Building the Work: How to Teach Popular Music with Purpose

In the second part of our conversation with Dr. Steve Holly and Dr. Chris Burns on Beyond the Stand, we dive into the practical aspects of creating a popular music program that empowers students, supports teachers, and sustains itself. Building on the themes of access, identity, and student voice explored in the previous episode, today we shift our focus to the how. How do we make this happen? How do we integrate popular music into the classroom in a way that is student-centered and meaningful? And how do we create environments where all styles and all students belong?

Starting with Student Voice: The First Step to Ownership

When it comes to introducing popular music into the classroom, Dr. Steve Holly's advice is simple: ask your students. Too often, teachers come into a classroom with preconceived notions about what their students should be learning, but the key to successful integration of popular music is listening to what students actually want to play. Steve’s experience underscores that when students are given ownership of their learning, they take responsibility for the music. Whether it’s choosing songs, arranging them, or even creating set lists for concerts, this autonomy sparks enthusiasm and engagement.

This approach, according to Steve, creates a dynamic where the teacher steps back to become a facilitator, watching students take charge of their learning. This shift doesn’t happen overnight, but over time, it leads to a classroom where students drive the musical experience. The mantra here is clear: if you can teach yourself out of a job, you’ve done your job well.

From Teacher to Facilitator: The Long Road to Autonomy

Dr. Chris Burns echoes this sentiment, emphasizing that moving from a traditional, teacher-centered model to a student-centered approach takes time. It’s a gradual process that requires patience. Chris shared that in his own experience, by the time he reached his seventh year of teaching elementary school, his students were becoming autonomous. In high school, it took a similar period to allow for full student ownership. This transformation requires consistent scaffolding and patience, and it’s crucial for teachers to understand that autonomy isn’t something that happens on day one.

As Steve puts it, "You can’t expect autonomy on day one, but you can start with baby steps." Whether it’s assigning specific tasks or having students work in small groups, these incremental steps lead to greater independence over time. It’s not about having the answers right away but creating an environment where students feel empowered to explore and grow on their own.

The Role of Curriculum in Modern Band: More Than Just Chord Charts

A key question in any music program is the curriculum: what exactly is being taught? Is it just chord charts and covers? Or is there more to it? Both Steve and Chris stress the importance of developing a curriculum that is adaptable to the needs and interests of students. Steve's book, Coaching a Popular Music Ensemble, is a great resource for teachers looking to create an environment that blends professional musicianship with student-centered learning. But, as both Steve and Chris point out, method books can be helpful, but they are not a one-size-fits-all solution.

The key to success in a modern music classroom is flexibility. Whether it’s adjusting a song's arrangement to fit the band's style or allowing students to explore different musical elements, the goal is to create an environment where students are encouraged to be creative. The curriculum should be flexible enough to allow for this exploration while still providing enough structure to support musical growth.

Musical Literacy: A New Definition

The conversation also tackled the topic of musical literacy—what does it really mean? Chris and Steve emphasize that literacy in popular music doesn't just mean being able to read standard notation. While traditional music programs often emphasize reading music off the page, popular music education allows students to develop literacy through different methods—such as listening, creating arrangements, and reading lead sheets or chord charts.

For Chris, the focus is on teaching students how to listen critically and engage with music in a way that supports their personal style. "We need to move students from what they know to what they don’t know," he says. Whether it's through learning by ear or interpreting chord changes, the ultimate goal is for students to feel confident enough to perform in a variety of musical settings, whether that’s with a traditional ensemble or a modern band.

Assessment: Beyond the Performance

Assessment in a popular music classroom can be tricky. How do you measure growth when the focus is on creativity and student ownership? Both Steve and Chris agree that assessment should be ongoing, with teachers providing consistent, formative feedback. Instead of waiting for a final performance to assess students’ progress, the goal should be to track growth throughout the process.

Chris shared his approach to assessment, which includes frequent performance opportunities and consistent feedback. "You need to see growth in students over time, not just through one performance," he said. This could mean assessing how students approach rehearsal, how they collaborate with their peers, and how they apply what they’ve learned to their performances. By focusing on continuous growth and providing students with opportunities to reflect on their own learning, educators can ensure that students are developing the skills they need to succeed both in and out of the classroom.

Supporting Teachers: Building a Network for Growth

As we wrap up the episode, Steve and Chris highlight the importance of building a supportive community for teachers. One of the greatest strengths of the Association for Popular Music Education (APME) is the sense of community it offers educators who are integrating popular music into their classrooms. For teachers who may be uncertain about how to start, APME provides resources, conferences, and a network of like-minded educators to lean on. Whether you’re looking for curriculum ideas, teaching strategies, or just a community to share your experiences with, APME has a wealth of support to offer.

By seeking out resources, attending conferences, and connecting with other educators, teachers can build the confidence they need to succeed in a modern music classroom.

The conversation with Dr. Steve Holly and Dr. Chris Burns in this episode is a reminder that popular music education isn’t just a trend—it’s an essential part of building an inclusive, student-centered music program. By giving students ownership of their learning, embracing flexible curriculum design, and focusing on continuous growth, educators can create programs that are not only effective but also sustainable. Whether you're just getting started or looking to improve your current program, remember that the journey from teacher to facilitator is one worth taking.

Stay tuned for more insights and practical tips in the next episode of Beyond the Stand, where we continue to explore how music education is evolving to meet the needs of today’s students.