Are We Too Busy Doing to Tell the Story of What We Do?

It was Tuesday afternoon, fifth period, and I was rushing between rehearsal and a quick meeting with the principal. My mind was juggling tuning issues, concert logistics, and who still hadn’t handed in their permission slip. Somewhere in the middle of it all, a parent poked their head into my room with a smile: “She’s really loving music this year.” I smiled back, said “That’s great to hear!” and kept moving.

Only later did I realize: that was a moment. A tiny, golden opportunity to tell the story of why music learning matters.

In the thick of teaching, planning, and making things work, we can forget that part of our job is to name the value of what students are experiencing.

Moments come and go, and if we’re not looking for them, we miss the chance to say out loud what music learning actually does.

Here are three moments not to miss:

• Don’t miss the moment with a parent. 

  When they offer a compliment, don’t just say thanks. Try, “She’s really come alive musically. Have you noticed her confidence growing too?” That’s not just a nice reply. That’s telling the story of music learning.

• Don’t miss the moment with a student. 

  When a student says, “This was fun today,” don’t just smile. Try, “I love that you noticed. Learning music helps us express things we can’t always say.” That’s helping them name the power of what they’re doing.

• Don’t miss the moment with a school leader. 

  When a principal checks in after class, don’t just update them on logistics. Try, “We’ve been exploring how students listen differently when they create their own compositions. It’s changing the way they think.” That’s helping them see music learning as deep learning.

Each of these takes just ten extra seconds. But they make the invisible visible. They help others understand the depth behind the doing.

Because if we don’t speak up in these small moments, who will?