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

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.

Connect with Rhoda and learn more:

• Book, Accessible Arts Education
• Berklee Institute of Accessible Arts Education
• Facebook
• Instagram

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