom, with Emily Langerholc 103 - Expanding What Counts as Music: Embracing Popular Music in the Classroom, with Emily Langerholc 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.


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]]> 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.


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]]> Theresa Hoover and Kathryn Finch, Music Educators a15ede0a-9ec5-4c1a-a2a0-10689f7840d5 Mon, 15 Dec 2025 05:00:00 -0500 2663 5 103 false 102 - Proactive Inclusion: Creating Accessible Music Learning Environments, featuring Rhoda Bernard 102 - Proactive Inclusion: Creating Accessible Music Learning Environments, featuring Rhoda Bernard In episode 102 Theresa and Kathryn talk with Dr. Rhoda Bernard—singer, pianist, educator, and founding Managing Director of the Berklee Institute for Accessible Arts Education—to explore what truly accessible music education looks like in today’s classrooms. Rhoda shares her journey through music teacher identity and her deep work in designing arts education programs that meaningfully include learners with disabilities. She breaks down common barriers students face—both visible and invisible—and offers powerful mindset shifts to help teachers move from deficit-based thinking to asset-based, student-centered instruction.


Throughout the conversation, Rhoda provides practical, immediately usable strategies for increasing accessibility in any music setting, from general music to ensembles. She discusses the importance of multimodal teaching (especially visuals), anticipating barriers during planning, and “messing with the notation” to support diverse learners. Rhoda also illuminates how inclusive practices naturally foster student ownership, agency, and community—benefiting all musicians, not just those with disabilities. Her new book, Accessible Arts Education: Principles, Habits, and Strategies to Unleash Every Student’s Creativity and Learning, offers an even deeper dive into these ideas and features first-person perspectives from artists with disabilities. This inspiring conversation is full of tools and mindset shifts you can bring into your classroom tomorrow.


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]]> In episode 102 Theresa and Kathryn talk with Dr. Rhoda Bernard—singer, pianist, educator, and founding Managing Director of the Berklee Institute for Accessible Arts Education—to explore what truly accessible music education looks like in today’s classrooms. Rhoda shares her journey through music teacher identity and her deep work in designing arts education programs that meaningfully include learners with disabilities. She breaks down common barriers students face—both visible and invisible—and offers powerful mindset shifts to help teachers move from deficit-based thinking to asset-based, student-centered instruction.


Throughout the conversation, Rhoda provides practical, immediately usable strategies for increasing accessibility in any music setting, from general music to ensembles. She discusses the importance of multimodal teaching (especially visuals), anticipating barriers during planning, and “messing with the notation” to support diverse learners. Rhoda also illuminates how inclusive practices naturally foster student ownership, agency, and community—benefiting all musicians, not just those with disabilities. Her new book, Accessible Arts Education: Principles, Habits, and Strategies to Unleash Every Student’s Creativity and Learning, offers an even deeper dive into these ideas and features first-person perspectives from artists with disabilities. This inspiring conversation is full of tools and mindset shifts you can bring into your classroom tomorrow.


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]]> Theresa Hoover and Kathryn Finch, Music Educators ec8bee14-519a-448d-bdc8-a5aa5bbe68bd Mon, 01 Dec 2025 05:00:00 -0500 2809 5 102 false 101 - Be the Change-Maker: What Happens When We Listen to Students, featuring David Davis 101 - Be the Change-Maker: What Happens When We Listen to Students, featuring David Davis 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.


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]]> 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.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 46d6d624-4767-4342-82d9-8c1b5a6608ab Mon, 17 Nov 2025 05:30:00 -0500 2526 5 101 false 100 - Celebrating 5 Years and 100 Episodes! 100 - Celebrating 5 Years and 100 Episodes! In this special 100th episode of Pass the Baton, co-hosts Kathryn Finch and Theresa Hoover celebrate two major milestones — five years since their book Pass the Baton was released and 100 podcast episodes of amplifying student-centered music education. They reminisce about how their collaboration began on Twitter, how their shared passion for empowering students led to writing the book, and how the podcast grew from a YouTube series during the pandemic into a thriving platform for teacher inspiration and connection.


The celebration continues with a visit from past guest Dr. Shane Colquhoun, who reflects on the progress of music education, the importance of authenticity in teaching, and the need to empower both students and teachers. Kathryn and Theresa also share lessons they’ve learned from past guests — from student feedback to rethinking grading — and discuss how their own thinking about empowerment has evolved. The episode wraps up with lighthearted reflections, gratitude to listeners, and excitement for what’s ahead as Pass the Baton continues to grow and inspire.


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]]> In this special 100th episode of Pass the Baton, co-hosts Kathryn Finch and Theresa Hoover celebrate two major milestones — five years since their book Pass the Baton was released and 100 podcast episodes of amplifying student-centered music education. They reminisce about how their collaboration began on Twitter, how their shared passion for empowering students led to writing the book, and how the podcast grew from a YouTube series during the pandemic into a thriving platform for teacher inspiration and connection.


The celebration continues with a visit from past guest Dr. Shane Colquhoun, who reflects on the progress of music education, the importance of authenticity in teaching, and the need to empower both students and teachers. Kathryn and Theresa also share lessons they’ve learned from past guests — from student feedback to rethinking grading — and discuss how their own thinking about empowerment has evolved. The episode wraps up with lighthearted reflections, gratitude to listeners, and excitement for what’s ahead as Pass the Baton continues to grow and inspire.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 4d3a15ac-d4b1-4470-b79e-2486fd52cfd8 Mon, 03 Nov 2025 05:00:00 -0500 2269 5 100 false 99 - Concert Prep to Empower Every Performer 99 - Concert Prep to Empower Every Performer 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.


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]]> 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.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 6606631a-0a22-4bc8-a0d8-49987e39e54b Mon, 20 Oct 2025 05:30:00 -0400 1663 5 99 false 98 - Scaffolding Success: Building Student Ownership from Rehearsals to the Stage, with Darlene Machacon 98 - Scaffolding Success: Building Student Ownership from Rehearsals to the Stage, with Darlene Machacon In episode 98, Theresa and Kathryn welcome choir director and music educator Darlene Machacon. Darlene shares how she has reimagined her high school choir program to give students increasing ownership of their learning—from running sectionals and leading warmups to planning and producing an entire pops concert. By scaffolding responsibility throughout the year, she empowers students to collaborate, make musical and creative choices, and experience the confidence that comes from truly leading their ensemble.


Darlene also highlights the importance of community and connection in music education. From partnering with school clubs to incorporating meaningful themes in concerts, she emphasizes how music can extend beyond the classroom and create powerful shared experiences. Listeners will leave inspired with practical ideas for offering students more agency—whether that’s handing over warmups, letting students select rehearsal priorities, or building a full-scale performance that is truly theirs.


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]]> In episode 98, Theresa and Kathryn welcome choir director and music educator Darlene Machacon. Darlene shares how she has reimagined her high school choir program to give students increasing ownership of their learning—from running sectionals and leading warmups to planning and producing an entire pops concert. By scaffolding responsibility throughout the year, she empowers students to collaborate, make musical and creative choices, and experience the confidence that comes from truly leading their ensemble.


Darlene also highlights the importance of community and connection in music education. From partnering with school clubs to incorporating meaningful themes in concerts, she emphasizes how music can extend beyond the classroom and create powerful shared experiences. Listeners will leave inspired with practical ideas for offering students more agency—whether that’s handing over warmups, letting students select rehearsal priorities, or building a full-scale performance that is truly theirs.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 2d0b8b0a-70fb-41c5-a43a-8dcb709b416b Mon, 06 Oct 2025 06:00:00 -0400 3074 5 98 false 97 - The Co-Constructed Curriculum: Embracing Student Voice in Music Education, featuring Chris Ricketts 97 - The Co-Constructed Curriculum: Embracing Student Voice in Music Education, featuring Chris Ricketts 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.


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]]> 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.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 56f2740f-a707-41b9-a079-7fa38889ead0 Mon, 22 Sep 2025 05:00:00 -0400 2490 5 97 false 96 - From Concept to Concert: A Student-Driven Choir Performance, featuring Rebecca Sensor 96 - From Concept to Concert: A Student-Driven Choir Performance, featuring Rebecca Sensor In episode 96, Theresa and Kathryn sit down with Rebecca Sensor, middle school choir director and president-elect of the Pennsylvania Music Educators Association. Rebecca shares how her choir program transformed its traditional spring concert into a fully student-driven “Pops Concert,” where students select, arrange, and even mash up popular songs that resonate with them. From brainstorming on day one of school to building ballots of potential repertoire, Rebecca describes how giving students a voice in the process leads to deeper engagement, ownership, and creativity.


Throughout the conversation, Rebecca highlights the powerful impact of student choice—not only on concert performances, but also on students’ confidence, collaboration, and lifelong music-making. She also discusses how this approach has shifted her own teaching philosophy, the challenges and joys of balancing student ideas with practical rehearsal needs, and the little strategies that make rehearsals more meaningful. This inspiring episode offers both big-picture insights and practical takeaways for music educators who want to empower their students and make concerts more personal and memorable.


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]]> In episode 96, Theresa and Kathryn sit down with Rebecca Sensor, middle school choir director and president-elect of the Pennsylvania Music Educators Association. Rebecca shares how her choir program transformed its traditional spring concert into a fully student-driven “Pops Concert,” where students select, arrange, and even mash up popular songs that resonate with them. From brainstorming on day one of school to building ballots of potential repertoire, Rebecca describes how giving students a voice in the process leads to deeper engagement, ownership, and creativity.


Throughout the conversation, Rebecca highlights the powerful impact of student choice—not only on concert performances, but also on students’ confidence, collaboration, and lifelong music-making. She also discusses how this approach has shifted her own teaching philosophy, the challenges and joys of balancing student ideas with practical rehearsal needs, and the little strategies that make rehearsals more meaningful. This inspiring episode offers both big-picture insights and practical takeaways for music educators who want to empower their students and make concerts more personal and memorable.


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]]> Theresa Hoover and Kathryn Finch, Music Educators fd749ddf-31fb-4e84-854c-56d0d9eb9d06 Mon, 08 Sep 2025 05:00:00 -0400 1974 5 96 false 95 - Listening First: Centering Students and Their Stories, featuring Yogi “Y?” Guyadin 95 - Listening First: Centering Students and Their Stories, featuring Yogi “Y?” Guyadin 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.


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]]> 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.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 6d6c47b5-9b7b-4712-a50e-3a81abbaf0bb Mon, 25 Aug 2025 06:00:00 -0400 3807 5 95 false 94 - Centering Students in the Orchestra Classroom, featuring Corie Benton 94 - Centering Students in the Orchestra Classroom, featuring Corie Benton In Episode 94 of Pass the Baton, Theresa and Kathryn sit down with high school orchestra director and ASTA President-Elect Corie Benton for an inspiring conversation about student-centered teaching and building a classroom culture rooted in care, agency, and joy. Corie shares how her teaching philosophy shifted in recent years—from chasing accolades to prioritizing holistic student experiences—emphasizing the importance of creating an environment where all students feel seen, valued, and empowered.


Listeners will hear how Corie builds student leadership through orchestra councils, incorporates student voice in repertoire and performance decisions, and designs inclusive opportunities like senior solos and peer mentorship. She also shares practical examples of how she fosters ownership and connection in daily routines, from student-led warmups to meaningful classroom traditions. Whether you're a new or veteran educator, this episode is full of small, actionable ideas that can make a big impact in your own teaching.


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]]> In Episode 94 of Pass the Baton, Theresa and Kathryn sit down with high school orchestra director and ASTA President-Elect Corie Benton for an inspiring conversation about student-centered teaching and building a classroom culture rooted in care, agency, and joy. Corie shares how her teaching philosophy shifted in recent years—from chasing accolades to prioritizing holistic student experiences—emphasizing the importance of creating an environment where all students feel seen, valued, and empowered.


Listeners will hear how Corie builds student leadership through orchestra councils, incorporates student voice in repertoire and performance decisions, and designs inclusive opportunities like senior solos and peer mentorship. She also shares practical examples of how she fosters ownership and connection in daily routines, from student-led warmups to meaningful classroom traditions. Whether you're a new or veteran educator, this episode is full of small, actionable ideas that can make a big impact in your own teaching.


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]]> Theresa Hoover and Kathryn Finch, Music Educators cee77346-7390-49ca-8d49-bd8804342318 Mon, 11 Aug 2025 06:00:00 -0400 2403 5 94 false 93 - Intentional Beginnings: A Back-to-School Conversation 93 - Intentional Beginnings: A Back-to-School Conversation 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 Improv


Learn more about Pass the Baton:



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]]> 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 Improv


Learn more about Pass the Baton:



Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 9522e823-e0c6-408a-92dc-377e662e4ef0 Mon, 28 Jul 2025 07:00:00 -0400 2187 5 93 false 92 - Season 4 Rewind: Recap and Looking Ahead 92 - Season 4 Rewind: Recap and Looking Ahead In this final episode of Season 4, Kathryn and Theresa look back on a year of inspiring conversations and exciting growth. They reflect on the continued impact of their book Pass the Baton, now four years old, and the growing network of educators dedicated to student empowerment. They share behind-the-scenes insights into resources like the Post-Concert Creativity Challenge and preview their upcoming summer course through VanderCook College.

The episode also includes some personal updates—Kathryn introduces a new four-legged family member, and Theresa shares her excitement about moving across the country to begin a new faculty position at East Carolina University. It’s a thoughtful and celebratory wrap-up full of gratitude, practical ideas, and a look ahead to what’s next. We’ll be back in August with all-new episodes to kick off Season 5—see you then!


Links from this episode:




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]]> In this final episode of Season 4, Kathryn and Theresa look back on a year of inspiring conversations and exciting growth. They reflect on the continued impact of their book Pass the Baton, now four years old, and the growing network of educators dedicated to student empowerment. They share behind-the-scenes insights into resources like the Post-Concert Creativity Challenge and preview their upcoming summer course through VanderCook College.

The episode also includes some personal updates—Kathryn introduces a new four-legged family member, and Theresa shares her excitement about moving across the country to begin a new faculty position at East Carolina University. It’s a thoughtful and celebratory wrap-up full of gratitude, practical ideas, and a look ahead to what’s next. We’ll be back in August with all-new episodes to kick off Season 5—see you then!


Links from this episode:




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]]> Theresa Hoover and Kathryn Finch, Music Educators c8fcecb0-a419-4bf6-921c-35bd278687dc Mon, 02 Jun 2025 06:00:00 -0400 2092 4 92 false 91 - Permission to Experiment: Embracing Creativity, Reflection, and Growth, featuring Alisa Hanson 91 - Permission to Experiment: Embracing Creativity, Reflection, and Growth, featuring Alisa Hanson 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:


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]]> 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:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 7875b21a-035b-4a4c-892e-bda2f38e0320 Mon, 19 May 2025 06:00:00 -0400 2197 4 91 false 90 - Throw Away the Rubric: Ungrading the Music Room, featuring Chris Gleason 90 - Throw Away the Rubric: Ungrading the Music Room, featuring Chris Gleason In Episode 90, Theresa and Kathryn are joined by Chris Gleason for a thought-provoking conversation about grading. Chris challenges traditional notions of grading and assessment, offering compelling stories and practical strategies for shifting from compliance-based systems to student-centered, intrinsic learning environments. With humor, wisdom, and years of classroom experience, Chris explores what it means to foster agency, curiosity, and deep reflection in music education—and why students’ growth can’t (and shouldn’t) be reduced to a number or letter grade.


Whether you're brand new to the concept of ungrading or already dipping your toes in these waters, this episode is sure to get you thinking deeply about your own classroom practices. Chris reminds us that meaningful learning comes from relationships, relevance, and reflection—not from points, charts, or checklists. Tune in for an honest, encouraging, and energizing discussion that will leave you inspired to rethink assessment and empowered to make bold changes that truly benefit your students.


Connect with Chris and learn more:


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]]> In Episode 90, Theresa and Kathryn are joined by Chris Gleason for a thought-provoking conversation about grading. Chris challenges traditional notions of grading and assessment, offering compelling stories and practical strategies for shifting from compliance-based systems to student-centered, intrinsic learning environments. With humor, wisdom, and years of classroom experience, Chris explores what it means to foster agency, curiosity, and deep reflection in music education—and why students’ growth can’t (and shouldn’t) be reduced to a number or letter grade.


Whether you're brand new to the concept of ungrading or already dipping your toes in these waters, this episode is sure to get you thinking deeply about your own classroom practices. Chris reminds us that meaningful learning comes from relationships, relevance, and reflection—not from points, charts, or checklists. Tune in for an honest, encouraging, and energizing discussion that will leave you inspired to rethink assessment and empowered to make bold changes that truly benefit your students.


Connect with Chris and learn more:


Other resources from this episode:


Connect with Pass the Baton and learn more:


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]]> Theresa Hoover and Kathryn Finch, Music Educators c7a402f0-315b-4a92-bcbb-84df8f36aa91 Mon, 05 May 2025 06:00:00 -0400 3008 4 90 false 89 - From Surface to Substance: Deepening Cultural Engagement in Music Education, with Erin Zaffini 89 - From Surface to Substance: Deepening Cultural Engagement in Music Education, with Erin Zaffini In Episode 89, Kathryn and Theresa welcome Dr. Erin Zaffini, Director of Teacher Education at Longy School of Music in Cambridge, Massachusetts. Erin specializes in access, equity, and inclusion in music education, and works extensively with teachers through workshops, consulting, and graduate education. In this insightful conversation, Erin shares her journey from unintentionally tokenizing culture in her teaching to developing sustainable, authentic practices that center student voices and community traditions. She offers powerful reflections and practical steps for educators who want to move from surface-level cultural inclusion to more meaningful engagement.


This episode is a must-listen for music educators striving to create inclusive classrooms without feeling overwhelmed. Erin reminds us that change doesn't have to happen all at once—it’s about consistent, thoughtful progress over time. Whether you're teaching general music or conducting an ensemble, you'll walk away with actionable strategies to deepen cultural relevance in your teaching. Tune in and be inspired to take that next small, meaningful step toward more inclusive music education.


Connect with Erin and learn more:


Other resources from this episode:


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]]> In Episode 89, Kathryn and Theresa welcome Dr. Erin Zaffini, Director of Teacher Education at Longy School of Music in Cambridge, Massachusetts. Erin specializes in access, equity, and inclusion in music education, and works extensively with teachers through workshops, consulting, and graduate education. In this insightful conversation, Erin shares her journey from unintentionally tokenizing culture in her teaching to developing sustainable, authentic practices that center student voices and community traditions. She offers powerful reflections and practical steps for educators who want to move from surface-level cultural inclusion to more meaningful engagement.


This episode is a must-listen for music educators striving to create inclusive classrooms without feeling overwhelmed. Erin reminds us that change doesn't have to happen all at once—it’s about consistent, thoughtful progress over time. Whether you're teaching general music or conducting an ensemble, you'll walk away with actionable strategies to deepen cultural relevance in your teaching. Tune in and be inspired to take that next small, meaningful step toward more inclusive music education.


Connect with Erin and learn more:


Other resources from this episode:


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]]> Theresa Hoover and Kathryn Finch, Music Educators a78e813c-5d07-4569-9191-9eb8b8340a88 Mon, 21 Apr 2025 06:00:00 -0400 2517 4 89 false 88 - Music as a Gift: Connecting Through Parent Orchestras, featuring Annie Ray 88 - Music as a Gift: Connecting Through Parent Orchestras, featuring Annie Ray In this inspiring episode, Theresa and Kathryn sit down with Annie Ray, orchestra director and 2024 Grammy Music Educator Award winner, to explore the heartwarming and transformative concept of the Parent Orchestra. Annie shares how this initiative—rooted in connection and community—brings caregivers together to learn their child’s instrument and experience the joy and challenges of music-making firsthand. With over 225 participants and a growing waitlist, this thriving program fosters cross-cultural relationships and strengthens bonds between families, educators, and schools in profound ways.


