For the Future Music Educator
So, You Want to Major in Music Education? Here’s What You Need to Know
If you’ve ever been inspired by your music teacher or dream of sharing your love of music with the next generation, majoring in music education might be the perfect fit for you. Becoming a music educator is a rewarding path that requires dedication, creativity, and a passion for teaching. However, it’s a challenging major and profession. Do you have what it takes?
What It Takes to Be a Music Teacher
Music educators enjoy a deep sense of purpose in their work. Their job is to help students grow not only as musicians, but as humans! The music classroom is where students often feel safe enough to be themselves and learn how to express their thoughts and feelings through art. In my own experience, I spent almost all my free time in middle and high school in the orchestra room, practicing my violin more, and connecting with my peers who loved music (almost) as much as I did. My music teachers made a lasting impression on me as a young musician, and I can credit their mentorship as part of my success as an adult.
I occasionally see college students who are pursuing a career in music performance also majoring in music education, “just in case performing doesn’t work out.” They might double major in performance and education purely for the job security that music education can offer within a school setting.
First and foremost: majoring in music education IS NOT AND SHOULD NEVER BE A BACKUP PLAN!
Music education is a tough major. It often takes 4.5-5 years to complete, has lots of required classes, hours of practicum (classroom observation time) and student teaching, culminating in a licensing application process towards the end of your time to become an official teacher within your state. It can be difficult to double major at some schools.
The music teachers we need today are passionate educators, who love working with kids and young musicians, and are extremely patient and adaptable. You’ll need strong communication skills to connect with students, as well as the ability to manage a classroom and create lesson plans that cater to diverse learning styles. Empathy and a sense of humor also go a long way in building rapport with students. (Have you ever had a teacher who clearly didn’t want to be teaching? Was that a fun class for you?) You also must be professional with school principals and administration that may hand down rules and regulations you don’t agree with 100% of the time.
In addition to these personal qualities, music educators must have a deep understanding of music theory, performance, and pedagogy (the art of teaching). Music educators are skilled musicians and compelling performers. You’ll also need to learn how to teach students at various grade levels and skill levels, from beginners to more advanced musicians.
I was able to chat with some old friends of mine who have been music educators for years to get their viewpoints on what it’s actually like to be a music teacher.
My friend David Davis, recognized for his exceptional teaching by GRAMMY and Yamaha, and is one of 17 national NAfME (National Association for Music Educators) teacher leaders, is in his 15th year of teaching music in schools, and has a valuable perspective on some of the challenges that music educators face in the classroom.
“One of the hardest parts of being a music teacher is something I think all teachers can relate to: classroom management and meeting the emotional and social needs of students. As teachers, we're often expected to wear many hats--psychologist, counselor, and social-emotional learning expert--all while delivering meaningful instruction. Yet, without helping students grow as empathetic humans, do any of the academic or musical goals even matter? Classroom management will always be challenging, but with the right tools and mindset, it's absolutely possible to create a space where both students and teachers can thrive.”
Another friend of mine, Dr. Ross Ipsen-Sanchez, who recently presented at the Texas Music Educators Association (TMEA) conference on “The Wonderful World of Bowings: The Ups and Downs of Strings”, taught privately for 3 years and is currently in his 6th year teaching high school orchestra at Franklin High School in El Paso, Texas. He has a different, more practical outlook on what it’s like to be a music educator.
“It’s easy to get caught up in your love of music, but I would say the hardest part of being a high school orchestra teacher is knowing policies and procedures outside of your program. Invest time in knowing administration’s protocols and get to know the paperwork specific to your campus or district. The students will eventually be the reason you love the job. Your first two years are all about getting to know your students.”
What we love to see in great music educators is a passion for mentoring students, seeing their potential, and getting up every day to help students achieve their goals. It’s not easy! But those who are great at their jobs and love teaching are the teachers that inspire students to continue music, and perhaps even become music educators themselves.
The Best Parts of Being a Music Educator
People don’t tend to go into music education just because “it’s a job”, but rather because they are truly passionate about it. It’s about helping young musicians develop into better humans through music, even if they don’t go on to becoming professional musicians themselves.
David said, “What I love most about being a music teacher is helping students realize that they are inherently musicians, that they carry their own unique brilliance from the moment they step into my classroom. There's nothing more fulfilling than witnessing those "light bulb" moments in their eyes--the excitement and pride when they create their own original piece of music, perform something they never thought they could, or hear music from their culture represented in a space where they didn't expect to find it.
These moments are a reminder that music isn't just about polished performance skills reserved for a select few--it's about expression, community, culture, creativity, and collaboration. Knowing that I played a role in helping students recognize their own brilliance and develop a growth mindset is the most rewarding part of what I do.”
Degree and Licensure Requirements
To become a music teacher, you’ll need to earn a degree in music education from an accredited college or university. The required coursework typically takes four years, plus an extra semester or two of student teaching. Here are some key components of a music education degree:
Core Music Courses: These include music theory, aural skills, music history, and conducting. You’ll have to audition on your primary instrument to get into a college music program.
