Emily Bailey has spent eight years building music programs that meet students exactly where they are. Teaching in Union City, New Jersey, she has grown choirs, pioneered school productions, and launched a percussion-based band program funded largely out of her own pocket. In this conversation, Emily shares what drives her work and what she has seen the arts make possible for her students.
Art Is More Than Music: A Conversation with Music Educator Emily Bailey
Emily Bailey has spent eight years building music programs that meet students exactly where they are. Teaching in Union City, New Jersey, she has grown choirs, pioneered school productions, and launched a percussion-based band program funded largely out of her own pocket. In this conversation, Emily shares what drives her work and what she has seen the arts make possible for her students.
Tell us about yourself! What do you teach, where do you teach, and how long have you been an arts educator?
I am a music educator in Union City, New Jersey, with 8 years of teaching experience. For the first 5 years of my career, I taught general music to PreK–3rd grade students while also directing a 4th and 5th grade choir of over 100 students. During that time, I completely curated and developed my school’s vocal music program, creating engaging performances and opportunities for students to grow as musicians and performers.
Currently, I teach 9th grade Intro to Band, where I focus on building foundational instrumental skills, music literacy, and student confidence. My program is currently completely funded by me, which has challenged me to think creatively and make music education accessible to every student. Using accessible percussion instruments such as buckets, brooms, cookie sheets, mixing bowls, with rhythm sticks and snare drum sticks. My students are able to explore rhythm, ensemble performance, and musicianship in an engaging and meaningful way.
I am passionate about creating inclusive, energetic music classrooms that inspire students to explore their creativity and develop a lifelong appreciation for the arts.
How would you describe your approach to teaching the arts? What principles or values guide your work in the classroom?
My approach to teaching the arts is rooted in creating an inviting, exciting, and inclusive environment where every student feels seen, valued, and capable of success. I believe that positive relationships are the foundation of meaningful learning, and I strive to create a classroom community where students feel comfortable expressing themselves creatively and personally.
One of my biggest goals as an educator is to help students develop a healthy inner voice through artistic expression. Music provides students with an outlet to communicate emotions, build confidence, and discover their individuality in ways that traditional classrooms sometimes cannot. I want my students to know that their voices, ideas, and experiences matter.
I also believe that being an arts educator comes with a unique responsibility and opportunity. Because the arts allow students to show different sides of themselves, I often get to connect with students in ways that extend beyond academics. I work hard to provide a safe and supportive environment where students feel comfortable sharing concerns and seeking guidance so I can help connect them with the support or resources they may need both in and outside of school.
The arts have a powerful way of impacting people and building human connection. Music, especially, speaks where words sometimes fail. That belief continues to guide my teaching every day and inspires me to be the best educator, mentor, and advocate I can be for my students.
Tell us about a program, project, or initiative you have developed or been a part of. What inspired it and what does it look like in practice?
Throughout my career as a music educator, I have developed programs and initiatives centered around accessibility, creativity, and student connection. During my time teaching elementary music, I focused on creating engaging ways for students to learn complex musical concepts through hands-on activities, movement, musical games, and performance experiences. These activities not only made learning fun and approachable, but also allowed me to assess student understanding and identify areas where additional support was needed.
One of the programs I am most proud of was building and curating a vocal music program that grew from just 20 students to over 100 student participants. I completely organized and funded choir uniforms myself and coordinated several performances each year, despite only meeting with students twice a week for 30 minutes. Watching the program grow into something students were excited to be part of was incredibly rewarding.
I also pioneered a third grade musical production in which every single third grade student had a role and an opportunity to shine. Each student was thoughtfully assigned lines, choreography, singing parts, and stage actions based on their strengths and personalities. I personally designed and built the staging, created costumes, and fully funded every aspect of the production. While I was fortunate to have support from others along the way in terms of scheduling and rehearsing, the organization, creative vision, and execution of the production were entirely led by me. It became a meaningful experience not only for students, but for families and the school community as well.
Currently, as a 9th grade Intro to Band teacher, I have developed a percussion-based beginning band program for students with little to no prior musical experience. Because the program is currently funded by me, I have found innovative ways to make music education accessible by using buckets, brooms, cookie sheets, mixing bowls as percussion instruments. Through this program, students have learned how to read music and rhythms fluently, developed proper percussion technique, and gained confidence as performers. They have already performed multiple times this year, with several more performances scheduled in June.
What inspires me most is seeing the transformation in my students. Many entered the class unsure if they even wanted to participate in music, and now they are expressing how much the experience has impacted them and how sad they are that the year is almost over. This school year, especially, has deeply touched my heart and will remain one of the most meaningful and cherished experiences of my teaching career.
How have you seen arts education impact your students? What moments or outcomes stand out to you?
I have seen arts education impact students in ways that go far beyond music itself. The arts give students a sense of belonging, confidence, and self-expression that many of them may not experience elsewhere in school. I have watched students who were once quiet, withdrawn, or hesitant slowly become leaders, performers, and confident individuals simply because they were given a safe space to create and be themselves.
One of the most meaningful outcomes for me has been seeing students develop pride in themselves and their accomplishments. Whether it was elementary students performing on stage for the first time in choir or my current 9th grade band students learning to read music and perform rhythms they never thought they could master, those moments of realization and confidence are unforgettable. Watching students succeed at something they once believed was impossible is one of the most rewarding parts of being an arts educator.
A moment that especially stands out to me is hearing students tell me that they never wanted to take my class at the beginning of the year, but now cannot believe how quickly the year has gone by and how much they will miss it. That kind of growth shows me that music became more than just another class for them; it became a place where they felt connected, supported, and successful.
I have also seen the arts help students emotionally and socially. Music creates opportunities for teamwork, communication, discipline, and emotional expression. Many students find comfort and confidence in the arts when they struggle to express themselves in words. Some students have opened up about personal struggles, asked for help, or simply found joy and relief through music-making. Those moments remind me that arts education is not just about teaching notes and rhythms — it is about helping students discover their voice, their confidence, and their place within a community.
What does showing up for your students through the arts mean to you?
Showing up for my students through the arts means being more than just someone who teaches music, it means being a consistent source of support, encouragement, and belief in their potential. It means creating a classroom where students feel safe to take risks, express themselves, make mistakes, and grow both as musicians and as people.
For me, showing up means giving my students opportunities they may not otherwise have access to, even when resources are limited. Whether that means personally funding materials, creating performances from the ground up, or finding creative ways to make music accessible through buckets, brooms, and household percussion, I want my students to know that their education and experiences matter.
It also means truly listening to students and building genuine relationships with them. As an arts educator, I often get to see sides of students that are not always visible in traditional classrooms. Music allows students to express emotions, confidence, fears, and individuality in powerful ways. I want my students to know they are valued not only for their musical ability, but for who they are as people.
Most importantly, showing up for my students means helping them find confidence and joy within themselves. I want them to leave my classroom knowing they are capable, creative, and important. If students walk away feeling more confident, more connected, and more willing to believe in themselves, then I know I have done my job as an educator.