Whether you're a music teacher looking to build deeper connections with your students' families or someone curious about innovative approaches to music education, this episode is for you. Annie’s passion and creativity will leave you feeling inspired to reimagine how music can unite communities and empower learners of all ages. Tune in to discover how music, when treated as a gift rather than a product, can truly bring people together in meaningful ways.


Connect with Annie and learn more:


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]]> In this inspiring episode, Theresa and Kathryn sit down with Annie Ray, orchestra director and 2024 Grammy Music Educator Award winner, to explore the heartwarming and transformative concept of the Parent Orchestra. Annie shares how this initiative—rooted in connection and community—brings caregivers together to learn their child’s instrument and experience the joy and challenges of music-making firsthand. With over 225 participants and a growing waitlist, this thriving program fosters cross-cultural relationships and strengthens bonds between families, educators, and schools in profound ways.


Whether you're a music teacher looking to build deeper connections with your students' families or someone curious about innovative approaches to music education, this episode is for you. Annie’s passion and creativity will leave you feeling inspired to reimagine how music can unite communities and empower learners of all ages. Tune in to discover how music, when treated as a gift rather than a product, can truly bring people together in meaningful ways.


Connect with Annie and learn more:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 4ef4693f-de9d-457c-8725-1bec9864e3e5 Mon, 07 Apr 2025 06:21:00 -0400 1747 false 87 - Using the Critical Response Process to Foster Meaningful Dialogue, featuring Mallory Alekna 87 - Using the Critical Response Process to Foster Meaningful Dialogue, featuring Mallory Alekna In episode 87, Kathryn and Theresa dive into the Critical Response Process (CRP) with Mallory Alekna, Assistant Professor of Music, Human Development, and Learning at Augsburg University. Mallory shares how this four-step feedback framework, developed by choreographer Liz Lerman, can transform music classrooms by fostering meaningful dialogue and empowering students to take ownership of their learning. Through CRP, students learn to articulate their observations, ask thoughtful questions, and engage in constructive, permission-based feedback. By integrating this process into music education, teachers can create more equitable, student-centered environments that encourage creativity, agency, and collaborative learning.


Music teachers will leave this episode with practical strategies for implementing CRP in their classrooms, whether through peer feedback on student compositions, discussions about performance techniques, or even broader conversations about musicianship as an ongoing journey. If you're looking for ways to shift from a traditional top-down approach to one where students feel truly heard and valued, this episode is packed with insights and actionable takeaways to help you get started.


Connect with Mallory and learn more:


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]]> In episode 87, Kathryn and Theresa dive into the Critical Response Process (CRP) with Mallory Alekna, Assistant Professor of Music, Human Development, and Learning at Augsburg University. Mallory shares how this four-step feedback framework, developed by choreographer Liz Lerman, can transform music classrooms by fostering meaningful dialogue and empowering students to take ownership of their learning. Through CRP, students learn to articulate their observations, ask thoughtful questions, and engage in constructive, permission-based feedback. By integrating this process into music education, teachers can create more equitable, student-centered environments that encourage creativity, agency, and collaborative learning.


Music teachers will leave this episode with practical strategies for implementing CRP in their classrooms, whether through peer feedback on student compositions, discussions about performance techniques, or even broader conversations about musicianship as an ongoing journey. If you're looking for ways to shift from a traditional top-down approach to one where students feel truly heard and valued, this episode is packed with insights and actionable takeaways to help you get started.


Connect with Mallory and learn more:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 17c67e0b-17b4-4da9-bdbe-c0960ee7536d Mon, 24 Mar 2025 06:00:00 -0400 2764 4 87 false 86 - The Power of Student Voice: Building Equity in Music Education, with Felipe Morales-Torres 86 - The Power of Student Voice: Building Equity in Music Education, with Felipe Morales-Torres In episode 86, we dive into the critical role of student voice in fostering equity and inclusivity in music education. Our guest, Felipe Morales-Torres, shares insights from his work at the Bornoff Foundation for the Advancement of String Education, exploring how music teachers can create learning environments that empower all students. He discusses the importance of moving beyond access to ensure that music opportunities are relevant, sustainable, and meaningful for diverse student populations. Through compelling stories and practical strategies, Felipe challenges traditional norms in music education and encourages teachers to rethink how they structure ensembles, performances, and classroom interactions to better serve all students.

Music educators will find inspiration and actionable steps to make their classrooms more inclusive and student-centered. Felipe emphasizes the importance of culturally sustaining pedagogy, student agency, and breaking down silos between different musical traditions. Whether it’s through shifting performance structures, integrating diverse musical styles, or simply ensuring students have a voice in their learning, this episode provides valuable takeaways for any music teacher looking to foster a more equitable and engaging classroom. Don’t miss this conversation on how small shifts in mindset and practice can lead to lasting change in music education!


Connect with Felipe and learn more:

Resources from this Episode:


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]]> In episode 86, we dive into the critical role of student voice in fostering equity and inclusivity in music education. Our guest, Felipe Morales-Torres, shares insights from his work at the Bornoff Foundation for the Advancement of String Education, exploring how music teachers can create learning environments that empower all students. He discusses the importance of moving beyond access to ensure that music opportunities are relevant, sustainable, and meaningful for diverse student populations. Through compelling stories and practical strategies, Felipe challenges traditional norms in music education and encourages teachers to rethink how they structure ensembles, performances, and classroom interactions to better serve all students.

Music educators will find inspiration and actionable steps to make their classrooms more inclusive and student-centered. Felipe emphasizes the importance of culturally sustaining pedagogy, student agency, and breaking down silos between different musical traditions. Whether it’s through shifting performance structures, integrating diverse musical styles, or simply ensuring students have a voice in their learning, this episode provides valuable takeaways for any music teacher looking to foster a more equitable and engaging classroom. Don’t miss this conversation on how small shifts in mindset and practice can lead to lasting change in music education!


Connect with Felipe and learn more:

Resources from this Episode:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 18517729-8e14-4642-869c-b7ab91f2cbcc Mon, 10 Mar 2025 06:00:00 -0400 3029 4 86 false 85 - Fostering Lifelong Learning through Reflective Partnerships, featuring Merlin Thompson 85 - Fostering Lifelong Learning through Reflective Partnerships, featuring Merlin Thompson In episode 85, Theresa and Kathryn sit down with Merlin Thompson, an experienced private music teacher, clinician, and the founder of Teach Music 21C. With over 45 years of teaching experience, Merlin shares powerful insights on fostering lifelong musicianship through reflective partnership teaching. He challenges the traditional master-apprentice model and instead emphasizes a collaborative, student-centered approach that encourages ownership, creativity, and personal connection to music. Merlin shares practical strategies for helping students engage with music beyond lessons, including his innovative “chill out concert” concept and the importance of integrating student choice into learning.


Music educators of all kinds—whether private instructors or classroom teachers—will find valuable takeaways in this conversation. Merlin’s framework of gathering information, exploring perspectives, and planning next steps provides a clear path toward more meaningful music instruction. If you’re looking to empower your students to become lifelong music-makers, this episode is packed with actionable ideas that you can implement right away. Tune in and get inspired to rethink how you approach student learning in your own teaching!


Connect with Merlin and learn more:

- Website: Teach Music 21c
- LinkedIn

- Book: More than Music Lessons


Resources from this episode:

- Episode 78: Fostering Collaboration, Ownership, and Creativity

- Student Decision Making Resource: Let Students Decide


Connect with Pass the Baton and learn more:

- Pass the Baton website

- Join the Coffee Club

- Support Pass the Baton

- Amplify student voice with Exit Tickets for Self Reflection! Get it for free now. ⁠⁠


Support the show

Learn more about Pass the Baton

]]> In episode 85, Theresa and Kathryn sit down with Merlin Thompson, an experienced private music teacher, clinician, and the founder of Teach Music 21C. With over 45 years of teaching experience, Merlin shares powerful insights on fostering lifelong musicianship through reflective partnership teaching. He challenges the traditional master-apprentice model and instead emphasizes a collaborative, student-centered approach that encourages ownership, creativity, and personal connection to music. Merlin shares practical strategies for helping students engage with music beyond lessons, including his innovative “chill out concert” concept and the importance of integrating student choice into learning.


Music educators of all kinds—whether private instructors or classroom teachers—will find valuable takeaways in this conversation. Merlin’s framework of gathering information, exploring perspectives, and planning next steps provides a clear path toward more meaningful music instruction. If you’re looking to empower your students to become lifelong music-makers, this episode is packed with actionable ideas that you can implement right away. Tune in and get inspired to rethink how you approach student learning in your own teaching!


Connect with Merlin and learn more:

- Website: Teach Music 21c
- LinkedIn

- Book: More than Music Lessons


Resources from this episode:

- Episode 78: Fostering Collaboration, Ownership, and Creativity

- Student Decision Making Resource: Let Students Decide


Connect with Pass the Baton and learn more:

- Pass the Baton website

- Join the Coffee Club

- Support Pass the Baton

- Amplify student voice with Exit Tickets for Self Reflection! Get it for free now. ⁠⁠


Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 4d71fd03-73a8-4120-8917-303518753321 Mon, 24 Feb 2025 05:00:00 -0500 2883 4 85 false 84 - Assessment for Growth: Empowering Student Musicians, with Leah Hanley 84 - Assessment for Growth: Empowering Student Musicians, with Leah Hanley In episode 84, Theresa and Kathryn sit down with Leah Hanley to explore how assessment can be a powerful tool for student empowerment in music education. Leah, a seasoned orchestra teacher in the Bronx, shares insights on the distinction between summative and formative assessment and how the latter can be seamlessly integrated into daily music instruction. She highlights the importance of making assessment visible to students, allowing them to take ownership of their learning. Through practical strategies like using technology for individual assessment and embedding reflection into rehearsals, Leah demonstrates how teachers can help students become independent musicians who can analyze, problem-solve, and improve their performance.

Leah also shares actionable tips that music educators can implement right away, including setting up a simple recording system for self-evaluation and using structured discussion protocols to guide student reflections. She emphasizes that authentic assessments—those that involve real music-making rather than paper-based exercises—are key to fostering meaningful growth. Whether you're looking to refine your assessment practices or find ways to engage students more deeply, this conversation is full of valuable insights to help transform your teaching. Tune in to discover how to shift the focus of assessment from judgment to growth, creating a classroom culture where students thrive.


Connect with Leah and learn more:


Other resources from this episode:


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]]> In episode 84, Theresa and Kathryn sit down with Leah Hanley to explore how assessment can be a powerful tool for student empowerment in music education. Leah, a seasoned orchestra teacher in the Bronx, shares insights on the distinction between summative and formative assessment and how the latter can be seamlessly integrated into daily music instruction. She highlights the importance of making assessment visible to students, allowing them to take ownership of their learning. Through practical strategies like using technology for individual assessment and embedding reflection into rehearsals, Leah demonstrates how teachers can help students become independent musicians who can analyze, problem-solve, and improve their performance.

Leah also shares actionable tips that music educators can implement right away, including setting up a simple recording system for self-evaluation and using structured discussion protocols to guide student reflections. She emphasizes that authentic assessments—those that involve real music-making rather than paper-based exercises—are key to fostering meaningful growth. Whether you're looking to refine your assessment practices or find ways to engage students more deeply, this conversation is full of valuable insights to help transform your teaching. Tune in to discover how to shift the focus of assessment from judgment to growth, creating a classroom culture where students thrive.


Connect with Leah and learn more:


Other resources from this episode:


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Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 78232ad8-606d-4252-98f7-22a29107a2d0 Mon, 10 Feb 2025 06:00:00 -0500 2139 4 84 false 83 - Creative Social Justice Projects in General Music, with Jasmine Henderson 83 - Creative Social Justice Projects in General Music, with Jasmine Henderson In episode 83, Theresa and Kathryn welcome Jasmine Henderson to discuss her innovative approach to empowering students through social justice projects in general music classes. Jasmine shares her journey from teaching K-8 general music and choir to collaborating with university students to design a groundbreaking project called the "Sonic Justice Collage." This unique initiative allowed students to explore topics they were passionate about—such as climate change and racial injustice—and express their ideas through music, using tools like Soundtrap to create public service announcements and multimedia collages. Jasmine reflects on how this project fostered student voice, creativity, and community while also providing valuable teaching experiences for pre-service educators.


Listeners will be inspired by Jasmine’s emphasis on student-centered learning and the power of music to address meaningful societal issues. She also provides practical tips for music teachers looking to implement similar projects, including strategies for collaboration, encouraging student choice, and navigating potential challenges. Whether you're a seasoned educator or new to teaching, this episode offers actionable ideas to engage students and cultivate a classroom environment where they feel seen, heard, and empowered. Don’t miss Jasmine’s heartfelt advice and the impactful stories from her classroom!


Connect with Jasmine:

  • Email: jas.d.henderson@gmail.com


Other resources from this episode:


Learn more about Pass the Baton:

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]]> In episode 83, Theresa and Kathryn welcome Jasmine Henderson to discuss her innovative approach to empowering students through social justice projects in general music classes. Jasmine shares her journey from teaching K-8 general music and choir to collaborating with university students to design a groundbreaking project called the "Sonic Justice Collage." This unique initiative allowed students to explore topics they were passionate about—such as climate change and racial injustice—and express their ideas through music, using tools like Soundtrap to create public service announcements and multimedia collages. Jasmine reflects on how this project fostered student voice, creativity, and community while also providing valuable teaching experiences for pre-service educators.


Listeners will be inspired by Jasmine’s emphasis on student-centered learning and the power of music to address meaningful societal issues. She also provides practical tips for music teachers looking to implement similar projects, including strategies for collaboration, encouraging student choice, and navigating potential challenges. Whether you're a seasoned educator or new to teaching, this episode offers actionable ideas to engage students and cultivate a classroom environment where they feel seen, heard, and empowered. Don’t miss Jasmine’s heartfelt advice and the impactful stories from her classroom!


Connect with Jasmine:

  • Email: jas.d.henderson@gmail.com


Other resources from this episode:


Learn more about Pass the Baton:

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Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 4bab0505-af69-4841-98af-3c5bc01f23d2 Mon, 27 Jan 2025 06:00:00 -0500 2282 4 83 false 82 - Making Music, Making Connections: Strategies for Inclusive Music Classrooms, with Matthew Stensrud 82 - Making Music, Making Connections: Strategies for Inclusive Music Classrooms, with Matthew Stensrud In episode 82, Kathryn and Theresa sit down with Matthew Stensrud, an accomplished music educator specializing in elementary music, responsive classroom techniques, and Orff Schulwerk approaches. Matthew shares his journey into music education, including his inspiration from mentors and his passion for creating inclusive and empowering music classrooms. He emphasizes the importance of fostering a sense of belonging and community where students feel safe to take creative risks.


Matthew discusses actionable strategies for passing the baton to students, including movement activities, personalized compositions, and creating opportunities for student choice and voice. Highlights include empowering students through movement exercises like snowflake-inspired choreography and fourth-grade rap projects tied to identity and intersectionality. This episode is packed with practical ideas and insights to inspire music educators to cultivate creativity, collaboration, and a sense of ownership in their classrooms. Tune in to learn how small shifts in teaching practices can create transformative learning experiences for students.



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]]> In episode 82, Kathryn and Theresa sit down with Matthew Stensrud, an accomplished music educator specializing in elementary music, responsive classroom techniques, and Orff Schulwerk approaches. Matthew shares his journey into music education, including his inspiration from mentors and his passion for creating inclusive and empowering music classrooms. He emphasizes the importance of fostering a sense of belonging and community where students feel safe to take creative risks.


Matthew discusses actionable strategies for passing the baton to students, including movement activities, personalized compositions, and creating opportunities for student choice and voice. Highlights include empowering students through movement exercises like snowflake-inspired choreography and fourth-grade rap projects tied to identity and intersectionality. This episode is packed with practical ideas and insights to inspire music educators to cultivate creativity, collaboration, and a sense of ownership in their classrooms. Tune in to learn how small shifts in teaching practices can create transformative learning experiences for students.



Learn more about Pass the Baton:


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]]> Theresa Hoover and Kathryn Finch, Music Educators b3690beb-3fdb-4e16-b71c-4e62b1a848c0 Mon, 13 Jan 2025 05:00:00 -0500 2525 4 82 false 81 - Professional Collaboration: You Don’t Need to Do This Work Alone 81 - Professional Collaboration: You Don’t Need to Do This Work Alone In episode 81, Kathryn and Theresa reflect on the power of professional collaboration for music educators. Drawing from their own experiences, they discuss how connecting with fellow educators—whether across the country or in the same district—can transform teaching practices, reduce isolation, and foster creativity. They share anecdotes of innovative classroom projects, such as their cross-state recorder pen pals and collaborative feedback sessions using Flipgrid, which helped students develop skills in constructive critique and purposeful music-making. These experiences underscore how collaboration not only enhances teaching but also models lifelong learning and teamwork for students.


Kathryn and Theresa also highlight the importance of finding support networks to combat the isolation many music teachers face. They suggest starting with conferences, social media, or even colleagues outside of music education to brainstorm ideas or share lessons. For those looking for a structured way to connect, they recommend the Pass the Baton Coffee Club, which provides opportunities for group planning and idea-sharing. Take the leap into collaboration, whether by exchanging lessons or teaming up for larger projects, and share your experiences to inspire others in the music education community.


Learn more about Pass the Baton:



Support the show

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]]> In episode 81, Kathryn and Theresa reflect on the power of professional collaboration for music educators. Drawing from their own experiences, they discuss how connecting with fellow educators—whether across the country or in the same district—can transform teaching practices, reduce isolation, and foster creativity. They share anecdotes of innovative classroom projects, such as their cross-state recorder pen pals and collaborative feedback sessions using Flipgrid, which helped students develop skills in constructive critique and purposeful music-making. These experiences underscore how collaboration not only enhances teaching but also models lifelong learning and teamwork for students.


Kathryn and Theresa also highlight the importance of finding support networks to combat the isolation many music teachers face. They suggest starting with conferences, social media, or even colleagues outside of music education to brainstorm ideas or share lessons. For those looking for a structured way to connect, they recommend the Pass the Baton Coffee Club, which provides opportunities for group planning and idea-sharing. Take the leap into collaboration, whether by exchanging lessons or teaming up for larger projects, and share your experiences to inspire others in the music education community.


Learn more about Pass the Baton:



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]]> Theresa Hoover and Kathryn Finch, Music Educators 59ffdd7d-98d0-4dfe-8b91-da167fda3cc7 Mon, 16 Dec 2024 05:00:00 -0500 1618 4 81 false 80 - Creativity First: Encouraging Musical Exploration, featuring Steve Giddings 80 - Creativity First: Encouraging Musical Exploration, featuring Steve Giddings In episode 80, we dive into the transformative world of creative music education with Steve Giddings, an innovative music educator and advocate for hands-on, student-driven learning. Steve shares his journey from traditional conservatory training to championing a more dynamic and accessible approach to teaching music. Through his experiences, Steve has developed techniques that encourage students to explore music through improvisation, creativity, and collaboration. Whether teaching rock bands, flipping Bloom's Taxonomy, or introducing new rhythms, Steve emphasizes making music education more about creating and less about replicating.


Join us as we explore Steve's innovative classroom practices, from "moshing" warm-ups to using tools like Groove Pizza and GarageBand to compose original works. Steve also discusses the critical role of fostering a safe space for students to make mistakes, take risks, and discover their unique musical voices. This episode is packed with practical advice for educators looking to bring creativity into their classrooms and inspire students to see themselves as lifelong musicians. Don’t miss this engaging conversation with one of music education’s leading voices!




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]]> In episode 80, we dive into the transformative world of creative music education with Steve Giddings, an innovative music educator and advocate for hands-on, student-driven learning. Steve shares his journey from traditional conservatory training to championing a more dynamic and accessible approach to teaching music. Through his experiences, Steve has developed techniques that encourage students to explore music through improvisation, creativity, and collaboration. Whether teaching rock bands, flipping Bloom's Taxonomy, or introducing new rhythms, Steve emphasizes making music education more about creating and less about replicating.


