As you probably know, I spend a lot of time thinking about what it means to be a music studio teacher in today’s music teaching world. Something that really impresses me is how we’re going through an extraordinary transformation in teacher mindset. Unlike previous generations, today’s teachers are increasingly comfortable helping students explore a wide range of musical goals and personal interests. We’ve moved away from highly defined performance models toward strategies that value curiosity, creativity, and student agency. Here at Teach Music 21C, this flexibility may lead to unfamiliar territory, but it also invites deeper connections with our students. Through our work as facilitators rather than directors, we celebrate the opportunity to co-create meaningful musical experiences grounded in openness and mutual respect.
This evolving shift in mindset is especially pertinent when we consider how easy it is for music teachers to measure our success by the visible accomplishments of our students—perfect practice records, dutifully following teacher guidance, or consistent progress. But such standards can be both unrealistic and unsustainable for teachers and students. I appreciate how the Teach Music 21C model encourages us to expand our definitions of success to recognize the various layers that contribute to how students navigate their own unique musical paths. We’ve moved away from controlling our students and implemented strategies that focus more on guidance, empathy, and helping students build lifelong relationships with music.
I also recognize how this shift in mindset may trigger music teacher growing pains. That it’s not just simply a matter of changing how we teach and everything turns golden. Adjustments to our mindset may generate feelings of insecurity and anxiety as we move from what we know well to unfamiliar strategies. It takes courage to stick with new teaching tools long enough to experience the benefits. Responding to the ever-changing dynamics of our profession requires persistence and reflection. That’s where making connections with others in the Teach Music 21C community can go a long ways to regulating our insecurities.
Looking to the future, my hope is that Teach Music 21C may continue as a major support and impetus for our evolution as music teachers. Already I know its impact on music teachers is significant. We’re putting together the community that thrives on curiosity, compassion, and courage. We're dedicated to meeting the imaginations, interests, and intentions of today's music students. Thanks so much to all of you for your interest in building a music teacher movement with deep rewards for today’s lessons and for many years to come. I appreciate it immensely.
