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