A Dream for Equity, Creativity, and Belonging in Music Education

In the spirit of dreaming and reimagining, this vision for change stands as a call for music education that serves every student.

A Dream of Belonging

I have a dream for a broader and more inclusive music education — a dream where students of all colors, cultures, and abilities make music together.

Where every classroom and ensemble reflects the voices, interests, and lived experiences of the students and communities they serve — beyond the traditions we inherited.

A Dream of Creativity

I dream of classrooms where creativity, belonging, and joyful expression are the expectation — not the exception.

Where every student has access to the tools, the space, and the encouragement to sing, play, compose, and create.

Where students are inspired to express themselves in their own voices and instruments — not limited to repertoire chosen to satisfy the expectations of educators, organizations, or the systems that no longer reflect the experiences of most students.

A Dream of Musical Equity and Distinction

I dream that all genres will be explored with equal interest — no one style held above the others.

I dream that music, as student expression, will take its place in the school curriculum as preeminent — not secondary to subjects that are tested or required — and that the very nature of creativity and innovation will set music education apart as unrivaled in the educational experience.

A Dream for Student-Centered Music

I have a dream that music education will truly be for the students —

that we will experience a new birth of inclusion,

where every child has a place in the ensemble,

a voice in the music-making,

and a reason to keep playing.

Where music transcends reading notation for prescribed music-making,

and becomes truly music of the students, by the students, and for the students.

A Dream of Collaboration and Connection

I dream of ensembles where students who read notation and those who play by ear make music side by side — and learn from each other.

Where those who practice daily and those who are just beginning share a common joy.

Where students come together to connect — not to compete.

Where originality is prized alongside technical proficiency.

Where improvisation is valued equally to the ability to read notation.

A Dream for Creation, Not Just Recreation

I have a dream that music education will prioritize creating music over simply recreating it —that improvisation, composition, and collaboration will stand equally beside interpretation.

For too long, our ensembles have been director- and composer-centered,

focused on preserving traditions that no longer serve all of our students.

Rather than blaming students for leaving, I dream we will listen more carefully — and give them what they need for a changing world.

This does not mean that the music of composers becomes obsolete.

It means the ideas of composers take their place beside the creativity of students.

A Dream of the Future

I have a dream that music education will move beyond being solely about perfecting the music of composers,

but about shaping the music of the future.

In a world where creativity is our greatest asset,

I dream of a time when the creatives will lead — and music classrooms will be where that leadership begins.

This is my dream. And I believe we are ready to make it real.

If this dream resonates with you —

share it. Teach it. Live it.

Let’s make it real — together.