Join us as we explore Steve's innovative classroom practices, from "moshing" warm-ups to using tools like Groove Pizza and GarageBand to compose original works. Steve also discusses the critical role of fostering a safe space for students to make mistakes, take risks, and discover their unique musical voices. This episode is packed with practical advice for educators looking to bring creativity into their classrooms and inspire students to see themselves as lifelong musicians. Don’t miss this engaging conversation with one of music education’s leading voices!




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]]> Theresa Hoover and Kathryn Finch, Music Educators eda03a47-c460-4f53-891b-591ecefa2be3 Mon, 02 Dec 2024 05:00:00 -0500 2931 4 80 false 79 - Motivating Young Musicians: Exploring Self-Determination Theory, featuring Jessie Peterson 79 - Motivating Young Musicians: Exploring Self-Determination Theory, featuring Jessie Peterson In episode 79, we welcome Jessie Peterson, a dedicated middle school band director and a passionate advocate for fostering intrinsic motivation in music education. Drawing from her doctoral studies at Clemson University and her extensive teaching experience, Jessie delves into the transformative power of Self-Determination Theory in the classroom. She shares how the principles of autonomy, competence, and relatedness have helped her create an inclusive and empowering environment where students thrive. Whether it’s encouraging students to choose their own instruments or setting collaborative goals for performances, Jessie demonstrates how these strategies cultivate a love for music that lasts a lifetime.

Tune in as Jessie shares practical insights, from utilizing sticker-based systems for mastery learning to fostering peer mentorship among students. Her creative approaches have not only expanded her band program dramatically but have also reinforced the value of music as a safe space for self-expression and growth. Whether you’re a seasoned educator or new to teaching, this episode offers valuable takeaways to implement in your own practice. Don’t miss Jessie’s heartfelt stories and actionable tips for building a connected and motivated musical community.


Connect with Jessie and learn more:

  • Email - petersonjessielynn@gmail.com
  • Chris Ferguson website - https://www.cfergusonmusic.com/
  • Dan Pink - Drive: The Surprising Truth About What Motivates Us - https://amzn.to/4ezsYQs


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]]> In episode 79, we welcome Jessie Peterson, a dedicated middle school band director and a passionate advocate for fostering intrinsic motivation in music education. Drawing from her doctoral studies at Clemson University and her extensive teaching experience, Jessie delves into the transformative power of Self-Determination Theory in the classroom. She shares how the principles of autonomy, competence, and relatedness have helped her create an inclusive and empowering environment where students thrive. Whether it’s encouraging students to choose their own instruments or setting collaborative goals for performances, Jessie demonstrates how these strategies cultivate a love for music that lasts a lifetime.

Tune in as Jessie shares practical insights, from utilizing sticker-based systems for mastery learning to fostering peer mentorship among students. Her creative approaches have not only expanded her band program dramatically but have also reinforced the value of music as a safe space for self-expression and growth. Whether you’re a seasoned educator or new to teaching, this episode offers valuable takeaways to implement in your own practice. Don’t miss Jessie’s heartfelt stories and actionable tips for building a connected and motivated musical community.


Connect with Jessie and learn more:

  • Email - petersonjessielynn@gmail.com
  • Chris Ferguson website - https://www.cfergusonmusic.com/
  • Dan Pink - Drive: The Surprising Truth About What Motivates Us - https://amzn.to/4ezsYQs


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]]> Theresa Hoover and Kathryn Finch, Music Educators 7ac9997a-a968-4029-9f14-9a4abf323074 Mon, 18 Nov 2024 05:00:00 -0500 2059 4 79 false 78 - Fostering Collaboration, Ownership, and Creativity in Music Class, featuring Taylor Morris and Sara Duce 78 - Fostering Collaboration, Ownership, and Creativity in Music Class, featuring Taylor Morris and Sara Duce In Episode 78, Theresa and Kathryn welcome Taylor Morris and Sara Duce, co-founders of the Gilbert Town Fiddlers. Taylor and Sara discuss their journey in music education and share how they have built an extracurricular program that fosters creativity, collaboration, and student ownership in music. Their organization, based in Gilbert, Arizona, teaches middle and high school students how to play and arrange music by ear, improvise, and work in ensemble settings. They emphasize giving students autonomy in music-making, allowing them to learn arrangement skills and make creative decisions in a democratic, collaborative environment.

Taylor and Sara also explain how their experiences in music education have influenced their approaches as private teachers and orchestra directors. They discuss the importance of providing students with choices, encouraging self-reflection, and helping them build the confidence to express ideas. Both educators highlight the unique skills students develop through ensemble-led arrangements and how the experience allows students to connect deeply with their music. Taylor and Sara’s insights make this episode a valuable listen for educators interested in incorporating more student-led, creative processes into their classrooms.


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]]> In Episode 78, Theresa and Kathryn welcome Taylor Morris and Sara Duce, co-founders of the Gilbert Town Fiddlers. Taylor and Sara discuss their journey in music education and share how they have built an extracurricular program that fosters creativity, collaboration, and student ownership in music. Their organization, based in Gilbert, Arizona, teaches middle and high school students how to play and arrange music by ear, improvise, and work in ensemble settings. They emphasize giving students autonomy in music-making, allowing them to learn arrangement skills and make creative decisions in a democratic, collaborative environment.

Taylor and Sara also explain how their experiences in music education have influenced their approaches as private teachers and orchestra directors. They discuss the importance of providing students with choices, encouraging self-reflection, and helping them build the confidence to express ideas. Both educators highlight the unique skills students develop through ensemble-led arrangements and how the experience allows students to connect deeply with their music. Taylor and Sara’s insights make this episode a valuable listen for educators interested in incorporating more student-led, creative processes into their classrooms.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 6cbf6ee4-a42a-4832-a9b4-f90de9b409e5 Mon, 04 Nov 2024 05:00:00 -0500 3404 4 78 false 77 - Inspiring Young Musicians: Passion and Purpose in Music Education, featuring Stephen Cox 77 - Inspiring Young Musicians: Passion and Purpose in Music Education, featuring Stephen Cox In episode 77, Theresa and Kathryn sit down with Grammy Music Educator of the Year, Stephen Cox, as he dives into his unique approach to music education and his latest venture with the Willis Wonderland Foundation. Stephen shares insights from his 14-year teaching career in Texas, where he developed a progressive, student-centered approach to band programs, prioritizing student autonomy, joy, and intrinsic motivation. He also reflects on his journey toward empowering students to lead and make decisions, which transformed his music programs and resulted in both personal and collective growth for his students.

Now, as part of the Willis Wonderland Foundation, Stephen is developing free songwriting resources to further his mission of making music education more accessible and engaging. The foundation, established to honor the legacy of renowned songwriter Allee Willis, provides teachers with tools to inspire students through songwriting and creative expression. Tune in to hear Stephen's inspiring thoughts on how progressive music education and creative freedom can transform not only classrooms but the lives of young musicians.


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]]> In episode 77, Theresa and Kathryn sit down with Grammy Music Educator of the Year, Stephen Cox, as he dives into his unique approach to music education and his latest venture with the Willis Wonderland Foundation. Stephen shares insights from his 14-year teaching career in Texas, where he developed a progressive, student-centered approach to band programs, prioritizing student autonomy, joy, and intrinsic motivation. He also reflects on his journey toward empowering students to lead and make decisions, which transformed his music programs and resulted in both personal and collective growth for his students.

Now, as part of the Willis Wonderland Foundation, Stephen is developing free songwriting resources to further his mission of making music education more accessible and engaging. The foundation, established to honor the legacy of renowned songwriter Allee Willis, provides teachers with tools to inspire students through songwriting and creative expression. Tune in to hear Stephen's inspiring thoughts on how progressive music education and creative freedom can transform not only classrooms but the lives of young musicians.


Connect with Stephen and learn more about his work:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 8670be6e-0a81-41ea-a0fc-2bae13153804 Mon, 21 Oct 2024 06:00:00 -0400 3481 4 77 false 76 - Bridging the Gap: How Music Technology Can Engage All Students, featuring Gillian Desmarais Keller 76 - Bridging the Gap: How Music Technology Can Engage All Students, featuring Gillian Desmarais Keller In episode 76, Theresa and Kathryn welcome Gillian Desmarais Keller, an award-winning music educator specializing in K-12 music technology. Gillian shares her journey from teaching elementary music to establishing a cutting-edge music technology program in Maplewood Public Schools. She highlights the importance of integrating technology into traditional music education, offering students new opportunities for creativity through recording, lyric writing, and music production. Gillian also discusses how technology can enhance the learning experience by blending traditional music theory with modern tools like digital audio workstations (DAWs) such as Soundtrap and Ableton.


The conversation emphasizes the potential of music technology to engage a wider range of students, including those who may not be interested in traditional music programs. Gillian shares practical tips for teachers to start incorporating technology into their classrooms, advocating for the use of web applications like Chrome Music Lab and Groove Pizza as entry points. Whether you're a band director, choir teacher, or general music instructor, this episode provides valuable insights on how to make music education more accessible and relevant to all students.


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]]> In episode 76, Theresa and Kathryn welcome Gillian Desmarais Keller, an award-winning music educator specializing in K-12 music technology. Gillian shares her journey from teaching elementary music to establishing a cutting-edge music technology program in Maplewood Public Schools. She highlights the importance of integrating technology into traditional music education, offering students new opportunities for creativity through recording, lyric writing, and music production. Gillian also discusses how technology can enhance the learning experience by blending traditional music theory with modern tools like digital audio workstations (DAWs) such as Soundtrap and Ableton.


The conversation emphasizes the potential of music technology to engage a wider range of students, including those who may not be interested in traditional music programs. Gillian shares practical tips for teachers to start incorporating technology into their classrooms, advocating for the use of web applications like Chrome Music Lab and Groove Pizza as entry points. Whether you're a band director, choir teacher, or general music instructor, this episode provides valuable insights on how to make music education more accessible and relevant to all students.


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]]> Theresa Hoover and Kathryn Finch, Music Educators e12475a1-b017-44a8-a1ea-bb894e0d7509 Mon, 07 Oct 2024 05:00:00 -0400 2559 4 76 false 75 - From Student to Artist: The TAB Approach in General Music, featuring Emily Meyerson 75 - From Student to Artist: The TAB Approach in General Music, featuring Emily Meyerson In episode 75, Theresa and Kathryn are joined by Emily Meyerson, a seasoned music educator, to discuss her unique approach to teaching music through the TAB (Teaching for Artistic Behavior) pedagogy. Emily shares her experiences transitioning from a traditional teaching model to one that empowers students to behave and think like musicians. She emphasizes the importance of giving students creative control in the music classroom, encouraging them to take ownership of their learning. From integrating technology, like electronic instruments and recording studios, to fostering a collaborative environment, Emily highlights how this innovative method nurtures independent thinkers and lifelong musicians.

You will also hear Emily's insights on balancing student-led projects with structured lessons and how she adapted TAB for various grade levels. She discusses the importance of classroom management, collaboration with other educators, and the profound impact of giving students creative freedom. This episode offers practical tips for educators interested in empowering their students while maintaining classroom structure.


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]]> In episode 75, Theresa and Kathryn are joined by Emily Meyerson, a seasoned music educator, to discuss her unique approach to teaching music through the TAB (Teaching for Artistic Behavior) pedagogy. Emily shares her experiences transitioning from a traditional teaching model to one that empowers students to behave and think like musicians. She emphasizes the importance of giving students creative control in the music classroom, encouraging them to take ownership of their learning. From integrating technology, like electronic instruments and recording studios, to fostering a collaborative environment, Emily highlights how this innovative method nurtures independent thinkers and lifelong musicians.

You will also hear Emily's insights on balancing student-led projects with structured lessons and how she adapted TAB for various grade levels. She discusses the importance of classroom management, collaboration with other educators, and the profound impact of giving students creative freedom. This episode offers practical tips for educators interested in empowering their students while maintaining classroom structure.


Connect with Emily and learn more:


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]]> Theresa Hoover and Kathryn Finch, Music Educators a9218f3d-aa3c-4521-aef6-c4621aba3d03 Mon, 23 Sep 2024 05:28:00 -0400 2832 4 75 false 74 - Transforming Education: Building Skills for a Lifetime of Music Making, featuring Berry McWhorter 74 - Transforming Education: Building Skills for a Lifetime of Music Making, featuring Berry McWhorter In Episode 74, Kathryn and Theresa talk to Berry McWhorter about how his deep dive into Japanese music education transformed his approach to teaching. After discovering the impressive performance of Japanese middle school bands during his studies, Berry embarked on a journey to understand the unique student-led structure of Japanese music programs. He found that these programs place significant responsibility on students to lead rehearsals, manage performances, and even handle administrative tasks, all with minimal direct supervision from teachers.


Inspired by this model, Berry applied similar strategies in his own high school band teaching. He encouraged student leadership by implementing student-led sectionals and allowing students to choose and conduct their concert pieces. This shift toward student ownership, influenced by the Japanese approach, created a more engaged and motivated classroom environment. Berry emphasizes that this method not only improves students’ musical abilities but also instills valuable life skills such as independence, responsibility, and collaboration. 


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]]> In Episode 74, Kathryn and Theresa talk to Berry McWhorter about how his deep dive into Japanese music education transformed his approach to teaching. After discovering the impressive performance of Japanese middle school bands during his studies, Berry embarked on a journey to understand the unique student-led structure of Japanese music programs. He found that these programs place significant responsibility on students to lead rehearsals, manage performances, and even handle administrative tasks, all with minimal direct supervision from teachers.


Inspired by this model, Berry applied similar strategies in his own high school band teaching. He encouraged student leadership by implementing student-led sectionals and allowing students to choose and conduct their concert pieces. This shift toward student ownership, influenced by the Japanese approach, created a more engaged and motivated classroom environment. Berry emphasizes that this method not only improves students’ musical abilities but also instills valuable life skills such as independence, responsibility, and collaboration. 


Connect with Berry and learn more:

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]]> Theresa Hoover and Kathryn Finch, Music Educators 2301db45-0df2-45f5-a95b-8055237011b9 Mon, 09 Sep 2024 05:30:00 -0400 2962 4 74 false 73 - Small Shifts, Big Impact: Listening for Student Success, featuring Ally McGowan 73 - Small Shifts, Big Impact: Listening for Student Success, featuring Ally McGowan In episode 73, Kathryn and Theresa engage in a compelling conversation with Ally McGowan, a dedicated middle school orchestra teacher from Connecticut. Ally shares her journey of transitioning from traditional methods of student engagement to a more empowering approach in her classroom. She discusses how small, intentional changes in her teaching methods have transformed her students' learning experiences, moving them from passive participation to active ownership of their musical growth. Ally emphasizes the importance of listening to her students and allowing them to take part in decisions about their learning, such as choosing the flow of their lessons and engaging in improvisational activities.

The discussion also highlights the value of collaboration among educators, with Ally describing her experiences working alongside other music teachers to enhance the learning environment. She reflects on the benefits of having students provide peer feedback, which not only deepens their understanding but also fosters a supportive classroom community. By focusing on student empowerment and incorporating innovative teaching techniques, Ally has successfully created a classroom atmosphere where students are excited to learn and explore music in new and meaningful ways.


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]]> In episode 73, Kathryn and Theresa engage in a compelling conversation with Ally McGowan, a dedicated middle school orchestra teacher from Connecticut. Ally shares her journey of transitioning from traditional methods of student engagement to a more empowering approach in her classroom. She discusses how small, intentional changes in her teaching methods have transformed her students' learning experiences, moving them from passive participation to active ownership of their musical growth. Ally emphasizes the importance of listening to her students and allowing them to take part in decisions about their learning, such as choosing the flow of their lessons and engaging in improvisational activities.

The discussion also highlights the value of collaboration among educators, with Ally describing her experiences working alongside other music teachers to enhance the learning environment. She reflects on the benefits of having students provide peer feedback, which not only deepens their understanding but also fosters a supportive classroom community. By focusing on student empowerment and incorporating innovative teaching techniques, Ally has successfully created a classroom atmosphere where students are excited to learn and explore music in new and meaningful ways.


Connect with Ally and learn more:

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]]> Theresa Hoover and Kathryn Finch, Music Educators 1682e8b6-5946-4855-a8ba-06acae90c7e4 Mon, 26 Aug 2024 05:00:00 -0400 2383 4 73 false 72 - Empowered From the Start: Back-to-School Strategies for Music Teachers 72 - Empowered From the Start: Back-to-School Strategies for Music Teachers In this episode of the Pass the Baton podcast, hosts Kathryn Finch and Theresa Hoover kick off the fourth season by discussing how to create an empowering classroom environment as the new school year begins. They emphasize the importance of setting the tone early, fostering an inclusive and positive atmosphere where students feel confident and motivated. The conversation delves into practical strategies for building student engagement, focusing on providing opportunities for students to take ownership of their learning, which in turn enhances their confidence and love for music.

The episode also highlights the significance of student voice and choice in the classroom. Kathryn and Theresa explore how giving students a say in their learning process, from the music they play to the way the classroom is organized, can lead to a more dynamic and collaborative environment. They offer actionable tips on how to integrate student feedback, creativity, and collaboration into daily lessons, ensuring that students feel seen, heard, and empowered to succeed throughout the school year.


Kickstart your school year with our Pass the Baton BINGO board. Download it now and watch your students thrive! ➡ https://landing.mailerlite.com/webforms/landing/l0d3p7


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]]> In this episode of the Pass the Baton podcast, hosts Kathryn Finch and Theresa Hoover kick off the fourth season by discussing how to create an empowering classroom environment as the new school year begins. They emphasize the importance of setting the tone early, fostering an inclusive and positive atmosphere where students feel confident and motivated. The conversation delves into practical strategies for building student engagement, focusing on providing opportunities for students to take ownership of their learning, which in turn enhances their confidence and love for music.

The episode also highlights the significance of student voice and choice in the classroom. Kathryn and Theresa explore how giving students a say in their learning process, from the music they play to the way the classroom is organized, can lead to a more dynamic and collaborative environment. They offer actionable tips on how to integrate student feedback, creativity, and collaboration into daily lessons, ensuring that students feel seen, heard, and empowered to succeed throughout the school year.


Kickstart your school year with our Pass the Baton BINGO board. Download it now and watch your students thrive! ➡ https://landing.mailerlite.com/webforms/landing/l0d3p7


Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 1d5e9c6b-6541-400a-8e73-fca5ef156b9d Mon, 12 Aug 2024 05:00:00 -0400 2034 4 72 false 71 - Season 3 Finale: Reflect and Recharge 71 - Season 3 Finale: Reflect and Recharge In Episode 71, Kathryn and Theresa celebrate the conclusion of Season 3, reflecting on the 20 episodes produced and the incredible people they met within the field of music education. Now three years old, the book “Pass the Baton” has had an incredible impact, as did the successful graduate course run through VanderCook College of Music this spring. With an emphasis on the importance of student-centered teaching and collaborative learning, Theresa and Kathryn share personal highlights and lessons learned from their favorite episodes. Heading into summer, they discuss their plans for relaxation, family time, and continued professional development. Hint - stay tuned this summer for a relaunch of the Coffee Club and don’t forget to check out the free resources available on the website!


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]]> In Episode 71, Kathryn and Theresa celebrate the conclusion of Season 3, reflecting on the 20 episodes produced and the incredible people they met within the field of music education. Now three years old, the book “Pass the Baton” has had an incredible impact, as did the successful graduate course run through VanderCook College of Music this spring. With an emphasis on the importance of student-centered teaching and collaborative learning, Theresa and Kathryn share personal highlights and lessons learned from their favorite episodes. Heading into summer, they discuss their plans for relaxation, family time, and continued professional development. Hint - stay tuned this summer for a relaunch of the Coffee Club and don’t forget to check out the free resources available on the website!


