Musical Excellence vs Accessibility
Excellence vs. Accessibility in Music Education: Finding the Right Balance
Music education plays a crucial role in shaping young musicians, but a long-standing debate continues to divide educators, students, and parents: should we prioritize musical excellence or ensure that music education is accessible to everyone? While striving for excellence helps develop high-level skills and discipline, music should not be an exclusive privilege reserved for those with additional resources.
The Philosophy of Excellence in Music
Excellence in music is often associated with dedication, rigorous practice, and the pursuit of mastery. Many elite ensembles, conservatories, and competitions are built around this philosophy, rewarding students who show advanced skills and technical precision. This perspective argues that placing the most skilled musicians in leading roles pushes the ensemble to a higher standard, benefiting the group as a whole.
There is truth in this: music is a discipline that requires hard work. Skills are not something someone simply "lucks into." Instead, they are a result of consistent, mindful practice. A student who dedicates time to improving their technique and musicianship demonstrates commitment, discipline, and a willingness to grow—qualities that should be rewarded.
However, an often-overlooked factor in this conversation is that not all students have equal access to private lessons, expensive instruments, or additional training outside of school. This raises an important question: should musical leadership roles be determined solely by skill, or should we also consider effort and opportunity?
If you believe that talent is simply a matter of luck, I highly recommend reading Grit by Angela Duckworth. This book explores how passion and perseverance—not innate ability—are the biggest predictors of success. Understanding this can help educators shift their focus toward rewarding hard work rather than just raw talent.
The Philosophy of Accessibility in Music
On the other side of the debate is the belief that music education should be accessible to all students, regardless of their financial situation, prior experience, or natural aptitude. Music is a powerful tool for creativity, self-expression, and emotional well-being, and every student deserves the chance to participate and grow.
In school ensembles, the discussion often comes down to seniority vs. skill-based placements. Should a student who has been in the ensemble longer automatically earn a leadership position? Or should the opportunity go to someone who demonstrates stronger technical ability, even if they joined more recently?
Prioritizing seniority can encourage long-term participation and provide students with something to work toward. But if leadership roles are awarded based on skill, it acknowledges and rewards students who dedicate themselves to improvement—regardless of when they joined the program. The challenge is ensuring that all students have the opportunity to develop those skills in the first place.
How Can We Bridge the Gap?
The best music programs strike a balance between excellence and accessibility. Here’s how:
Provide Multiple Pathways for Growth – Instead of limiting leadership roles to those who can direct students to free and affordable online resources, such as musictheory.net, teoria, or my online courses. Some schools also offer additional coaching, sectionals, or peer mentoring programs to support students who want to improve but lack resources - ask your principle if there are any options to secure funding to pay an after school accompanist or music tutor. My high school choir director had her students selling cup noodles for $1 during lunch breaks, bringing in plenty of revenue to pay for school trips and accompanist wages.
Recognize Effort as Well as Skill – While technical ability should play a role in placements, rewarding students who show dedication and consistent practice can create a more inclusive and motivating environment. Recognizing student progress by comparing past auditions is important when evaluating effort - keep digital copies of all of your students’ auditions labeled by student name and year/season. Then, you can quickly and fairly judge the latest audition to previous auditions.
Set Them Up For Success – Select audition repertoire that is challenging enough to require a fair amount of effort on the students’ part, but is not so difficult that the student can still successfully learn and perform the peice independently.
Encourage a Growth Mindset – Educators should emphasize that musical excellence is achievable through practice and persistence, rather than an innate gift. This not only reminds the student that effort is necessary to improves, but also reinforces the idea that improvement is within every student's reach.
Assign More Specific Homework Than Just "Practice" – Instead of telling students to simply "practice," have them:
Record themselves playing short sections of a piece they are working on.
Keep a practice journal where they answer questions like:
What did I practice today?
What went well?
What do I want to improve next time?
What strategies did I use to fix mistakes?
Listen critically to their recordings and note improvements or struggles over time.
Provide Free Learning Resources – Not every student can afford private lessons, but that shouldn't stop them from improving. Here are some excellent free resources to help students develop their skills:
Advice for High School Ensembles: Make Motivation Letters a Requirement
One of the best ways to gauge a student's commitment is by requiring a motivation letter for auditions. This simple step benefits both students and teachers:
For students: Writing a motivation letter helps them reflect on why they want to be in the ensemble and whether they are truly willing to invest the time required.
For teachers: These letters offer valuable insight into a student's level of commitment, work ethic, and personality. This can be just as important as their playing ability when considering ensemble placements.
Bonus: The Enlgish teacher at your school will love you. This is a great skill for students to practice, as writing motivation letters is something they will likely need to do for future job applications, university admissions, or scholarship opportunities.
The Takeaway
Music education should not be a zero-sum game between excellence and accessibility. A truly great program finds ways to elevate its top performers while still nurturing and supporting those who need additional guidance. By fostering an environment where effort, improvement, and dedication are valued alongside skill, we create a space where all students—not just the most privileged—can thrive.
What do you think? Should school ensembles prioritize seniority or skill? How can we ensure fairness while still maintaining high musical standards? Share your thoughts in the comments below!
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