Why Popular Music Belongs

In this third episode of Beyond the Stand, we kick off a compelling two-part conversation with two leaders in the field of popular music education, Dr. Steve Holly and Dr. Chris Burns. Together, they explore the importance of integrating popular music into the classroom, not just as a genre, but as a powerful tool for student growth, engagement, and equity.

The Guests

Dr. Steve Holley

Dr. Steve Holley is an innovative music educator, author, and program leader dedicated to expanding the reach and relevance of music education. He currently serves as the President of the Association for Popular Music Education (APME) and is a nationally recognized advocate for Modern Band and popular music pedagogy in K–12 and collegiate settings.

As a public school teacher, university instructor, and clinician, Dr. Holley has spent his career challenging traditional boundaries in music education—empowering students to explore their musical i

dentities through genres they know and love. His work centers on student voice, project-based learning, and community connection.

Through his leadership at APME, Dr. Holley supports educators across the country in building inclusive music programs that reflect the diversity of today’s learners. He is a sought-after speaker and consultant on curriculum design, teacher preparation, and the future of music education.

Dr. Chris Burns

Dr. Chris Burns is a respected music educator and academic whose work bridges performance, education, and cultural responsiveness. With a background in both traditional and contemporary music settings, Dr. Burns is committed to helping music educators expand their pedagogical toolkit to meet the needs of modern students.

A frequent contributor to conversations on music education reform, Dr. Burns emphasizes student-centered learning, creative agency, and the integration of popular music into the classroom. His teaching and research explore how musical identity, collaboration, and technology are reshaping what it means to teach and learn music in the 21st century.

Dr. Burns is an active presenter, clinician, and mentor, known for his thoughtful, practical approach to both teacher training and classroom innovation. His work encourages educators to embrace change without abandoning the values that make music education meaningful and lasting.

The Why: Why Popular Music Matters in the Classroom

Dr. Steve Holly’s journey into music education was anything but conventional. Despite growing up in an education-centric family, he initially had no interest in teaching. However, after finding success as a professional musician in Memphis, he unexpectedly fell into teaching. Steve’s story highlights how student interest and passion can drive educational growth. As he integrated popular music into his programs, the student engagement exploded. "How can I take what they want to do and incorporate it into the school day?" became his guiding question. The program grew because he listened to his students, and that approach became a cornerstone of his philosophy.

Chris Burns, too, found his way into popular music education by first dreaming of a career as a rock star. However, through his experience as an educator, Chris quickly realized that popular music was the missing link in many classrooms. By adding popular music into his teaching, Chris saw firsthand how it brought students together, fostering both passion and growth. His rock band for elementary students, which started small, eventually blossomed into a year-round program called Osceola Rocks, drawing in a wide range of students and building a deeper connection to music.

Popular Music as a Pathway to Student Engagement

Both Steve and Chris emphasized the transformative power of popular music. According to Steve, the value of popular music in education goes beyond the specific genre—it's about fostering musical fluency across multiple "dialects" of music. Just as students can learn to speak different languages, they can learn to perform and understand various musical genres. Steve believes that giving students the ability to navigate both classical and popular music allows them to become well-rounded musicians.

Chris added that popular music programs help build participation across all student groups, not just those traditionally involved in concert band or choir. "We’re building the number of participants in music," he said. By offering access to popular music, schools open the doors to students who might not otherwise engage in traditional music programs.

Connecting Students to Their Identity Through Music

One of the most powerful aspects of incorporating popular music into the classroom is its ability to help students connect with their own identities. Popular music, as Chris mentioned, is the soundtrack to many students' lives. When students bring their favorite songs into the classroom, they bring a piece of themselves with them. This creates an environment where students have "skin in the game" and are more likely to take ownership of their learning process.

For many students, listening to and performing popular music is a deeply personal experience that allows them to express emotions and connect with others. This sense of ownership is key to fostering a positive, student-centered learning environment where all students can thrive. As Steve put it, “The instrument’s not going to make them better. It’s them.”

Breaking Down Barriers: The "Both/And" Approach

A major theme of the conversation was the idea of "both/and" rather than "either/or." Many music educators still face the challenge of balancing traditional music programs with the growing interest in popular music. But as Steve and Chris pointed out, integrating popular music into the classroom doesn’t have to take away from traditional ensembles. Instead, it adds another layer of musical exploration that can benefit all students.

Chris shared a personal anecdote about his early attempts to incorporate popular music and how it quickly transformed his classroom dynamics. Once he shifted to a more student-driven approach—asking students what they wanted to learn and giving them more ownership—engagement skyrocketed. This student-centered approach, as Steve noted, isn't just for popular music programs. It can work across all music education contexts, whether in classical ensembles or modern band settings.

The Future of Music Education: More Access, More Opportunities

As we wrapped up the episode, both Steve and Chris shared their vision for the future of music education. By incorporating popular music, we expand access and opportunities for students. Popular music isn’t just for the “rock kids” or “pop fans” — it’s for everyone. And by providing these diverse avenues for musical exploration, educators can create a more inclusive and dynamic music program that reflects the needs and passions of all students.

In the next episode, we’ll dive deeper into the practical side of integrating popular music education: building and sustaining these programs, supporting teachers at all levels, and navigating the cultural shifts within schools and communities.

This first episode with Dr. Steve Holly and Dr. Chris Burns challenges the traditional boundaries of music education. As they highlight, popular music education isn’t just about changing what we teach—it’s about rethinking why we teach and who we’re teaching it to. Stay tuned for part two of this important conversation, where we explore how to bring these ideas to life in the classroom.