Learn more:

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]]> Theresa Hoover and Kathryn Finch, Music Educators be6dc48b-9040-4715-b602-3d10d75e5998 Mon, 10 Jun 2024 06:00:00 -0400 2075 3 71 false 70 - Rocking the Classroom: Why Student Voice Matters in Music Education, featuring Dr. Sarah Gulish 70 - Rocking the Classroom: Why Student Voice Matters in Music Education, featuring Dr. Sarah Gulish In Episode 70, Kathryn and Theresa talk to Dr. Sarah Gulish, a former high school music teacher turned digital publisher. Sarah shares her journey from classroom teaching to founding a music education company, F-flat Books. She highlights the release of her new children's book, "Rosie Rocks," which tells the story of a shy girl finding her voice through playing the electric guitar. The book emphasizes themes of student voice, gender representation in music, and the importance of teachers supporting and listening to their students' interests and aspirations in music education.

Listeners will gain insights into Sarah's innovative approach to music education, including her advocacy for broadening the scope of music programs to include diverse instruments and styles. She underscores the value of fostering a creative and inclusive environment where all students can explore their musical potential. The episode provides practical advice for educators on how to encourage student participation and innovation in the music classroom.

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]]> In Episode 70, Kathryn and Theresa talk to Dr. Sarah Gulish, a former high school music teacher turned digital publisher. Sarah shares her journey from classroom teaching to founding a music education company, F-flat Books. She highlights the release of her new children's book, "Rosie Rocks," which tells the story of a shy girl finding her voice through playing the electric guitar. The book emphasizes themes of student voice, gender representation in music, and the importance of teachers supporting and listening to their students' interests and aspirations in music education.

Listeners will gain insights into Sarah's innovative approach to music education, including her advocacy for broadening the scope of music programs to include diverse instruments and styles. She underscores the value of fostering a creative and inclusive environment where all students can explore their musical potential. The episode provides practical advice for educators on how to encourage student participation and innovation in the music classroom.

Connect with Sarah and learn more:


Learn more about Pass the Baton:

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]]> Theresa Hoover and Kathryn Finch, Music Educators effa5f3b-bdb7-45a8-9022-df0ca6ea87fa Mon, 27 May 2024 05:00:00 -0400 2257 3 70 false 69 - Creating Empowered Musicians: Addressing Common Concerns 69 - Creating Empowered Musicians: Addressing Common Concerns Episode 69 of the podcast, Theresa and Kathryn address common concerns from music teachers about transitioning to more student-empowered classrooms. The episode focuses on how teachers can relinquish control while effectively meeting educational standards and ensuring administrative approval. The hosts emphasize the importance of incorporating student choices and fostering independence, while ensuring the curriculum aligns with the National Core Arts Standards which advocate for student engagement in music education. Practical advice is offered on taking small steps towards empowering students, which not only aids in meeting standards but also enhances students' overall musical and educational experience. The episode serves as an encouragement for music educators to embrace student-centered teaching methods while maintaining high educational and performance standards.


Download the Common Concerns Guide here:
https://landing.mailerlite.com/webforms/landing/m1c9m7


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]]> Episode 69 of the podcast, Theresa and Kathryn address common concerns from music teachers about transitioning to more student-empowered classrooms. The episode focuses on how teachers can relinquish control while effectively meeting educational standards and ensuring administrative approval. The hosts emphasize the importance of incorporating student choices and fostering independence, while ensuring the curriculum aligns with the National Core Arts Standards which advocate for student engagement in music education. Practical advice is offered on taking small steps towards empowering students, which not only aids in meeting standards but also enhances students' overall musical and educational experience. The episode serves as an encouragement for music educators to embrace student-centered teaching methods while maintaining high educational and performance standards.


Download the Common Concerns Guide here:
https://landing.mailerlite.com/webforms/landing/m1c9m7


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]]> Theresa Hoover and Kathryn Finch, Music Educators 8d74294f-b6f7-4b60-b340-f199edff8981 Mon, 13 May 2024 05:30:00 -0400 1393 3 69 false 68 - Bringing Music to Life Through Project Based Learning, featuring Yeshima 68 - Bringing Music to Life Through Project Based Learning, featuring Yeshima In Episode 68 of the podcast, guest Yeshima shares their extensive background and current projects in music education, highlighting their passion for incorporating project-based learning (PBL) into music classrooms. Yeshima details their journey from teaching high school band and percussion in Texas to embracing elementary general music after being inspired by a music educators conference. Now pursuing a PhD, they reflect on their experience implementing PBL, emphasizing its potential to foster student-driven learning through authentic, real-world challenges. This approach not only enhances student engagement but also integrates community involvement, culminating in student-created projects that address community needs. Yeshima also discusses their entrepreneurial venture, Drum Smart LLC, where they teach group drumming, further demonstrating the power of music education to impact individuals and communities alike.

Yeshima's story serves as an inspiring example of how educators can deeply engage students in learning through music, emphasizing creativity, collaboration, and community connection. Their approach illustrates the transformative potential of project-based learning in developing students' skills, confidence, and community awareness, making music education a powerful conduit for holistic development and social impact.


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]]> In Episode 68 of the podcast, guest Yeshima shares their extensive background and current projects in music education, highlighting their passion for incorporating project-based learning (PBL) into music classrooms. Yeshima details their journey from teaching high school band and percussion in Texas to embracing elementary general music after being inspired by a music educators conference. Now pursuing a PhD, they reflect on their experience implementing PBL, emphasizing its potential to foster student-driven learning through authentic, real-world challenges. This approach not only enhances student engagement but also integrates community involvement, culminating in student-created projects that address community needs. Yeshima also discusses their entrepreneurial venture, Drum Smart LLC, where they teach group drumming, further demonstrating the power of music education to impact individuals and communities alike.

Yeshima's story serves as an inspiring example of how educators can deeply engage students in learning through music, emphasizing creativity, collaboration, and community connection. Their approach illustrates the transformative potential of project-based learning in developing students' skills, confidence, and community awareness, making music education a powerful conduit for holistic development and social impact.


Connect with Yeshima and learn more about their work:

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]]> Theresa Hoover and Kathryn Finch, Music Educators a8e04794-d3c2-429e-960a-69bfc359f500 Mon, 29 Apr 2024 05:00:00 -0400 2546 3 68 false 67 - Unlock Student Potential: Transforming Assessments in Music Education, featuring Angela Harman 67 - Unlock Student Potential: Transforming Assessments in Music Education, featuring Angela Harman In Episode 67, the conversation centers on transformative approaches to student assessments. Angela Harman shares her journey from traditional to student-driven assessments, which involve students in both self-assessment and peer feedback processes. This method not only makes assessments more meaningful and manageable but also fosters a supportive learning environment where students are encouraged to be active participants in their own learning journey. The interview emphasizes practical strategies that music teachers can apply to shift the focus from mere grading to genuine student growth and learning progress.


Angela’s approach reflects a significant shift in educational practices, promoting student autonomy and a collaborative classroom atmosphere. These methods are not just about easing the teacher's burden but are crucial in helping students develop independence and critical skills necessary for their musical and personal development. The interview is rich with insights and real-life applications that are relevant to music educators looking to enhance their teaching methods and student engagement.


Connect with Angela and learn more:


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]]> In Episode 67, the conversation centers on transformative approaches to student assessments. Angela Harman shares her journey from traditional to student-driven assessments, which involve students in both self-assessment and peer feedback processes. This method not only makes assessments more meaningful and manageable but also fosters a supportive learning environment where students are encouraged to be active participants in their own learning journey. The interview emphasizes practical strategies that music teachers can apply to shift the focus from mere grading to genuine student growth and learning progress.


Angela’s approach reflects a significant shift in educational practices, promoting student autonomy and a collaborative classroom atmosphere. These methods are not just about easing the teacher's burden but are crucial in helping students develop independence and critical skills necessary for their musical and personal development. The interview is rich with insights and real-life applications that are relevant to music educators looking to enhance their teaching methods and student engagement.


Connect with Angela and learn more:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 61bfcc6a-e53e-4632-bd71-2faa46442e8c Mon, 15 Apr 2024 06:00:00 -0400 2222 67 3 false 66 - Creativity, Ownership, and Expression: Exploring Songwriting in Music Class, featuring Alex Adams (Part 2) 66 - Creativity, Ownership, and Expression: Exploring Songwriting in Music Class, featuring Alex Adams (Part 2) In Episode 66, Kathryn and Theresa continue their discussion with Alex Adams about the transformative role of songwriting in music education. Building on the foundation laid in Episode 65, Alex offers a deeper exploration into how songwriting can be a powerful medium for students to connect their personal experiences with the academic study of music. He emphasizes the importance of creating a music education environment that resonates with the cultural and individual identities of students, making learning both relevant and impactful. Throughout the interview, Alex not only shares his experiences and insights but also provides valuable resources and teaching strategies that educators can utilize to integrate songwriting into their curriculum. These resources aim to empower teachers to facilitate a more inclusive and expressive classroom, where students can harness their creativity to construct meaningful musical expressions. Alex’s narrative encapsulates a comprehensive view of music education, advocating for an approach that nurtures creativity, personal expression, and cultural inclusivity through the art of songwriting.

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]]> In Episode 66, Kathryn and Theresa continue their discussion with Alex Adams about the transformative role of songwriting in music education. Building on the foundation laid in Episode 65, Alex offers a deeper exploration into how songwriting can be a powerful medium for students to connect their personal experiences with the academic study of music. He emphasizes the importance of creating a music education environment that resonates with the cultural and individual identities of students, making learning both relevant and impactful. Throughout the interview, Alex not only shares his experiences and insights but also provides valuable resources and teaching strategies that educators can utilize to integrate songwriting into their curriculum. These resources aim to empower teachers to facilitate a more inclusive and expressive classroom, where students can harness their creativity to construct meaningful musical expressions. Alex’s narrative encapsulates a comprehensive view of music education, advocating for an approach that nurtures creativity, personal expression, and cultural inclusivity through the art of songwriting.

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]]> Theresa Hoover and Kathryn Finch, Music Educators 68e419db-6d12-4ed3-88bb-778367756f5d Mon, 01 Apr 2024 06:00:00 -0400 2205 3 66 false 65 - Creativity, Ownership, and Expression: Exploring Songwriting in Music Class, featuring Alex Adams 65 - Creativity, Ownership, and Expression: Exploring Songwriting in Music Class, featuring Alex Adams In Episode 65, Kathryn and Theresa dive into the first part of an enlightening interview with Alex Adams, a seasoned music teacher with 15 years of experience in both private studio and public school teaching. Alex shares his unique journey from teaching in Maine to becoming a teaching artist with the Documentary Songwriters organization, and his current role as a graduate student at Arizona State University. He discusses the significance of integrating songwriting into music education, emphasizing the empowerment it brings to students by allowing them to express their personal experiences and imaginations through music. Alex highlights the importance of seeing oneself in the music curriculum, the role of creative freedom in songwriting, and the impact of music on building community and cultural understanding. He also addresses common misconceptions about songwriting and the importance of setting appropriate goals and expectations for students' creative outputs. Stay tuned for the second part of this insightful interview, where we'll continue exploring the transformative power of songwriting in education.

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]]> In Episode 65, Kathryn and Theresa dive into the first part of an enlightening interview with Alex Adams, a seasoned music teacher with 15 years of experience in both private studio and public school teaching. Alex shares his unique journey from teaching in Maine to becoming a teaching artist with the Documentary Songwriters organization, and his current role as a graduate student at Arizona State University. He discusses the significance of integrating songwriting into music education, emphasizing the empowerment it brings to students by allowing them to express their personal experiences and imaginations through music. Alex highlights the importance of seeing oneself in the music curriculum, the role of creative freedom in songwriting, and the impact of music on building community and cultural understanding. He also addresses common misconceptions about songwriting and the importance of setting appropriate goals and expectations for students' creative outputs. Stay tuned for the second part of this insightful interview, where we'll continue exploring the transformative power of songwriting in education.

Connect with Alex and learn more about his work:

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]]> Theresa Hoover and Kathryn Finch, Music Educators 710d0930-7a26-4020-8a16-946fd4d3b646 Mon, 18 Mar 2024 06:00:00 -0400 2418 3 65 false 64 - 4 Mistakes to Avoid When Fostering Student Ownership 64 - 4 Mistakes to Avoid When Fostering Student Ownership In Episode 64, Kathryn and Theresa delve into the common pitfalls educators face in music education, emphasizing the importance of student ownership and engagement. The discussion navigates through the essential strategies for avoiding four key mistakes that can stifle student creativity and initiative. From the nuances of genuinely listening to student voices to the intricate balance of guiding creative activities, this episode serves as a beacon for educators striving to foster a more inclusive and dynamic learning environment. The insights shared are not only thought-provoking but also practical, offering listeners a roadmap to empower their students and transform the classroom into a hub of innovation and self-expression. Tune in to unravel the secrets to unlocking your students' potential and igniting their passion for music education. 

Other interviews mentioned in this episode: 

  • Episode 53, with Shane Colquhoun 
  • Episode 3, with Laura Johnson
  • Episode 13, with Sonya Knussen 
  • Episode 14, with Robby Burns
  • Episode 27, with Scott Edgar

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]]> In Episode 64, Kathryn and Theresa delve into the common pitfalls educators face in music education, emphasizing the importance of student ownership and engagement. The discussion navigates through the essential strategies for avoiding four key mistakes that can stifle student creativity and initiative. From the nuances of genuinely listening to student voices to the intricate balance of guiding creative activities, this episode serves as a beacon for educators striving to foster a more inclusive and dynamic learning environment. The insights shared are not only thought-provoking but also practical, offering listeners a roadmap to empower their students and transform the classroom into a hub of innovation and self-expression. Tune in to unravel the secrets to unlocking your students' potential and igniting their passion for music education. 

Other interviews mentioned in this episode: 

  • Episode 53, with Shane Colquhoun 
  • Episode 3, with Laura Johnson
  • Episode 13, with Sonya Knussen 
  • Episode 14, with Robby Burns
  • Episode 27, with Scott Edgar

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]]> Theresa Hoover and Kathryn Finch, Music Educators bafdd047-1d56-451c-a841-2c1d8c7f6a19 Mon, 04 Mar 2024 04:00:00 -0500 2017 3 64 false 63 - Recruiting in the Music Room: Putting Students at the Heart of the Process, featuring Angela Ammerman 63 - Recruiting in the Music Room: Putting Students at the Heart of the Process, featuring Angela Ammerman In episode 63, Kathryn and Theresa talk to Angela Ammerman, a music educator in Northern Virginia. Angela discusses innovative recruitment strategies for music programs, emphasizing the critical role of student and community involvement in building and sustaining vibrant music education environments. Highlighting her own experiences and insights from her book, "The Music Teachers Guide to Recruitment and Retention," Angela shares effective tactics such as utilizing student-led concerts, leveraging favorite teachers to attract more students, and creating visual enrollment goals to motivate and engage current students in the recruitment process.


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]]> In episode 63, Kathryn and Theresa talk to Angela Ammerman, a music educator in Northern Virginia. Angela discusses innovative recruitment strategies for music programs, emphasizing the critical role of student and community involvement in building and sustaining vibrant music education environments. Highlighting her own experiences and insights from her book, "The Music Teachers Guide to Recruitment and Retention," Angela shares effective tactics such as utilizing student-led concerts, leveraging favorite teachers to attract more students, and creating visual enrollment goals to motivate and engage current students in the recruitment process.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 014dda24-06e2-4c08-810c-fe28c60f7d92 Mon, 19 Feb 2024 06:00:00 -0500 3061 3 63 false 62 - The Kids Come First: Student Ownership in Ensembles, featuring Kathleen Jacoby 62 - The Kids Come First: Student Ownership in Ensembles, featuring Kathleen Jacoby In Episode 62, Kathryn and Theresa talk to Kathleen Jacoby, a high school band director in Fairfax, Virginia. Kathleen’s teaching philosophy revolves around student ownership and engagement in the music program, drawing from her own experiences in a small band program where every member's contribution was vital. She shares innovative strategies she employs to involve students in decision-making processes, such as selecting pieces and contributing to rehearsal methods. The interview delves into her approach to empowering students by fostering a sense of community, responsibility, and critical listening skills. Kathleen’s methods aim to develop not just musical skills but also life skills like leadership, collaboration, and independent thinking. She is dedicated to making music education a transformative experience for students, ensuring that it contributes positively to their overall growth and development.

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]]> In Episode 62, Kathryn and Theresa talk to Kathleen Jacoby, a high school band director in Fairfax, Virginia. Kathleen’s teaching philosophy revolves around student ownership and engagement in the music program, drawing from her own experiences in a small band program where every member's contribution was vital. She shares innovative strategies she employs to involve students in decision-making processes, such as selecting pieces and contributing to rehearsal methods. The interview delves into her approach to empowering students by fostering a sense of community, responsibility, and critical listening skills. Kathleen’s methods aim to develop not just musical skills but also life skills like leadership, collaboration, and independent thinking. She is dedicated to making music education a transformative experience for students, ensuring that it contributes positively to their overall growth and development.

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]]> Theresa Hoover and Kathryn Finch, Music Educators c3273176-2823-4a51-8fb7-65ccea76fdac Mon, 05 Feb 2024 09:43:15 -0500 3163 3 62 false 61 - Empowering Tomorrow's Musicians: Innovation in Music Education, featuring Rob Pethel 61 - Empowering Tomorrow's Musicians: Innovation in Music Education, featuring Rob Pethel In episode 61, Kathryn and Theresa talk to Dr. Rob Pethel, an innovative music educator with a passion for guitar and virtual teaching. Rob talks about the importance of embracing change and innovation in music education, shedding light on his approach to keeping students engaged and motivated in a virtual environment. He discusses methods for fostering a creative and productive learning space, highlighting the critical role of technology in modern music education. Rob also shares practical insights on how educators can empower themselves and their students through individualized learning paths, technology integration, and a focus on mental and spiritual well-being. This episode not only explores the dynamics of virtual music teaching but also provides valuable perspectives for educators on adapting to and thriving in the evolving educational landscape. Rob’s experiences and strategies offer a roadmap for educators looking to navigate the new era of music education with confidence and creativity.

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]]> In episode 61, Kathryn and Theresa talk to Dr. Rob Pethel, an innovative music educator with a passion for guitar and virtual teaching. Rob talks about the importance of embracing change and innovation in music education, shedding light on his approach to keeping students engaged and motivated in a virtual environment. He discusses methods for fostering a creative and productive learning space, highlighting the critical role of technology in modern music education. Rob also shares practical insights on how educators can empower themselves and their students through individualized learning paths, technology integration, and a focus on mental and spiritual well-being. This episode not only explores the dynamics of virtual music teaching but also provides valuable perspectives for educators on adapting to and thriving in the evolving educational landscape. Rob’s experiences and strategies offer a roadmap for educators looking to navigate the new era of music education with confidence and creativity.

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]]> Theresa Hoover and Kathryn Finch, Music Educators 63806f6b-0045-4bc2-a053-04d4446c4d5b Mon, 22 Jan 2024 05:00:00 -0500 2859 3 61 false 60 - Empowering Music Educators Through Self-Initiated Professional Development, featuring Kyle Smith 60 - Empowering Music Educators Through Self-Initiated Professional Development, featuring Kyle Smith In Episode 60, Kathryn and Theresa interview Kyle Smith, a high school band director from Maine. Kyle discusses his journey and experiences, emphasizing the importance of continuous growth and learning in education. He shares insights from his podcast "The Growing Band Director," where he and his guests explore various educational topics. Kyle talks about effective teaching methods and the significance of keeping music education engaging and relevant. He highlights key lessons learned from his podcast, including practical teaching strategies and the importance of tone in music. Kyle's approach to education is characterized by his commitment to growth and the pursuit of excellence, both for himself and his students. 


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]]> In Episode 60, Kathryn and Theresa interview Kyle Smith, a high school band director from Maine. Kyle discusses his journey and experiences, emphasizing the importance of continuous growth and learning in education. He shares insights from his podcast "The Growing Band Director," where he and his guests explore various educational topics. Kyle talks about effective teaching methods and the significance of keeping music education engaging and relevant. He highlights key lessons learned from his podcast, including practical teaching strategies and the importance of tone in music. Kyle's approach to education is characterized by his commitment to growth and the pursuit of excellence, both for himself and his students. 


