Rethinking Orchestral Education: A Bold Experiment

I just returned from the Western North Carolina Regional HS Orchestra Festival, where I chaperoned my son, Dalton, through two days of music-making with students from across the state.

It was an incredible experience for him, and I’m grateful to all the teachers who made it happen.

While there, I shared a video in an orchestra teachers’ learning group on Facebook, asking:

🔹 What if we tried something different?

Most of the discussions in these groups focus on practical classroom challenges—where to find sheet music, how to manage different skill levels, etc.

But I wanted to pose a bigger question.

A Brave New Idea.

Paying Tribute to the Old Idea

As I watched three orchestra concerts during the festival, one thing stood out:

🎻 Classical orchestral excellence—done at a high level—is extraordinary.

✅ The music
✅ The discipline
✅ The social experience
✅ The character-building
✅ The pursuit of excellence

It’s transformative.

Some of these kids, like Dalton, have been practicing daily since they were three. Like elite athletes in sports, they dedicate themselves to a craft that shapes their lives.

This traditional approach to orchestral training is powerful—and I fully support it.

And yet…

The Brave New Idea: What If We Took a Month Off?

What if orchestra programs took ONE full month out of the school year and devoted it entirely to non-traditional orchestral learning?

Instead of focusing on classical repertoire, students could explore:

🎶 Play-along style teaching
🎼 Creative composition & arranging
🎭 Breakout student-led projects
🎻 Group improvisation & conducting
🌍 Non-classical styles (jazz, folk, contemporary, global music)

This isn’t about replacing traditional training—it’s about expanding what’s possible.

Why Is This Idea Necessary?

After visiting 1,000+ orchestra classrooms in the past 25 years, one thing is clear:

Teachers work incredibly hard.

They manage huge ensembles, limited resources, and demanding performance schedules—all while fostering a love for music.

But there’s one common challenge:

🎯 Most orchestra teachers were never trained in improvisation, composition, or contemporary styles.

Without that training, it’s hard to teach confidently—so these ideas get pushed aside or briefly experimented with but never fully integrated.

Who Will Raise Their Hand?

If you’re a teacher, I want to ask:

👉 Who will raise their hand for this idea?

👉 Who wants support in making it happen?

If that’s you, look at our support options for teachers pr contact me at chris@christianhowes.com with the subject “brave new idea”.

And otherwise, or if you’re not a teacher…

Where could you step outside tradition and embrace a brave new approach in your career, practice, or life?

Let’s push the boundaries together.