ABSTRACT
The authors call for a cultural shift in teacher preparation and Pre-K–12 educator practices and advocate for adding non-traditional music learning curricular options to existing traditional music programs that incorporate creativity and informal music learning strategies. Middle level learners need a place where they learn self-expression. Music learning provides this place if it is student-centered, filled with creative experiences, and led by a music educator who is committed to teaching all students and who is a guide, mentor, collaborator, and sounding board who helps students see their own value.