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]]> Theresa Hoover and Kathryn Finch, Music Educators 781c811b-52e0-4781-b12c-e38c9e94263d Mon, 08 Jan 2024 05:00:00 -0500 2468 3 60 false 59 - Perspectives on Student Empowerment in Music Education 59 - Perspectives on Student Empowerment in Music Education In Episode 59, Kathryn and Theresa engage in a conversation exploring the intersection of music education, student empowerment, and research! Theresa, a PhD student at Arizona State University, delves into her research project that analyzes themes from the Pass the Baton podcast, particularly focusing on secondary music education. 

The discussion reveals key findings: music teachers strive for their students to become independent musicians and learners by focusing on individual needs and creating a nurturing classroom environment. This encompasses fostering lifelong musicianship, encouraging creative thinking, and developing critical life skills. The conversation also touches on the nuanced use of language in education, the evolution of teaching practices, and the importance of creating conditions for student empowerment rather than merely bestowing it. Theresa's research underscores the significance of student agency and personalized learning, providing valuable perspectives for anyone involved in educational practices.


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]]> In Episode 59, Kathryn and Theresa engage in a conversation exploring the intersection of music education, student empowerment, and research! Theresa, a PhD student at Arizona State University, delves into her research project that analyzes themes from the Pass the Baton podcast, particularly focusing on secondary music education. 

The discussion reveals key findings: music teachers strive for their students to become independent musicians and learners by focusing on individual needs and creating a nurturing classroom environment. This encompasses fostering lifelong musicianship, encouraging creative thinking, and developing critical life skills. The conversation also touches on the nuanced use of language in education, the evolution of teaching practices, and the importance of creating conditions for student empowerment rather than merely bestowing it. Theresa's research underscores the significance of student agency and personalized learning, providing valuable perspectives for anyone involved in educational practices.


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]]> Theresa Hoover and Kathryn Finch, Music Educators e81392c9-a0fe-4135-95c5-45b32e39fdd3 Mon, 04 Dec 2023 11:35:29 -0500 1836 3 59 false 58 - Spotlight on Genius Hour in the Elementary Music Room, featuring Jamie Weidner 58 - Spotlight on Genius Hour in the Elementary Music Room, featuring Jamie Weidner In Episode 58, Kathryn and Theresa interview Jamie Widener, a music educator passionate about incorporating Genius Hour in her elementary music classes. The episode focuses on Jamie's approach to engaging students by allowing them to pursue music-related passion projects, inspired by Google's strategy of allowing employees to dedicate 20% of their work time to personal projects. Jamie discusses the practical aspects of implementing Genius Hour in the music classroom, including project selection, time management, and fostering creativity and autonomy among students. This method has been successful in engaging students by allowing them to explore topics they are passionate about, leading to diverse projects like instrument building and experimenting with different musical genres. The episode emphasizes the importance of student choice and empowerment in education, highlighting the benefits of Genius Hour in developing not only musical skills but also soft skills like collaboration, research, and presentation.


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]]> In Episode 58, Kathryn and Theresa interview Jamie Widener, a music educator passionate about incorporating Genius Hour in her elementary music classes. The episode focuses on Jamie's approach to engaging students by allowing them to pursue music-related passion projects, inspired by Google's strategy of allowing employees to dedicate 20% of their work time to personal projects. Jamie discusses the practical aspects of implementing Genius Hour in the music classroom, including project selection, time management, and fostering creativity and autonomy among students. This method has been successful in engaging students by allowing them to explore topics they are passionate about, leading to diverse projects like instrument building and experimenting with different musical genres. The episode emphasizes the importance of student choice and empowerment in education, highlighting the benefits of Genius Hour in developing not only musical skills but also soft skills like collaboration, research, and presentation.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 46f5d3d0-589d-45ad-86de-ece313cee57a Mon, 20 Nov 2023 05:00:00 -0500 1667 58 3 false 57 - Nurturing Inquisitive Minds in Young Musicians, featuring SJ 57 - Nurturing Inquisitive Minds in Young Musicians, featuring SJ In episode 57, Kathryn and Theresa talk to SJ, a music educator originally from India, now teaching in Dubai. In this interview, SJ discusses his approach to teaching music to early and primary year students. He emphasizes the importance of using the voice as a primary instrument in the classroom and reflects on his transition from a traditional, teacher-centered approach to a more inquiry-based, student-centered style. SJ advocates for creating a learning environment that sparks curiosity and allows students to explore and engage deeply with music. He shares insights on the significance of adapting lessons to meet the diverse needs and interests of students, highlighting the need for flexibility and the power of involving students in the planning process to foster a sense of empowerment and ownership in their learning journey.


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]]> In episode 57, Kathryn and Theresa talk to SJ, a music educator originally from India, now teaching in Dubai. In this interview, SJ discusses his approach to teaching music to early and primary year students. He emphasizes the importance of using the voice as a primary instrument in the classroom and reflects on his transition from a traditional, teacher-centered approach to a more inquiry-based, student-centered style. SJ advocates for creating a learning environment that sparks curiosity and allows students to explore and engage deeply with music. He shares insights on the significance of adapting lessons to meet the diverse needs and interests of students, highlighting the need for flexibility and the power of involving students in the planning process to foster a sense of empowerment and ownership in their learning journey.


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]]> Theresa Hoover and Kathryn Finch, Music Educators b66ff40b-59a4-4ad1-b8da-9e54584895c4 Mon, 06 Nov 2023 05:00:00 -0500 2114 3 57 false 56 - Straight Talk on Student-Centered Music Classes, featuring Tom Chester and Justin Johnson 56 - Straight Talk on Student-Centered Music Classes, featuring Tom Chester and Justin Johnson In episode 56, Kathryn and Theresa talk to Tom Chester and Justin Johnson, music educators and ensemble directors from Illinois. The discussion revolves around the concept of student-centered learning in the realm of music education. Both Tom and Justin emphasize the importance of equipping students with the tools to think critically and independently about music. They highlight the pitfalls of traditional teaching methods that often prioritize performance preparation over genuine musical understanding. By drawing parallels to other academic subjects and real-life scenarios, they advocate for a teaching approach that empowers students to make informed decisions about musicality, expression, and technique. The conversation underscores the value of fostering a lifelong appreciation and understanding of music beyond the confines of the classroom or a specific performance.


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]]> In episode 56, Kathryn and Theresa talk to Tom Chester and Justin Johnson, music educators and ensemble directors from Illinois. The discussion revolves around the concept of student-centered learning in the realm of music education. Both Tom and Justin emphasize the importance of equipping students with the tools to think critically and independently about music. They highlight the pitfalls of traditional teaching methods that often prioritize performance preparation over genuine musical understanding. By drawing parallels to other academic subjects and real-life scenarios, they advocate for a teaching approach that empowers students to make informed decisions about musicality, expression, and technique. The conversation underscores the value of fostering a lifelong appreciation and understanding of music beyond the confines of the classroom or a specific performance.


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]]> Theresa Hoover and Kathryn Finch, Music Educators de33629b-a321-4e94-979a-b479481d89c5 Mon, 23 Oct 2023 05:00:00 -0400 3083 3 56 false 55 - Assessment for Learning: Nurturing Growth and Progress in Every Student, featuring Terry Little 55 - Assessment for Learning: Nurturing Growth and Progress in Every Student, featuring Terry Little In episode 55, Kathryn and Theresa sit down with Terry Little, a veteran music educator with over three decades of experience. Terry delves deep into the concept of "assessment for learning," emphasizing its role in making the educational process more student-centered. Instead of traditional grading methods, this approach involves students actively in their assessment, allowing them to produce tangible evidence of their learning journey. This evidence enables students to self-assess, set learning goals, and monitor their progress. Terry also touches on the importance of purpose in learning, ensuring students understand the "why" behind their tasks. Throughout the interview, Terry underscores the significance of integrating assessments into the learning process, fostering greater student engagement, motivation, and understanding of their growth.


Connect with Terry:

  • littlet@elmbrookschools.org


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠⁠⁠https://www.speakpipe.com/PasstheBaton⁠⁠⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.


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]]> In episode 55, Kathryn and Theresa sit down with Terry Little, a veteran music educator with over three decades of experience. Terry delves deep into the concept of "assessment for learning," emphasizing its role in making the educational process more student-centered. Instead of traditional grading methods, this approach involves students actively in their assessment, allowing them to produce tangible evidence of their learning journey. This evidence enables students to self-assess, set learning goals, and monitor their progress. Terry also touches on the importance of purpose in learning, ensuring students understand the "why" behind their tasks. Throughout the interview, Terry underscores the significance of integrating assessments into the learning process, fostering greater student engagement, motivation, and understanding of their growth.


Connect with Terry:

  • littlet@elmbrookschools.org


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠⁠⁠https://www.speakpipe.com/PasstheBaton⁠⁠⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.


Support the show

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]]> Theresa Hoover and Kathryn Finch, Music Educators e4c15b5f-8326-475c-949d-10af030ff78e Mon, 09 Oct 2023 06:00:00 -0400 2403 3 55 false 54 - Exploring Servant Leadership in Music Education, featuring Dr. Dylan Maddix 54 - Exploring Servant Leadership in Music Education, featuring Dr. Dylan Maddix In episode 54, Kathryn and Theresa talk to Dr. Dylan Maddix, an Assistant Professor of Instrumental Conducting and Community Engagement at Memorial University, as he shares his extensive journey in music education and his insights on the transformative power of servant leadership within this realm. Dylan delves into his experiences with various educators and how they shaped his perspective on leadership and teaching. He discusses the profound impact of servant leadership, a concept formalized by Robert K. Greenleaf in the 1970s, emphasizing its role in fostering meaningful relationships and focusing on the well-being of students. Dylan’s reflections, coupled with his research involving interviews with several conductors and educators, underscore the importance of leading with love and empathy in music education, aiming to create a more positive and holistic learning environment for students.

Connect with Dylan and learn more about his work:

Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠⁠https://www.speakpipe.com/PasstheBaton⁠⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> In episode 54, Kathryn and Theresa talk to Dr. Dylan Maddix, an Assistant Professor of Instrumental Conducting and Community Engagement at Memorial University, as he shares his extensive journey in music education and his insights on the transformative power of servant leadership within this realm. Dylan delves into his experiences with various educators and how they shaped his perspective on leadership and teaching. He discusses the profound impact of servant leadership, a concept formalized by Robert K. Greenleaf in the 1970s, emphasizing its role in fostering meaningful relationships and focusing on the well-being of students. Dylan’s reflections, coupled with his research involving interviews with several conductors and educators, underscore the importance of leading with love and empathy in music education, aiming to create a more positive and holistic learning environment for students.

Connect with Dylan and learn more about his work:

Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠⁠https://www.speakpipe.com/PasstheBaton⁠⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 0bfc2415-9b64-48a4-ba22-bd549de4da95 Mon, 25 Sep 2023 05:00:00 -0400 3682 3 54 false 53 - The Most Important Question You Can Ask in Music Education, featuring Shane Colquhoun 53 - The Most Important Question You Can Ask in Music Education, featuring Shane Colquhoun In episode 53, Kathryn and Theresa talk to 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:


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠⁠https://www.speakpipe.com/PasstheBaton⁠⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

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]]> In episode 53, Kathryn and Theresa talk to 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:


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠⁠https://www.speakpipe.com/PasstheBaton⁠⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 9c15478b-a03a-44a8-9863-8748cf83e8fe Mon, 11 Sep 2023 05:00:00 -0400 2755 3 53 false 52 - Unleashing Our Impact: Empowering Music Educators, featuring Jen Rafferty 52 - Unleashing Our Impact: Empowering Music Educators, featuring Jen Rafferty In episode 52, Kathryn and Theresa talk to Jen Rafferty, a former music educator and the founder of the Empowered Educator. Jen discusses the importance of educators taking care of themselves to create a positive impact on students. By prioritizing self-care and practicing breathing exercises, teachers can regulate their nervous systems and make better decisions. Jen advocates for shifting the narrative from selflessness and martyrdom to empowering educators, as their well-being directly affects student success. Modeling healthy behaviors for students can create a positive learning environment and foster emotional awareness and resilience in young learners.

Connect with Jen and learn more:


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠https://www.speakpipe.com/PasstheBaton⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> In episode 52, Kathryn and Theresa talk to Jen Rafferty, a former music educator and the founder of the Empowered Educator. Jen discusses the importance of educators taking care of themselves to create a positive impact on students. By prioritizing self-care and practicing breathing exercises, teachers can regulate their nervous systems and make better decisions. Jen advocates for shifting the narrative from selflessness and martyrdom to empowering educators, as their well-being directly affects student success. Modeling healthy behaviors for students can create a positive learning environment and foster emotional awareness and resilience in young learners.

Connect with Jen and learn more:


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: ⁠https://www.speakpipe.com/PasstheBaton⁠.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 12e82220-278f-48f8-b343-d308118bf27d Mon, 28 Aug 2023 05:30:00 -0400 2595 3 52 false 51 - Harmony and Connection: Leveraging SEL in Music Education, featuring Elizabeth Peterson 51 - Harmony and Connection: Leveraging SEL in Music Education, featuring Elizabeth Peterson In episode 51, Kathryn and Theresa talk to Elizabeth Peterson, a 25-year veteran teacher from New Hampshire.  Elizabeth discusses the importance of social and emotional learning (SEL) in the music classroom, especially in relation to building strong teacher-student relationships and fostering student empowerment. She emphasizes the significance of SEL in helping students become more emotionally aware and socially competent, and offers strategies to help music teachers promote SEL concepts. These not only enhance students' musical abilities but also help develop empathy, communication, and emotional understanding among them, creating a safe and caring learning environment. Elizabeth shares that proactive and explicit SEL practices can foster a sense of empowerment and engagement among students, making them more enthusiastic about their learning experiences.


Connect with Elizabeth:


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: https://www.speakpipe.com/PasstheBaton.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> In episode 51, Kathryn and Theresa talk to Elizabeth Peterson, a 25-year veteran teacher from New Hampshire.  Elizabeth discusses the importance of social and emotional learning (SEL) in the music classroom, especially in relation to building strong teacher-student relationships and fostering student empowerment. She emphasizes the significance of SEL in helping students become more emotionally aware and socially competent, and offers strategies to help music teachers promote SEL concepts. These not only enhance students' musical abilities but also help develop empathy, communication, and emotional understanding among them, creating a safe and caring learning environment. Elizabeth shares that proactive and explicit SEL practices can foster a sense of empowerment and engagement among students, making them more enthusiastic about their learning experiences.


Connect with Elizabeth:


Learn more about Pass the Baton:


We want to hear from you! How are you passing the baton? Have students started taking ownership in your music classroom? Have you created an environment where students feel empowered? We want to hear about it! No matter how big or how small, consider sharing your experience passing the baton to your music students. Use this link to record a short voice message: https://www.speakpipe.com/PasstheBaton.

You may even hear your story on an upcoming episode of the Pass the Baton podcast.

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 8b04ed98-0d8b-4b5f-8d63-ea627fc16285 Mon, 14 Aug 2023 05:30:00 -0400 2413 3 51 false 50: Until Next Time: Wrapping Up Season 2 50: Until Next Time: Wrapping Up Season 2 Welcome to episode 50 of the Pass the Baton podcast! This episode starts with Theresa and Kathryn talking briefly about their school years and what to look forward to for Pass the Baton. Then we look back at some of the great moments captured in season two of the podcast. 


Get a free preview of Pass the Baton here:⁠⁠⁠⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠⁠⁠⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ https://www.buymeacoffee.com/passthebaton

For more info:⁠⁠⁠⁠ https://www.passthebatonbook.com/⁠⁠⁠⁠

Free Download - Exit Tickets for Self-Reflection: ⁠⁠⁠⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> Welcome to episode 50 of the Pass the Baton podcast! This episode starts with Theresa and Kathryn talking briefly about their school years and what to look forward to for Pass the Baton. Then we look back at some of the great moments captured in season two of the podcast. 


Get a free preview of Pass the Baton here:⁠⁠⁠⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠⁠⁠⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ https://www.buymeacoffee.com/passthebaton

For more info:⁠⁠⁠⁠ https://www.passthebatonbook.com/⁠⁠⁠⁠

Free Download - Exit Tickets for Self-Reflection: ⁠⁠⁠⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators b5b6954b-6dd3-4ef1-bfc2-985a6e816fdd Mon, 05 Jun 2023 05:46:40 -0400 2862 2 50 false Episode 49: Orpheus in Action: A Student-Led Experience Episode 49: Orpheus in Action: A Student-Led Experience This week, Kathryn and Theresa spoke with Ryan Diefenderfer, about his experiences implementing the Orpheus approach with his high school ensembles. Ryan works at Paradise Valley High School in Phoenix, Arizona, teaching the marching band, concert band, orchestra, chamber ensembles, and jazz band. He is also working on a master's degree at Arizona State University and was recently named a quarterfinalist for the 2024 Grammy Music Educator Award. 

Throughout the interview, Ryan shares how he first learned about the Orpheus approach and why he felt this would benefit his students at Paradise Valley High School. He also provides suggestions for other music teachers interested in trying something similar with their own students.

Connect with Ryan and learn more about his work:


Get a free preview of Pass the Baton here:⁠⁠⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠⁠⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info:⁠⁠⁠ https://www.passthebatonbook.com/⁠⁠⁠

Free Download - Exit Tickets for Self-Reflection: ⁠⁠⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> This week, Kathryn and Theresa spoke with Ryan Diefenderfer, about his experiences implementing the Orpheus approach with his high school ensembles. Ryan works at Paradise Valley High School in Phoenix, Arizona, teaching the marching band, concert band, orchestra, chamber ensembles, and jazz band. He is also working on a master's degree at Arizona State University and was recently named a quarterfinalist for the 2024 Grammy Music Educator Award. 

Throughout the interview, Ryan shares how he first learned about the Orpheus approach and why he felt this would benefit his students at Paradise Valley High School. He also provides suggestions for other music teachers interested in trying something similar with their own students.

Connect with Ryan and learn more about his work:


Get a free preview of Pass the Baton here:⁠⁠⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠⁠⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info:⁠⁠⁠ https://www.passthebatonbook.com/⁠⁠⁠

Free Download - Exit Tickets for Self-Reflection: ⁠⁠⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators e9cf443f-5465-4385-b433-fbc497a7581f Mon, 22 May 2023 05:45:39 -0400 2227 2 49 false Episode 48: Exploring Music Composition to Spark Student Creativity Episode 48: Exploring Music Composition to Spark Student Creativity This week, Kathryn and Theresa interviewed David Getz about how he incorporates music composition to spark student creativity. David is a high school orchestra teacher in central Illinois. He has also coached cross country, conducts a local youth orchestra, and recently published a book with F-flat Books, Unlocking Student Creativity Through Composition. As someone who was encouraged to compose and improvise at a young age, David recognizes how influential those experiences were. He now works to provide those same opportunities for his own students. 


Connect with David and learn more about his work:


Get a free preview of Pass the Baton here:⁠⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info:⁠⁠ https://www.passthebatonbook.com/⁠⁠

Free Download - Exit Tickets for Self-Reflection: ⁠⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> This week, Kathryn and Theresa interviewed David Getz about how he incorporates music composition to spark student creativity. David is a high school orchestra teacher in central Illinois. He has also coached cross country, conducts a local youth orchestra, and recently published a book with F-flat Books, Unlocking Student Creativity Through Composition. As someone who was encouraged to compose and improvise at a young age, David recognizes how influential those experiences were. He now works to provide those same opportunities for his own students. 