Education Courses: You’ll study teaching methods, classroom management, and educational psychology, both in and outside of music.
Performance: You’ll continue to develop your skills on your primary instrument or voice through lessons and ensemble participation.
Student Teaching: This is a hands-on internship where you’ll work under the supervision of an experienced teacher in a real classroom.
In addition to earning your degree, you’ll need to obtain a teaching license. Licensure requirements vary by state but typically include passing exams such as the Praxis, completing a student-teaching experience, and submitting a portfolio of your teaching artifacts to a licensing body. Some states may require additional certifications, especially if you plan to teach in specialized areas like instrumental or choral music.
What You’ll Learn in College
As a music education major, your coursework is designed to help prepare you to teach music effectively and inspire your students. Expect to take classes such as:
Instrumental Techniques: Learning the basics of all the major instrument families (brass, woodwinds, strings, and percussion) so you can teach a variety of instruments.
Choral Techniques: For those interested in vocal music, you’ll study methods for teaching choir and vocal technique.
Music Technology: Understanding how to use software and tools to enhance music instruction.
Teaching Methods: Courses focused on teaching strategies for different grade levels, from elementary general music to high school band, orchestra, or choir.
Classroom Observation: Spending time in local schools to observe experienced teachers in action. (This is called practicum. Typically, you’ll need to log about 100 hours of practicum in order to be licensed.)
I asked David if studying music education in college was what he expected, and how it was different.
“Studying music education in college was both what I expected and completely different. On one hand, diving into music theory, pedagogy, and performance techniques on multiple instruments was what I imagined would be central to the profession.
However, what I didn't expect was how much the field requires you to be more than just a musician. The social-emotional aspects of teaching are huge, and I quickly realized that being a successful music educator isn't just about musical proficiency--it's about connecting with students, understanding their needs, and helping them navigate challenges.
Additionally, I didn't anticipate how much resistance there would be to challenging the status quo in music education. While I came into the field eager to innovate and make music education more inclusive and student-centered, I quickly realized that many in the field cling to traditions that are limiting. It's been a journey of learning to navigate that resistance tactfully, but I've found that pushing for change and making a real difference is one of the most rewarding parts of this work.”
On a note about the student teaching experience, Dr. Ipsen-Sanchez said that “student teaching was much more intense than I originally thought. However, if you have a good relationship with your cooperating teacher, you get more out of it.”
Advice for Future Music Educators
My music teacher friends were kind enough to give some advice for students interested in becoming music educators. Since they’ve been at this for a while, their expertise and perspective might be really valuable to you, too!
“My general advice for prospective teachers is bring your passion for music, be organized, have plans but be ready to adapt, communicate communicate communicate, always have what’s best for the students in your every decision, be prepared for the unexpected, students will respect you if you respect them, the first graduating students you see from freshmen year to senior year will make the previous three years worth everything,” said Dr. Ipsen-Sanchez.
David said, “We desperately need music educators who are movers, shakers, and change makers--people courageous and tactful enough to challenge the status quo and navigate the tension between tradition and transformation. The truth is, we don't need more teachers who focus solely on "creating high-quality music."
Music education is deeply rooted in systems that often prioritize tradition, elitism, and conformity, making it resistant to change. But here's the reality: the future of music education depends on bold individuals who are willing to question outdated norms and brave enough to innovate. Like any field, if music education doesn't adapt, it risks becoming irrelevant and ultimately removed from school curricula.
So, what might reform in music education look like? It looks like classrooms where students see themselves and their diverse cultures reflected in the curriculum, where all genres are welcomed, and gatekeeping around instruments is dismantled. It's where improvisation, composition, and community engagement take center stage--over technical proficiency and competition.
Step into this field knowing that, while you will face strong resistance to change, your voice, your ideas, and your courage to shake things up are exactly what we need to ensure music education remains impactful, relevant, and thriving.”
The Path Ahead
Choosing to major in music education is the first step toward a fulfilling career where you can make a memorable impact on students’ lives. My own advice to you is to really examine WHY you want to be a music teacher. Where do you see yourself teaching? What kind of student do you want to teach? In some cases, we’ve seen less-effective teachers that expected to be collegiate-level conductors, but found themselves “stuck” teaching elementary or middle school. They might be frustrated that they’re not solely focusing on creating “high-quality” music. Instead they need to be focusing on nurturing young musicians’ creativity, expression, and community.This is why scrutinizing your own motivation for majoring in music education is so important. It’s definitely not for everyone!
Music educators deserve our admiration for their patience, expertise, and ability to make human connections with students that often make a lasting impression on them, even if the students don’t go on to be professional musicians. It’s a tough but extremely important job that will keep the “human” in “humanity” for generations to come.
Stressed about your college search? Not working with me yet? Let’s chat.