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.

Connect with Merlin and learn more:

• Website: Teach Music 21C
• Book: More Than Music Lessons

Learn more about Pass the Baton:

• Pass the Baton website
• Join the Coffee Club
• Support Pass the Baton
• Amplify student voice with Exit Tickets for Self Reflection

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.

Connect with Amelia and learn more:

• Instagram - @AmeliaArmstrong639
• School website - Platteville School District
• Wisconsin Music Educators Association
• Wisconsin Choral Directors Association

Learn more about Pass the Baton:

• Pass the Baton website
• Join the Coffee Club
• Support Pass the Baton
• Amplify student voice with Exit Tickets for Self-Reflection

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.

Connect with Emily and learn more:

• Blog - Rebel Music Teacher
• eBook - Guide to Teachable Features in Popular Music
• Physical Book - Guide to Teachable Features in Popular Music

Learn more about Pass the Baton:

• Pass the Baton website
• Join the Coffee Club
• Support Pass the Baton
• Amplify student voice with Exit Tickets for Self Reflection