Connect with David and learn more about his work:


Get a free preview of Pass the Baton here:⁠⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info:⁠⁠ https://www.passthebatonbook.com/⁠⁠

Free Download - Exit Tickets for Self-Reflection: ⁠⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators c6ad78bc-c1e8-4431-81d2-b21baf885788 Mon, 08 May 2023 06:00:14 -0400 2359 2 48 false Episode 47: A Collaborative Journey Toward Shared Values in Music Education Episode 47: A Collaborative Journey Toward Shared Values in Music Education In episode 47, Kathryn and Theresa talk to Allison Russo about how she works with music educators to create a values-based music program. Allison is currently an educational consultant in New Jersey, working with both schools and non-profit organizations. After graduating from Ithaca College, she taught elementary band for several years and then began working for a jazz education non-profit, helping to bring jazz education into schools and running their gender equity program. It was through these experiences she discovered the importance of incorporating social, cultural, and emotional skills and values in the classroom. In this interview, Allison shares how music educators can work with their students, schools, and communities to create a shared value statement for their programs. Connect with Allison and learn more about her work: Social Media: @TheCriticalGood Website: http://www.thecriticalgood.com Book: https://fflat-books.com/product/planning-on-purpose-creating-a-values-based-music-program/


Get a free preview of Pass the Baton here:⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info:⁠ https://www.passthebatonbook.com/⁠

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> In episode 47, Kathryn and Theresa talk to Allison Russo about how she works with music educators to create a values-based music program. Allison is currently an educational consultant in New Jersey, working with both schools and non-profit organizations. After graduating from Ithaca College, she taught elementary band for several years and then began working for a jazz education non-profit, helping to bring jazz education into schools and running their gender equity program. It was through these experiences she discovered the importance of incorporating social, cultural, and emotional skills and values in the classroom. In this interview, Allison shares how music educators can work with their students, schools, and communities to create a shared value statement for their programs. Connect with Allison and learn more about her work: Social Media: @TheCriticalGood Website: http://www.thecriticalgood.com Book: https://fflat-books.com/product/planning-on-purpose-creating-a-values-based-music-program/


Get a free preview of Pass the Baton here:⁠ https://www.daveburgessconsulting.com/books/pass-the-baton/⁠

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info:⁠ https://www.passthebatonbook.com/⁠

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 941afd7b-5f5f-4792-9aec-e446132a51d2 Mon, 24 Apr 2023 05:00:59 -0400 2639 2 47 false Episode 46: Student Agency Through Game-Based Practices Episode 46: Student Agency Through Game-Based Practices This week, Kathryn and Theresa spoke with Jared Brockmeyer about how he has incorporated game-based practices in his middle school band classes! Jared currently teaches 6th-8th grade band in Missouri. He also has experience teaching high school band and worked with the Colts Drum and Bugle Corps. As a game-lover, Jared has found that there are several elements in video games that not only engage students but also give them agency, and by incorporating those elements in the classroom, he has transformed the learning experience.

Connect with Jared and learn more about his work:

Get a free preview of Pass the Baton here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> This week, Kathryn and Theresa spoke with Jared Brockmeyer about how he has incorporated game-based practices in his middle school band classes! Jared currently teaches 6th-8th grade band in Missouri. He also has experience teaching high school band and worked with the Colts Drum and Bugle Corps. As a game-lover, Jared has found that there are several elements in video games that not only engage students but also give them agency, and by incorporating those elements in the classroom, he has transformed the learning experience.

Connect with Jared and learn more about his work:

Get a free preview of Pass the Baton here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: https://landing.mailerlite.com/webforms/landing/f8l7g9

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators c3992720-cbca-401a-a760-ccafdf24430b Mon, 10 Apr 2023 06:15:13 -0400 3263 46 2 false Episode 45: Creating the Collective Power Episode 45: Creating the Collective Power This week’s podcast features an interview with music educator and leader, Anne Fennell. In this episode, Anne shares her insights on engaging community and creating a collective power through music education. Anne is in her 36th year in education. She is currently the K-12 Music Program Manager for San Diego Unified School District, supervising music educators at 117 elementary schools. Prior to this, she taught kindergarten through eighth grade music for 22 years and high school music for 10 years. Anne is also the president of the California Music Educators Association. 


Connect with Anne and learn more about her work: 


Get a free preview of Pass the Baton here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: https://landing.mailerlite.com/webforms/landing/f8l7g9


Support the show

Learn more about Pass the Baton

]]> This week’s podcast features an interview with music educator and leader, Anne Fennell. In this episode, Anne shares her insights on engaging community and creating a collective power through music education. Anne is in her 36th year in education. She is currently the K-12 Music Program Manager for San Diego Unified School District, supervising music educators at 117 elementary schools. Prior to this, she taught kindergarten through eighth grade music for 22 years and high school music for 10 years. Anne is also the president of the California Music Educators Association. 


Connect with Anne and learn more about her work: 


Get a free preview of Pass the Baton here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: https://landing.mailerlite.com/webforms/landing/f8l7g9


Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators f744199f-b12d-450e-b414-78a8a81bb23b Mon, 27 Mar 2023 05:45:56 -0400 2410 2 45 false Episode 44: Empowering Students With Empathy Projects Episode 44: Empowering Students With Empathy Projects This week, instead of interviewing a guest, Theresa interviewed Kathryn about empathy projects she has done with her elementary music students. Kathryn currently teaches K-5th grade general music in Northbrook, Illinois. In addition to being a co-author of Pass the Baton: Empowering All Music Students, Kathryn also writes with Abigail Blair as part of the Blair Finch Project. In this interview, Kathryn shares how a STEAM project involving adaptive instruments helped students incorporate empathy in the creative process.   

Connect with Kathryn and learn more about her work:  

  • Full STEAM Ahead: https://lorenz.com/shop/elementary-classroom/fundamentals/full-steam-ahead
  • Everyone Loves a Story: https://lorenz.com/shop/elementary-classroom/teaching-aids/everyone-loves-a-story
  • The Blair Finch Project: https://blairfinchproject.wixsite.com/samr
  • Full STEAM Ahead YouTube Playlist: https://youtube.com/playlist?list=PLOwxixywGX5qh_4PSG6a8mIumuoP-ccec
  • The Adaptive Recorder in Action: https://youtu.be/OBEgAlPx6DA
  • Setting up a Makey-Makey: https://www.youtube.com/watch?v=gMF2VqfsXp0


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> This week, instead of interviewing a guest, Theresa interviewed Kathryn about empathy projects she has done with her elementary music students. Kathryn currently teaches K-5th grade general music in Northbrook, Illinois. In addition to being a co-author of Pass the Baton: Empowering All Music Students, Kathryn also writes with Abigail Blair as part of the Blair Finch Project. In this interview, Kathryn shares how a STEAM project involving adaptive instruments helped students incorporate empathy in the creative process.   

Connect with Kathryn and learn more about her work:  

  • Full STEAM Ahead: https://lorenz.com/shop/elementary-classroom/fundamentals/full-steam-ahead
  • Everyone Loves a Story: https://lorenz.com/shop/elementary-classroom/teaching-aids/everyone-loves-a-story
  • The Blair Finch Project: https://blairfinchproject.wixsite.com/samr
  • Full STEAM Ahead YouTube Playlist: https://youtube.com/playlist?list=PLOwxixywGX5qh_4PSG6a8mIumuoP-ccec
  • The Adaptive Recorder in Action: https://youtu.be/OBEgAlPx6DA
  • Setting up a Makey-Makey: https://www.youtube.com/watch?v=gMF2VqfsXp0


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 7e0f08c9-4e87-45e8-9286-4f804cc720e5 Mon, 27 Feb 2023 05:00:38 -0500 1709 2 44 false Episode 43: Why Everyone Should Take Time to Reflect Episode 43: Why Everyone Should Take Time to Reflect This week Kathryn and Theresa had the opportunity to talk to Lori Schwartz Reichl about an invaluable topic - reflection! Lori taught middle school band in Pennsylvania and Maryland. Currently, she provides professional development for music educators, does guest conducting and adjudication work, and writes for music educators and administrators. Lori also recently completed a doctoral degree in music education. One of Lori’s passions is reflection, and in this interview she shares why and how everyone - music educators and music students - should include reflection as part of their practice.   

Connect with Lori to learn more about her work:  

  • https://makingkeychanges.com 
  • https://nafme.org/the-heartbreaking-truth-about-education-why-and-how-will-we-survive/
  • https://nafme.org/5-things-teachers-can-do-to-recharge-over-the-summer/


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> This week Kathryn and Theresa had the opportunity to talk to Lori Schwartz Reichl about an invaluable topic - reflection! Lori taught middle school band in Pennsylvania and Maryland. Currently, she provides professional development for music educators, does guest conducting and adjudication work, and writes for music educators and administrators. Lori also recently completed a doctoral degree in music education. One of Lori’s passions is reflection, and in this interview she shares why and how everyone - music educators and music students - should include reflection as part of their practice.   

Connect with Lori to learn more about her work:  

  • https://makingkeychanges.com 
  • https://nafme.org/the-heartbreaking-truth-about-education-why-and-how-will-we-survive/
  • https://nafme.org/5-things-teachers-can-do-to-recharge-over-the-summer/


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 478fc433-6448-43e7-92d8-4790cb0c6491 Mon, 13 Feb 2023 05:10:46 -0500 2041 2 43 false Episode 42: Scaffolding Peer Feedback for Student Ownership Episode 42: Scaffolding Peer Feedback for Student Ownership This week, Kathryn and Theresa talked to Michelle Rose. Michelle teaches middle and high school general music at a virtual school in North Carolina. She’s been teaching music online since before the pandemic! Michelle is also a PhD student at the University of North Carolina Greensboro. Michelle is no stranger to Pass the Baton! She was actually featured as the encore story in Chapter 8 of Pass the Baton: Empowering All Music Students. In this interview, Michelle talks to us about the value of peer feedback and how we can scaffold this process to meet the needs of our students.


Connect with Michelle to learn more about her work: 

  • Instagram - @the_musical_rose
  • Email - michelle@themusicalrose.com
  • Book - Teaching Music Online: A Comprehensive Guide for K-12 Music Educators https://bit.ly/teachingmusiconline


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> This week, Kathryn and Theresa talked to Michelle Rose. Michelle teaches middle and high school general music at a virtual school in North Carolina. She’s been teaching music online since before the pandemic! Michelle is also a PhD student at the University of North Carolina Greensboro. Michelle is no stranger to Pass the Baton! She was actually featured as the encore story in Chapter 8 of Pass the Baton: Empowering All Music Students. In this interview, Michelle talks to us about the value of peer feedback and how we can scaffold this process to meet the needs of our students.


Connect with Michelle to learn more about her work: 

  • Instagram - @the_musical_rose
  • Email - michelle@themusicalrose.com
  • Book - Teaching Music Online: A Comprehensive Guide for K-12 Music Educators https://bit.ly/teachingmusiconline


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators b78821eb-8223-4fcf-95ba-2b840b6ea40f Mon, 30 Jan 2023 05:30:53 -0500 2745 2 42 false Episode 41: Empower Students to Practice With Purpose Episode 41: Empower Students to Practice With Purpose In episode 41, Kathryn and Theresa had the pleasure of interviewing two amazing music educators from Fairfax, Virginia - Katie LaBrie and Tracy Magwire! Katie LaBrie taught orchestra in Fairfax County Public Schools for over 16 years and is currently the new Orchestra Division Editor for Randall Standridge Music Publications. Tracy Magwire is in her 19th year teaching band also in Fairfax County. In this interview, Katie and Tracy shared their “Big IDEA” method, to help students practice with purpose and become more independent musicians.

Connect with Katie and Tracy to learn more about their work: 


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/ 

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

Learn more about Pass the Baton

]]> In episode 41, Kathryn and Theresa had the pleasure of interviewing two amazing music educators from Fairfax, Virginia - Katie LaBrie and Tracy Magwire! Katie LaBrie taught orchestra in Fairfax County Public Schools for over 16 years and is currently the new Orchestra Division Editor for Randall Standridge Music Publications. Tracy Magwire is in her 19th year teaching band also in Fairfax County. In this interview, Katie and Tracy shared their “Big IDEA” method, to help students practice with purpose and become more independent musicians.

Connect with Katie and Tracy to learn more about their work: 


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/ 

Support Pass the Baton - Resources, Books, Coaching, and more! ➡ ⁠https://www.buymeacoffee.com/passthebaton⁠

For more info: https://www.passthebatonbook.com/

Free Download - Exit Tickets for Self-Reflection: ⁠https://landing.mailerlite.com/webforms/landing/f8l7g9⁠

Support the show

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]]> Theresa Hoover and Kathryn Finch, Music Educators 2e48374a-f858-4ae8-8c61-70674bf5f230 Mon, 16 Jan 2023 05:00:37 -0500 2342 2 41 false Episode 40: Season 2 Mid-year Highlights Episode 40: Season 2 Mid-year Highlights In this episode, Kathryn and Theresa look back at the highlights from the first half of season two.


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]]> In this episode, Kathryn and Theresa look back at the highlights from the first half of season two.


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]]> Theresa Hoover and Kathryn Finch, Music Educators 0e0bb09b-98c1-4486-8d05-ec6220e7ee7d Mon, 19 Dec 2022 04:35:28 -0500 2351 2 40 false Episode 39: Student-Created Games for Student-Centered Learning Episode 39: Student-Created Games for Student-Centered Learning In Episode 39, Kathryn and Theresa talked to Dr. Tina Huynh, an assistant professor of music education at the University of Puget Sound, in Tacoma, Washington. Currently, Tina teaches undergraduate and graduate courses in music education. Previously, Tina taught elementary general music in Southern California. In this interview, Tina shares how she used student-created games to create learner-centered experiences in her music classes.

Check out Tina's website, http://tinaahuynh.com, to learn more about her work. 


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]]> In Episode 39, Kathryn and Theresa talked to Dr. Tina Huynh, an assistant professor of music education at the University of Puget Sound, in Tacoma, Washington. Currently, Tina teaches undergraduate and graduate courses in music education. Previously, Tina taught elementary general music in Southern California. In this interview, Tina shares how she used student-created games to create learner-centered experiences in her music classes.

Check out Tina's website, http://tinaahuynh.com, to learn more about her work. 


Get a free book preview here: https://www.daveburgessconsulting.com/books/pass-the-baton/

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]]> Theresa Hoover and Kathryn Finch, Music Educators 5b06e8eb-513b-43af-afd2-f0bc0457cf35 Mon, 05 Dec 2022 05:30:04 -0500 2012 2 39 false Episode 38: Amateurism in Music Education Episode 38: Amateurism in Music Education In episode 38, Kathryn and Theresa talked to Dr. Tom FitzStephens, a high school music teacher in Atlanta, Georgia. Tom’s teaching assignment includes chorus, AP music theory, and guitar classes. He has a master’s degree in choral conducting and a PhD in music education. Tom considered himself a relatively traditional choral teacher until he started working towards his PhD. Learning about different styles and philosophies of music education expanded his view of what the music classroom could be. Teaching for amateurism helps students see how music will benefit their lives beyond participating in the school ensemble.   

You can learn more about Tom’s work here:  


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]]> In episode 38, Kathryn and Theresa talked to Dr. Tom FitzStephens, a high school music teacher in Atlanta, Georgia. Tom’s teaching assignment includes chorus, AP music theory, and guitar classes. He has a master’s degree in choral conducting and a PhD in music education. Tom considered himself a relatively traditional choral teacher until he started working towards his PhD. Learning about different styles and philosophies of music education expanded his view of what the music classroom could be. Teaching for amateurism helps students see how music will benefit their lives beyond participating in the school ensemble.   

You can learn more about Tom’s work here:  


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]]> Theresa Hoover and Kathryn Finch, Music Educators 43a450bc-c27b-4ede-a189-751d91488c7a Mon, 21 Nov 2022 05:30:13 -0500 2076 2 38 false Episode 37: Creative Thinking in Music Episode 37: Creative Thinking in Music In episode 37, Kathryn and Theresa talked to Roger Coss, a music educator in California. After getting his bachelors and masters degrees in jazz studies, Roger was teaching second grade at a charter school in San Jose, California while working on a doctoral degree. It was then he discovered how much he enjoyed teaching and made the switch to teach music. Currently, Roger teaches at Hickman Charter School near Modesto, California. He is an avid rock climber and often compares exploration in climbing to the importance of exploration in music. In this interview, Roger talks to us about the importance of creative thinking in music classes.  

Connect with Roger and learn more: 


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]]> In episode 37, Kathryn and Theresa talked to Roger Coss, a music educator in California. After getting his bachelors and masters degrees in jazz studies, Roger was teaching second grade at a charter school in San Jose, California while working on a doctoral degree. It was then he discovered how much he enjoyed teaching and made the switch to teach music. Currently, Roger teaches at Hickman Charter School near Modesto, California. He is an avid rock climber and often compares exploration in climbing to the importance of exploration in music. In this interview, Roger talks to us about the importance of creative thinking in music classes.  

Connect with Roger and learn more: 


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]]> Theresa Hoover and Kathryn Finch, Music Educators 24435341-77fa-4b42-abad-22d14fc12094 Mon, 07 Nov 2022 05:30:00 -0500 2097 2 37 false Episode 36: How Student Agency Can Transform an Ensemble Episode 36: How Student Agency Can Transform an Ensemble In Episode 36, Kathryn and Theresa talk to Heather Fortune, a music educator in Philadelphia, PA. Heather is a professional flutist, with both a bachelor’s and master’s degree in flute performance from Boston University. She was a freelance musician for 10-years in the Philadelphia area before becoming a flute teacher at a Quaker school in the city. After 4 years of teaching private lessons at the school, Heather was hired as the full time instrumental music teacher. Since that time, Heather has worked with the students to create a program that is musically satisfying and empowering for everyone involved.

Connect with Heather and learn more: 

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]]> In Episode 36, Kathryn and Theresa talk to Heather Fortune, a music educator in Philadelphia, PA. Heather is a professional flutist, with both a bachelor’s and master’s degree in flute performance from Boston University. She was a freelance musician for 10-years in the Philadelphia area before becoming a flute teacher at a Quaker school in the city. After 4 years of teaching private lessons at the school, Heather was hired as the full time instrumental music teacher. Since that time, Heather has worked with the students to create a program that is musically satisfying and empowering for everyone involved.

Connect with Heather and learn more: 

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]]> Theresa Hoover and Kathryn Finch, Music Educators 90847b61-e4e1-4c31-8c38-c2df580401a2 Mon, 24 Oct 2022 06:00:51 -0400 3092 2 36 false Episode 35: Empowered Educators Will Empower Their Students Episode 35: Empowered Educators Will Empower Their Students In Episode 35, Theresa and Kathryn talked to music educator, Zach Rush. Zach began his teaching career in international schools, teaching music in both Dubai and Pakistan. He returned to the US to get a master’s degree and then began teaching elementary general music in Arlington, Virginia. This school year, he has moved closer to home to teach music in Iowa City. In addition to teaching music, Zach is also interested in research, and how educators can use that to inform their practice.

You can connect with Zach and learn more about his work here: 


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]]> In Episode 35, Theresa and Kathryn talked to music educator, Zach Rush. Zach began his teaching career in international schools, teaching music in both Dubai and Pakistan. He returned to the US to get a master’s degree and then began teaching elementary general music in Arlington, Virginia. This school year, he has moved closer to home to teach music in Iowa City. In addition to teaching music, Zach is also interested in research, and how educators can use that to inform their practice.

You can connect with Zach and learn more about his work here: 


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]]> Theresa Hoover and Kathryn Finch, Music Educators df3499e3-9d10-40f1-8249-13b23dd496da Mon, 10 Oct 2022 06:00:06 -0400 2865 2 35 false Episode 34: Empowering ALL students using Universal Design for Learning Episode 34: Empowering ALL students using Universal Design for Learning In episode 34, we talked to Elise Hackl-Blumstein, a former accessible music educator and current student-services coordinator in Buffalo Grove, Illinois. Elise has experience teaching preschool through eighth grade music, and also has created an accessible arts organization focused on accessibility in all arts. She is passionate about making sure all students have access to music and music education. In this interview, Elise shares how Universal Design for Learning (UDL) is a beneficial framework for teaching all music students.

You can connect with Elise and learn more about her work here:

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]]> In episode 34, we talked to Elise Hackl-Blumstein, a former accessible music educator and current student-services coordinator in Buffalo Grove, Illinois. Elise has experience teaching preschool through eighth grade music, and also has created an accessible arts organization focused on accessibility in all arts. She is passionate about making sure all students have access to music and music education. In this interview, Elise shares how Universal Design for Learning (UDL) is a beneficial framework for teaching all music students.

You can connect with Elise and learn more about her work here:

Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators 98fce6c8-cf12-48e9-bc97-a7d9d4d77b68 Mon, 26 Sep 2022 05:30:24 -0400 2465 2 34 false Episode 33: Fostering Independent Musicians Episode 33: Fostering Independent Musicians Episode 33 features an interview with two outstanding educators who are no strangers to Pass the Baton - Amy Rever-Oberle and Lauren Staniszewski. Amy is the band director at Hart Middle School in Rochester Hills, Michigan where she teaches 6th through 8th grade band. Lauren is the band director at Stoney Creek High School, also in Rochester Hills, where she teaches three high school concert bands, marching band, jazz band, and collaborates with Amy to teach one section of 6th grade band. Both educators have found that empowering their music students begins with teaching them to become independent musicians.

Connect with Amy and Lauren: 


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]]> Episode 33 features an interview with two outstanding educators who are no strangers to Pass the Baton - Amy Rever-Oberle and Lauren Staniszewski. Amy is the band director at Hart Middle School in Rochester Hills, Michigan where she teaches 6th through 8th grade band. Lauren is the band director at Stoney Creek High School, also in Rochester Hills, where she teaches three high school concert bands, marching band, jazz band, and collaborates with Amy to teach one section of 6th grade band. Both educators have found that empowering their music students begins with teaching them to become independent musicians.

Connect with Amy and Lauren: 


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]]> Theresa Hoover and Kathryn Finch, Music Educators f5cfcab1-96a5-47a2-8131-3a72bd1c955b Mon, 12 Sep 2022 05:30:26 -0400 3141 2 33 false Episode 32: Creativity With a Student First Mindset, featuring Jodi Blackshaw Episode 32: Creativity With a Student First Mindset, featuring Jodi Blackshaw In Episode 32, Kathryn and Theresa had the pleasure of speaking with Australian composer and educator Jodie Blackshaw. Jodie is a third-generation teacher. Her grandmother was one of the first people to practice Orff-Schulwerk in Australia, and her father taught in a one-room schoolhouse. Jodie’s work for concert band is nothing short of innovative. Her focus on student creativity is unmatched, which is such an amazing example of giving students ownership of their music making.

Learn more about Jodie and her work here:


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]]> In Episode 32, Kathryn and Theresa had the pleasure of speaking with Australian composer and educator Jodie Blackshaw. Jodie is a third-generation teacher. Her grandmother was one of the first people to practice Orff-Schulwerk in Australia, and her father taught in a one-room schoolhouse. Jodie’s work for concert band is nothing short of innovative. Her focus on student creativity is unmatched, which is such an amazing example of giving students ownership of their music making.

Learn more about Jodie and her work here:


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators 96709f32-604b-4d75-b5bb-dbef71c7b8dc Mon, 29 Aug 2022 06:00:00 -0400 4186 2 32 false 31 - Creating a Culture for Student Empowerment, featuring Matthew Arau 31 - Creating a Culture for Student Empowerment, featuring Matthew Arau Welcome to season 2 of the Pass the Baton podcast! In Episode 31, Kathryn and Theresa spoke with Dr. Matthew Arau, a professor of music at Lawrence University Conservatory in Appleton, Wisconsin. Prior to teaching at Lawrence, Matthew taught middle school and high school band in Loveland, Colorado. Matthew is passionate about incorporating mindset and leadership strategies in his teaching, and spoke about how we can use these to create a culture for student empowerment. He is the author of the book, Upbeat: Mindfulness, Mindset, and Leadership in Music Education and Beyond, and is also the founder of Upbeat Global.  

Learn more about Matthew's work here:  

Get a free book preview here: Pass the Baton: Empowering All Music Students

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The Pass the Baton Starter Kit is just what you need to get your mind movin’ and groovin’ for the new school year. Check it out! Pass the Baton Starter Kit

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]]> Welcome to season 2 of the Pass the Baton podcast! In Episode 31, Kathryn and Theresa spoke with Dr. Matthew Arau, a professor of music at Lawrence University Conservatory in Appleton, Wisconsin. Prior to teaching at Lawrence, Matthew taught middle school and high school band in Loveland, Colorado. Matthew is passionate about incorporating mindset and leadership strategies in his teaching, and spoke about how we can use these to create a culture for student empowerment. He is the author of the book, Upbeat: Mindfulness, Mindset, and Leadership in Music Education and Beyond, and is also the founder of Upbeat Global.  

Learn more about Matthew's work here:  

Get a free book preview here: Pass the Baton: Empowering All Music Students

For more info: Pass the Baton

The Pass the Baton Starter Kit is just what you need to get your mind movin’ and groovin’ for the new school year. Check it out! Pass the Baton Starter Kit

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]]> Theresa Hoover and Kathryn Finch, Music Educators 53667e8a-a8d4-4d61-b32a-d932914ec88e Mon, 15 Aug 2022 06:00:53 -0400 3265 2 31 false Episode 30: Recap and Highlights Episode 30: Recap and Highlights This week, Kathryn and Theresa recap their school years and discuss some common themes from this season of the Pass the Baton podcast.  Some of the highlights include: 


What's next for Pass the Baton?  

Season 2 will begin in the fall 2022.  

This summer we're offering the first ever Cohort for the Empowering All Music Students course! Find more information (including a coupon code!) here: https://passthebatonbook.com/summer-cohort/

Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> This week, Kathryn and Theresa recap their school years and discuss some common themes from this season of the Pass the Baton podcast.  Some of the highlights include: 


What's next for Pass the Baton?  

Season 2 will begin in the fall 2022.  

This summer we're offering the first ever Cohort for the Empowering All Music Students course! Find more information (including a coupon code!) here: https://passthebatonbook.com/summer-cohort/

Get a free book preview here: Pass the Baton: Empowering All Music Students

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Free Download: 6 Questions to Pass the Baton and Empower Your Music Students 

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]]> Theresa Hoover and Kathryn Finch, Music Educators 039017f0-bf0c-4146-82c6-8d97ca8e5ea9 Mon, 20 Jun 2022 04:05:16 -0400 1229 1 30 false Episode 29: Using Technology to Promote Student Ownership Episode 29: Using Technology to Promote Student Ownership This week we spoke with Krystal Williams, a public school music educator in Prince George’s County, Maryland. Krystal teaches music theory and composition at Northwestern High School and also teaches at the University of Maryland, Baltimore County, as a woodwind adjunct. Krystal is the music technology chair for the Maryland Music Educators Association. She is passionate about incorporating technology into her music classes, and helping other music educators do the same.

Connect with Krystal and learn more about her work here:


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]]> This week we spoke with Krystal Williams, a public school music educator in Prince George’s County, Maryland. Krystal teaches music theory and composition at Northwestern High School and also teaches at the University of Maryland, Baltimore County, as a woodwind adjunct. Krystal is the music technology chair for the Maryland Music Educators Association. She is passionate about incorporating technology into her music classes, and helping other music educators do the same.

Connect with Krystal and learn more about her work here:


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]]> Theresa Hoover and Kathryn Finch, Music Educators 31eb4e09-66ab-43b1-9375-c14281b3f9ae Mon, 13 Jun 2022 05:38:46 -0400 2814 1 29 false Episode 28: The Connection Between Culturally Responsive Teaching and Student Ownership Episode 28: The Connection Between Culturally Responsive Teaching and Student Ownership This week we had the pleasure of speaking with Ashley Cuthbertson, an elementary general music teacher in Fairfax County, Virginia. Ashley has taught music in a variety of settings, teaching private lessons, school students of all ages, and even adults at a nearby university. Ashley loves working with kids and helping them connect their learning outside the classroom. One of her passions includes creating culturally responsive music classes.

Learn more about Ashley and her work here:


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]]> This week we had the pleasure of speaking with Ashley Cuthbertson, an elementary general music teacher in Fairfax County, Virginia. Ashley has taught music in a variety of settings, teaching private lessons, school students of all ages, and even adults at a nearby university. Ashley loves working with kids and helping them connect their learning outside the classroom. One of her passions includes creating culturally responsive music classes.

Learn more about Ashley and her work here:


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators cee9a060-c52b-4691-9019-e6bf99bce6e8 Mon, 30 May 2022 05:00:10 -0400 1748 1 28 false Episode 27 - The Connection Between SEL and Student Empowerment, featuring Scott Edgar Episode 27 - The Connection Between SEL and Student Empowerment, featuring Scott Edgar This week’s interview was a real treat, as Kathryn and Theresa spoke with Dr. Scott Edgar about a very important topic: social emotional learning (SEL). Scott is an associate professor of music at Lake Forest College and also the department chair. He began his career teaching K-12 music in Dayton, Ohio before earning a PhD from the University of Michigan. It was there he developed an interest in SEL. Besides teaching at Lake Forest, Scott is also Director of Practice and Research for the Center for Arts Education and Social Emotional Learning.

If you are interested in learning more about Scott and his work in social emotional learning, check out these resources:


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> This week’s interview was a real treat, as Kathryn and Theresa spoke with Dr. Scott Edgar about a very important topic: social emotional learning (SEL). Scott is an associate professor of music at Lake Forest College and also the department chair. He began his career teaching K-12 music in Dayton, Ohio before earning a PhD from the University of Michigan. It was there he developed an interest in SEL. Besides teaching at Lake Forest, Scott is also Director of Practice and Research for the Center for Arts Education and Social Emotional Learning.

If you are interested in learning more about Scott and his work in social emotional learning, check out these resources:


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators 3d91003b-4519-4fe6-a483-636bbfe080b1 Mon, 16 May 2022 05:00:26 -0400 2249 1 27 false Episode 26: Student Ownership Through Active Thinking Episode 26: Student Ownership Through Active Thinking This week, Kathryn and Theresa talked to Dr. Brian Weidner, an assistant professor of music education at Butler University, in Indianapolis, Indiana. Brian spent twelve years teaching high school band prior to earning a PhD from Northwestern University. Much of his work now spawned from the various questions he asked during his time teaching public school music, such as, how do we build classrooms that emphasize musical independence?


Connect with Brian and learn more: 


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]]> This week, Kathryn and Theresa talked to Dr. Brian Weidner, an assistant professor of music education at Butler University, in Indianapolis, Indiana. Brian spent twelve years teaching high school band prior to earning a PhD from Northwestern University. Much of his work now spawned from the various questions he asked during his time teaching public school music, such as, how do we build classrooms that emphasize musical independence?


Connect with Brian and learn more: 


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators 8491c4a8-5bb1-487b-a609-7141d9683f9e Mon, 02 May 2022 05:09:48 -0400 2100 1 26 false 25 - The Power of a Mission Statement, featuring Kevin Feher 25 - The Power of a Mission Statement, featuring Kevin Feher This week, Kathryn and Theresa talked to Kevin Feher, a high school band director in Southeast Pennsylvania. After graduating from Duquesne University with a degree in music education, Kevin taught in a variety of settings before joining the music department at Penn Ridge High School, where he has taught for the last seven years. In this interview, Kevin talks about how he incorporates mission statements in his high school band program.  

Connect with Kevin and learn more:  


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> This week, Kathryn and Theresa talked to Kevin Feher, a high school band director in Southeast Pennsylvania. After graduating from Duquesne University with a degree in music education, Kevin taught in a variety of settings before joining the music department at Penn Ridge High School, where he has taught for the last seven years. In this interview, Kevin talks about how he incorporates mission statements in his high school band program.  

Connect with Kevin and learn more:  


Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators 2e99a0f4-b136-4851-ab0f-555d0de88262 Mon, 18 Apr 2022 05:00:00 -0400 2803 1 25 false Episode 24: Empowering English Language Learners in Music Episode 24: Empowering English Language Learners in Music This week Kathryn and Theresa interviewed Angela Ammerman, an adjunct professor of music at George Mason University in Northern Virginia. Angela is a lifelong music educator, teaching her dolls to sing as a young child, teaching private lessons in her neighborhood as a middle school student, and working as a counselor at a strings camp in high school. This helped her realize early on the importance of music when building community and shaped her development as a music educator.

One of Angela’s passions involves working with English Language Learners (ELLs), which began when she was teaching at Annandale High School in Fairfax County, Virginia. Angela has noticed many benefits to her students as a result of participating in orchestra as ELLs. Students had more confidence, increased English language skills, and felt they were part of a community. Angela now works to share what she's learned about teaching ELLs with other music educators.

Connect with Angela and learn more:

Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> This week Kathryn and Theresa interviewed Angela Ammerman, an adjunct professor of music at George Mason University in Northern Virginia. Angela is a lifelong music educator, teaching her dolls to sing as a young child, teaching private lessons in her neighborhood as a middle school student, and working as a counselor at a strings camp in high school. This helped her realize early on the importance of music when building community and shaped her development as a music educator.

One of Angela’s passions involves working with English Language Learners (ELLs), which began when she was teaching at Annandale High School in Fairfax County, Virginia. Angela has noticed many benefits to her students as a result of participating in orchestra as ELLs. Students had more confidence, increased English language skills, and felt they were part of a community. Angela now works to share what she's learned about teaching ELLs with other music educators.

Connect with Angela and learn more:

Get a free book preview here: Pass the Baton: Empowering All Music Students

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]]> Theresa Hoover and Kathryn Finch, Music Educators eb2fee06-96fe-4d06-8ded-362f5779fb8d Mon, 04 Apr 2022 05:00:00 -0400 2403 1 24 false Episode 23: Empowerment in the Standards Episode 23: Empowerment in the Standards This week Kathryn and Theresa had the pleasure of interviewing NAfME president-elect, Scott Sheehan! In addition to his NAfME responsibilities, Scott is the high school band director and K-12 music department chair in Hollidaysburg, Pennsylvania. He is involved with PMEA, working with their Leadership Academy and the Model Curriculum Framework project. Scott is also a Conn-Selmer educational clinician. Along with his varied roles and teaching experiences, Scott is very knowledgeable about the national music standards launched in 2014. He even worked on one of the revision teams, providing feedback on the performance track before the standards were officially released.

In this interview, Scott shared some great information about the standards, including:

  • The creation and adoption of the 2014 National Core Arts Standards and how, as process-driven standards, they differ from the 1994 standards
  • How these standards support student empowerment
  • How to look at the verbs within the standards to understand where to start
  • What it looks like in the classroom
  • Where to start when incorporating the standards more in lesson plans

Connect with Scott and learn more:

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]]> This week Kathryn and Theresa had the pleasure of interviewing NAfME president-elect, Scott Sheehan! In addition to his NAfME responsibilities, Scott is the high school band director and K-12 music department chair in Hollidaysburg, Pennsylvania. He is involved with PMEA, working with their Leadership Academy and the Model Curriculum Framework project. Scott is also a Conn-Selmer educational clinician. Along with his varied roles and teaching experiences, Scott is very knowledgeable about the national music standards launched in 2014. He even worked on one of the revision teams, providing feedback on the performance track before the standards were officially released.

In this interview, Scott shared some great information about the standards, including:

  • The creation and adoption of the 2014 National Core Arts Standards and how, as process-driven standards, they differ from the 1994 standards
  • How these standards support student empowerment
  • How to look at the verbs within the standards to understand where to start
  • What it looks like in the classroom
  • Where to start when incorporating the standards more in lesson plans

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]]> Theresa Hoover and Kathryn Finch, Music Educators 6a9cacce-5b15-487c-a2ab-c7b08c8c284f Mon, 21 Mar 2022 03:00:00 -0400 2466 1 23 false Episode 22: The Value of Creativity in Young Ensemble Episode 22: The Value of Creativity in Young Ensemble This week’s interview features Matt Clauhs, an associate professor of Music Education at Ithaca College. Matt’s background includes degrees at Penn State University (B.S.), the University of Massachusetts, Amherst (M.M.) and Temple University (Ph.D.), as well as experience teaching band students at both the elementary and high school levels. As a jazz saxophone player, Matt has always been interested in incorporating creativity and improvisation in all areas of music education, not just jazz studies. Not only is it a positive and rewarding experience for students, creativity and artistic literacy are part of our national music standards.

In this interview, Matt talked to us about a variety of topics, including

  • How he starts beginning band students without method books or even music stands,
  • Some quick, yet effective, creative strategies directors can incorporate in any rehearsal or lesson,
  • How creativity benefits music students, and why we should work to cultivate amateur musicians,
  • His advice to teachers looking to include more creativity in their rehearsals.

Be sure to check out the full interview to learn more about how Matt infuses creativity and improvisation in his ensembles, along with some great anecdotes and inspiration! Creativity in Young Ensembles

Connect with Matt and learn more:

Get a free book preview here: Pass the Baton: Empowering All Music Students    

For more info: Pass the Baton

Free Download: 6 Questions to Pass the Baton and Empower Your Music Students 

Free Download: Amplify Student Voice With Exit Tickets for Self Reflection

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]]> This week’s interview features Matt Clauhs, an associate professor of Music Education at Ithaca College. Matt’s background includes degrees at Penn State University (B.S.), the University of Massachusetts, Amherst (M.M.) and Temple University (Ph.D.), as well as experience teaching band students at both the elementary and high school levels. As a jazz saxophone player, Matt has always been interested in incorporating creativity and improvisation in all areas of music education, not just jazz studies. Not only is it a positive and rewarding experience for students, creativity and artistic literacy are part of our national music standards.

In this interview, Matt talked to us about a variety of topics, including

  • How he starts beginning band students without method books or even music stands,
  • Some quick, yet effective, creative strategies directors can incorporate in any rehearsal or lesson,
  • How creativity benefits music students, and why we should work to cultivate amateur musicians,
  • His advice to teachers looking to include more creativity in their rehearsals.

Be sure to check out the full interview to learn more about how Matt infuses creativity and improvisation in his ensembles, along with some great anecdotes and inspiration! Creativity in Young Ensembles

Connect with Matt and learn more:

Get a free book preview here: Pass the Baton: Empowering All Music Students    

For more info: Pass the Baton

Free Download: 6 Questions to Pass the Baton and Empower Your Music Students 

Free Download: Amplify Student Voice With Exit Tickets for Self Reflection

Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 2d582e6c-1d67-470d-94a5-180f6a45368d Mon, 07 Mar 2022 03:00:00 -0500 1950 1 22 false Episode 21: Making the Shift Toward Empowerment Episode 21: Making the Shift Toward Empowerment This week’s interview features Melissa Clark, a music teacher in Lawrenceville, New Jersey. Currently, Melissa teaches 4th-6th grade strings and sixth grade general music. She also has experience teaching 7th and 8th grade strings. In this interview, Melissa talks to us about the small shifts she’s made in her music classes to empower students!     

Connect With Melissa:  

  • Twitter and Instagram: @ClarkLISmusic

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]]> This week’s interview features Melissa Clark, a music teacher in Lawrenceville, New Jersey. Currently, Melissa teaches 4th-6th grade strings and sixth grade general music. She also has experience teaching 7th and 8th grade strings. In this interview, Melissa talks to us about the small shifts she’s made in her music classes to empower students!     

Connect With Melissa:  

  • Twitter and Instagram: @ClarkLISmusic

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]]> Theresa Hoover and Kathryn Finch, Music Educators e5541aeb-f559-491c-84bd-1acfecc48204 Mon, 21 Feb 2022 03:00:00 -0500 1950 1 21 false Episode 20: A Student-Centered Approach to Secondary General Music Episode 20: A Student-Centered Approach to Secondary General Music Welcome back! This week, Kathryn and Theresa interviewed Rachael Sanguinetti, a middle school music teacher in Rochester, New York. Rachael’s teaching load includes middle school chorus and a variety of general music classes, such as 6th grade foundational music, audio production and modern band, ukulele, and more. Being at an independent school, Rachael has the flexibility to create courses the students are most interested in - which is perfect for student empowerment!  

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]]> Welcome back! This week, Kathryn and Theresa interviewed Rachael Sanguinetti, a middle school music teacher in Rochester, New York. Rachael’s teaching load includes middle school chorus and a variety of general music classes, such as 6th grade foundational music, audio production and modern band, ukulele, and more. Being at an independent school, Rachael has the flexibility to create courses the students are most interested in - which is perfect for student empowerment!  

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]]> Theresa Hoover and Kathryn Finch, Music Educators b0291cd2-5ff4-4dca-b183-f3a241575a8a Mon, 07 Feb 2022 03:00:00 -0500 1672 1 20 false Episode 19: A Performance Planned By Students Episode 19: A Performance Planned By Students This week Kathryn and Theresa talked to Mandy Hollingshead, an international band teacher. Mandy has taught in the Middle East, Hong Kong, and Beijing. Prior to teaching internationally, Mandy taught band in Canada. One thing Mandy has tried to incorporate in all of her schools is having students help with concert planning. 

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]]> This week Kathryn and Theresa talked to Mandy Hollingshead, an international band teacher. Mandy has taught in the Middle East, Hong Kong, and Beijing. Prior to teaching internationally, Mandy taught band in Canada. One thing Mandy has tried to incorporate in all of her schools is having students help with concert planning. 

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]]> Theresa Hoover and Kathryn Finch, Music Educators b79752d8-e748-4bdc-ae80-6017991eec20 Mon, 24 Jan 2022 03:00:00 -0500 1883 1 19 false Episode 18: The Student-Centered Modern Band Episode 18: The Student-Centered Modern Band This week, we were excited to interview Shemeka Nash, a band director in Chicago, Illinois. Shemeka currently teaches 7th-12th grade band at Morgan Park High School and is also the fine arts department chair. She has done a lot of great things for the band program at Morgan Park, including creating a student-centered modern band.

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]]> This week, we were excited to interview Shemeka Nash, a band director in Chicago, Illinois. Shemeka currently teaches 7th-12th grade band at Morgan Park High School and is also the fine arts department chair. She has done a lot of great things for the band program at Morgan Park, including creating a student-centered modern band.

Connect with Shemeka and learn more: 

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]]> Theresa Hoover and Kathryn Finch, Music Educators e923ae8c-5e1b-4e12-8705-a5bd33fc051c Mon, 10 Jan 2022 05:00:00 -0500 1468 1 18 false Episode 17: A Student-Centered Choral Program Episode 17: A Student-Centered Choral Program This week’s interview features Brian Ackles, a vocal music teacher at Marcellus High School, in Marcellus, NY. Brian has taught in his current position for 20 years, and previously taught middle school and elementary school music. In this interview, Brian talks about his student-centered choral program.   

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]]> This week’s interview features Brian Ackles, a vocal music teacher at Marcellus High School, in Marcellus, NY. Brian has taught in his current position for 20 years, and previously taught middle school and elementary school music. In this interview, Brian talks about his student-centered choral program.   

Connect with Brian and learn more:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators 64311750-edf2-4545-a4db-2bb654430dea Mon, 13 Dec 2021 03:00:00 -0500 2213 1 17 false Episode 16: Using Learning Centers to Promote Student Ownership in Music Episode 16: Using Learning Centers to Promote Student Ownership in Music This week, Kathryn and Theresa talked to Levi Allison, a music teacher in South Korea. Levi has taught music in Kuwait and China, and currently teaches first through third grade general music at Chadwick International School. Levi’s school follows the IBPYP (International Baccalaureate Primary Years Programme) framework and inquiry-based learning is prevalent in his classroom. In this interview, Levi talked to us about he incorporates learning centers in his music classes.  

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]]> This week, Kathryn and Theresa talked to Levi Allison, a music teacher in South Korea. Levi has taught music in Kuwait and China, and currently teaches first through third grade general music at Chadwick International School. Levi’s school follows the IBPYP (International Baccalaureate Primary Years Programme) framework and inquiry-based learning is prevalent in his classroom. In this interview, Levi talked to us about he incorporates learning centers in his music classes.  

Connect with Levi and learn more:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators df96bf0b-a65a-4d97-af8f-d25c982d0ab7 Mon, 29 Nov 2021 02:00:00 -0500 2084 1 16 false Episode 15: Creativity Through Music Composition (Part 3) Episode 15: Creativity Through Music Composition (Part 3) This week’s interview features one of our co-authors, Theresa Hoover. Theresa is a former middle school band director, currently working as a music education and technology integration specialist. In this episode, Theresa talks about how she incorporated creativity and music composition in her middle school band classes.   

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]]> This week’s interview features one of our co-authors, Theresa Hoover. Theresa is a former middle school band director, currently working as a music education and technology integration specialist. In this episode, Theresa talks about how she incorporated creativity and music composition in her middle school band classes.   

Connect with Theresa and learn more:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators 34ec3c77-b9ba-4dbf-b343-2211c09e0d60 Mon, 15 Nov 2021 03:00:00 -0500 1169 1 15 false Episode 14: Creativity Through Music Composition (Part 2 of 3) Episode 14: Creativity Through Music Composition (Part 2 of 3) This week’s interview features Robby Burns, a middle school band and general music teacher in Howard County, Maryland. Robby talks about how he incorporates creativity and music composition in his middle school band classes.    

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]]> This week’s interview features Robby Burns, a middle school band and general music teacher in Howard County, Maryland. Robby talks about how he incorporates creativity and music composition in his middle school band classes.    

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]]> Theresa Hoover and Kathryn Finch, Music Educators 4dae2f7c-ae4f-49fd-b6b7-6f41fd10d214 Sun, 31 Oct 2021 22:35:36 -0400 1623 1 14 false Episode 13: Creativity Through Music Composition (Part 1 of 3) Episode 13: Creativity Through Music Composition (Part 1 of 3) This week’s interview features Sonya Knussen, a music educator, singer, and composer, currently living in Maryland. Sonya also runs Go Compose North America, an organization that provides music composition workshops for students. Sonya comes from a musical family, and always knew she was going to be a musician. As a result, she’s found a variety of ways to share her music both as a performer and an educator.  

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]]> This week’s interview features Sonya Knussen, a music educator, singer, and composer, currently living in Maryland. Sonya also runs Go Compose North America, an organization that provides music composition workshops for students. Sonya comes from a musical family, and always knew she was going to be a musician. As a result, she’s found a variety of ways to share her music both as a performer and an educator.  

Connect with Sonya:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators cf6b8aa5-7671-49e7-b21e-a312aa23bc6d Sun, 31 Oct 2021 22:35:29 -0400 2308 1 13 false Episode 12: Project Based Learning in Music Classes Episode 12: Project Based Learning in Music Classes This week, Kathryn and Theresa talked to Dianne Nelson, a choral teacher at Talmadge Middle School in Independence, Oregon. Dianne has experience in a variety of settings, including degrees in biology and music education, teaching experience in early childhood and Waldorf settings, and a current position teaching music pedagogy at Western Oregon University. One of Dianne’s passions in education is project based learning, which she shared about in this interview.   

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]]> This week, Kathryn and Theresa talked to Dianne Nelson, a choral teacher at Talmadge Middle School in Independence, Oregon. Dianne has experience in a variety of settings, including degrees in biology and music education, teaching experience in early childhood and Waldorf settings, and a current position teaching music pedagogy at Western Oregon University. One of Dianne’s passions in education is project based learning, which she shared about in this interview.   

Connect with Dianne:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators f0df58fb-7b7b-478a-ae78-a89545582a15 Sun, 31 Oct 2021 22:35:22 -0400 2058 1 12 false Episode 11: Crafting Student-Centered Lessons (Part 2 of 2) Episode 11: Crafting Student-Centered Lessons (Part 2 of 2) In part two of this interview, Kathryn and Theresa continue the conversation with Jesse Rathgeber, a music education professor at Augustana College. Jesse discusses his views on planning and teaching student-centered music classes. Jesse’s wealth of knowledge and passion for music education are evident, creating an interview you don’t want to miss.  

Connect with Jesse:  

  • Twitter & Instagram: @Jesse_Rathgeber  
  • Email: jesserathgeber@augustana.edu  
  • Jesse's website  

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]]> In part two of this interview, Kathryn and Theresa continue the conversation with Jesse Rathgeber, a music education professor at Augustana College. Jesse discusses his views on planning and teaching student-centered music classes. Jesse’s wealth of knowledge and passion for music education are evident, creating an interview you don’t want to miss.  

Connect with Jesse:  

  • Twitter & Instagram: @Jesse_Rathgeber  
  • Email: jesserathgeber@augustana.edu  
  • Jesse's website  

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]]> Theresa Hoover and Kathryn Finch, Music Educators 3d7190b1-4a14-471b-ab9e-d643d6c89f54 Sun, 31 Oct 2021 22:35:16 -0400 1389 1 11 false Episode 10: Crafting Student-Centered Lesson (Part 1 of 2) Episode 10: Crafting Student-Centered Lesson (Part 1 of 2) In this two-part interview, Kathryn and Theresa talk to Jesse Rathgeber, a music education professor at Augustana College, about his views on planning and teaching student-centered music classes. Jesse’s wealth of knowledge and passion for music education are evident, creating an interview you don’t want to miss.  

Connect with Jesse:  

  • Twitter & Instagram: @Jesse_Rathgeber  
  • Email: jesserathgeber@augustana.edu  
  • Jesse's website   

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]]> In this two-part interview, Kathryn and Theresa talk to Jesse Rathgeber, a music education professor at Augustana College, about his views on planning and teaching student-centered music classes. Jesse’s wealth of knowledge and passion for music education are evident, creating an interview you don’t want to miss.  

Connect with Jesse:  

  • Twitter & Instagram: @Jesse_Rathgeber  
  • Email: jesserathgeber@augustana.edu  
  • Jesse's website   

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]]> Theresa Hoover and Kathryn Finch, Music Educators b88e5f26-34a0-472d-b8c5-e1ccd0da5839 Sun, 31 Oct 2021 22:35:09 -0400 1558 1 10 false Episode 09: Creativity and Improvisation in Ensembles (Part 3 of 3) Episode 09: Creativity and Improvisation in Ensembles (Part 3 of 3) Sarah Gulish is a high school music teacher outside of Philadelphia, PA. She teaches orchestra, guitar, and “Creativity and Collaboration,” which is a required course at her school. Sarah is a 2007 graduate of Temple University, where she later earned a PhD in Music Education. Sarah runs F-flat Books, a music education publishing company, and along with Marissa Guarriello and Matt Shaffer, co-wrote the book, The Creative String Orchestra.   

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]]> Sarah Gulish is a high school music teacher outside of Philadelphia, PA. She teaches orchestra, guitar, and “Creativity and Collaboration,” which is a required course at her school. Sarah is a 2007 graduate of Temple University, where she later earned a PhD in Music Education. Sarah runs F-flat Books, a music education publishing company, and along with Marissa Guarriello and Matt Shaffer, co-wrote the book, The Creative String Orchestra.   

Connect with Sarah:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators 53470426-6f0d-49eb-9789-45bfe6541e20 Sun, 31 Oct 2021 22:35:01 -0400 1278 1 9 false Episode 08: Creativity and Improvisation in Ensembles (Part 2 of 3) Episode 08: Creativity and Improvisation in Ensembles (Part 2 of 3) Matthew Shaffer is middle school orchestra director in State College, PA. While Matt is primarily an orchestral cellist, he also played in a band in high school. That band experience, jamming with friends, drove him towards incorporating creative activities with his students. Matt is also a co-author of the book, The Creative String Orchestra, which describes ways orchestra teachers can incorporate more creativity in their classes. In this interview, Matt talks about how he does this with his own students.   

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]]> Matthew Shaffer is middle school orchestra director in State College, PA. While Matt is primarily an orchestral cellist, he also played in a band in high school. That band experience, jamming with friends, drove him towards incorporating creative activities with his students. Matt is also a co-author of the book, The Creative String Orchestra, which describes ways orchestra teachers can incorporate more creativity in their classes. In this interview, Matt talks about how he does this with his own students.   

Connect with Matthew:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators 0787cd0a-0570-4e70-a20b-6e6413ab1c5d Sun, 31 Oct 2021 22:34:53 -0400 2357 1 8 false Episode 07: Creativity and Improvisation in Ensemble (Part 1 of 3) Episode 07: Creativity and Improvisation in Ensemble (Part 1 of 3) Marissa Guarriello is a 6th-12th grade orchestra teacher in the Penn Ridge School District, in Eastern Pennsylvania. Marissa is an advocate for creativity in the orchestra classroom, even though that’s not how she got her start in music! In this interview, Marissa talks about how she made this transition and why she feels it has been so beneficial to her students.  

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]]> Marissa Guarriello is a 6th-12th grade orchestra teacher in the Penn Ridge School District, in Eastern Pennsylvania. Marissa is an advocate for creativity in the orchestra classroom, even though that’s not how she got her start in music! In this interview, Marissa talks about how she made this transition and why she feels it has been so beneficial to her students.  

Connect with Marissa:  

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]]> Theresa Hoover and Kathryn Finch, Music Educators 78e24495-47f7-44ea-a883-e17495043375 Sun, 31 Oct 2021 22:34:46 -0400 1425 1 7 false Episode 06: Empowering Students Through Games Episode 06: Empowering Students Through Games Abigail Blair is pre-k through 5th-grade general music teacher in the Chicago suburbs. She has a bachelor's degree from Augustana College and a master’s degree from Boston University. Abigail has created several games that help empower her music students. Check out this episode to learn about "Jazz Idol," "World's Got Talent," "The Joey Awards" and more!   

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]]> Abigail Blair is pre-k through 5th-grade general music teacher in the Chicago suburbs. She has a bachelor's degree from Augustana College and a master’s degree from Boston University. Abigail has created several games that help empower her music students. Check out this episode to learn about "Jazz Idol," "World's Got Talent," "The Joey Awards" and more!   

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]]> Theresa Hoover and Kathryn Finch, Music Educators aacf6665-6453-4051-8317-d3732fccf830 Sun, 31 Oct 2021 22:34:34 -0400 1161 1 6 false Episode 05: Empowering Students With Videos Episode 05: Empowering Students With Videos Steve Selfridge has been teaching in Garnet Valley School district in southeast PA for 20 years, teaching elementary band, middle school jazz band, and now high school band. Steve has had outstanding success creating videos to empower his band students and band students around the world! 

Connect with Steve:  

  • https://www.drselfridgemusic.com  
  • https://www.youtube.com/drselfridgemusic  
  • https://www.instagram.com/drselfridge/ 
  • https://www.facebook.com/DrSelfridge   

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]]> Steve Selfridge has been teaching in Garnet Valley School district in southeast PA for 20 years, teaching elementary band, middle school jazz band, and now high school band. Steve has had outstanding success creating videos to empower his band students and band students around the world! 

Connect with Steve:  

  • https://www.drselfridgemusic.com  
  • https://www.youtube.com/drselfridgemusic  
  • https://www.instagram.com/drselfridge/ 
  • https://www.facebook.com/DrSelfridge   

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]]> Theresa Hoover and Kathryn Finch, Music Educators 1d4034a1-da1c-43ed-a3cb-663f9cb62814 Sun, 31 Oct 2021 22:34:26 -0400 1513 1 5 false Episode 04: Checklists for Student Ownership Episode 04: Checklists for Student Ownership Holly Gage is an elementary and middle school band director in South Dakota. She has taught in a variety of settings in both South Dakota and Washington DC and during that time has worked to make her classrooms student centered. Holly likes to use checklists in her band room to give students ownership of their music making.  

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]]> Holly Gage is an elementary and middle school band director in South Dakota. She has taught in a variety of settings in both South Dakota and Washington DC and during that time has worked to make her classrooms student centered. Holly likes to use checklists in her band room to give students ownership of their music making.  

Connect with Holly on Facebook   

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]]> Theresa Hoover and Kathryn Finch, Music Educators 90947d51-cfb0-49ee-b402-aca645a02d94 Sun, 31 Oct 2021 22:34:13 -0400 1200 1 4 false Episode 03: Student-Selected Repertoire Episode 03: Student-Selected Repertoire Laura Johnson is a band director at a Title I middle school in Chesapeake, Virginia. Laura is passionate about having students select repertoire in her ensembles. She was inspired by her own high school band experience, where she and her classmates were given the opportunity to do this. Laura feels that many times directors choose music they think the students will like. However, instead of making this assumption, she believes it’s more powerful to let the students have some choice. As a result, Laura has identified a six-step process for having students select repertoire in her ensembles.  

You can connect with Laura through the Women Banding Together Facebook group.   

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]]> Laura Johnson is a band director at a Title I middle school in Chesapeake, Virginia. Laura is passionate about having students select repertoire in her ensembles. She was inspired by her own high school band experience, where she and her classmates were given the opportunity to do this. Laura feels that many times directors choose music they think the students will like. However, instead of making this assumption, she believes it’s more powerful to let the students have some choice. As a result, Laura has identified a six-step process for having students select repertoire in her ensembles.  

You can connect with Laura through the Women Banding Together Facebook group.   

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]]> Theresa Hoover and Kathryn Finch, Music Educators c448666b-e475-4005-aa6f-40ef678e172b Sun, 31 Oct 2021 22:33:42 -0400 1519 1 3 false Episode 02: Inquiry in Music Classes Episode 02: Inquiry in Music Classes Michelle Baldwin is a music teacher and instructional coach at Anastasis Academy in Centennial, Colorado. She has been teaching music for 25+ years in a variety of settings and has been at Anastasis Academy since 2011. Michelle talked to us about how she incorporates inquiry into her music classes. 

Connect with Michelle on Twitter: @michellek107   

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]]> Michelle Baldwin is a music teacher and instructional coach at Anastasis Academy in Centennial, Colorado. She has been teaching music for 25+ years in a variety of settings and has been at Anastasis Academy since 2011. Michelle talked to us about how she incorporates inquiry into her music classes. 

Connect with Michelle on Twitter: @michellek107   

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]]> Theresa Hoover and Kathryn Finch, Music Educators f66decd7-17a2-4b0f-a12e-8987f8262808 Sun, 31 Oct 2021 22:33:33 -0400 1156 1 2 false Episode 01: Creating a Charity Concert Episode 01: Creating a Charity Concert Allison Rakickas is a junior high school band director in Aptakisic-Tripp School District in Buffalo Grove, Illinois. She’s been in Aptakisic-Tripp School District for 20+ years, first teaching 5th and 6th grade band, and now 7th and 8th grade band. Allison joined us to talk about a charity concert her students planned and implemented.  

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]]> Allison Rakickas is a junior high school band director in Aptakisic-Tripp School District in Buffalo Grove, Illinois. She’s been in Aptakisic-Tripp School District for 20+ years, first teaching 5th and 6th grade band, and now 7th and 8th grade band. Allison joined us to talk about a charity concert her students planned and implemented.  

Get a free preview of Pass the Baton: Empowering All Music Students   

For more info about Pass the Baton

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Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators c1663bca-7e3f-4535-b9b5-a76adbc2cb10 Sun, 31 Oct 2021 22:31:10 -0400 1218 1 1 false Happy Birthday, Pass the Baton! Happy Birthday, Pass the Baton! On November 1st, Pass the Baton turns 1-year-old! Learn more about how it all started, where we are now, and what's to come in the future!   

Get a free preview of Pass the Baton: Empowering All Music Students  ➡  https://www.daveburgessconsulting.com/books/pass-the-baton/ 

For more info about Pass the Baton  ➡ https://www.passthebatonbook.com


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Learn more about Pass the Baton

]]> On November 1st, Pass the Baton turns 1-year-old! Learn more about how it all started, where we are now, and what's to come in the future!   

Get a free preview of Pass the Baton: Empowering All Music Students  ➡  https://www.daveburgessconsulting.com/books/pass-the-baton/ 

For more info about Pass the Baton  ➡ https://www.passthebatonbook.com


Support the show

Learn more about Pass the Baton

]]> Theresa Hoover and Kathryn Finch, Music Educators 18ae1865-91c5-4246-99fd-8c47c00859ca Sat, 30 Oct 2021 22:43:20 -0400 690 1 false