Universal Design for Learning (UDL) is revolutionizing education across disciplines, and music education is no exception. As band and orchestra directors, we are constantly balancing the rigorous demands of our programs while ensuring that every student has an opportunity to succeed. UDL provides a structured framework that enhances accessibility and engagement, making high-level music education attainable for all students.
What is UDL?
UDL is an educational approach developed by CAST (Center for Applied Special Technology) in the 1990s. The philosophy behind UDL is simple: Instead of making accommodations for individual students after the fact, why not design instruction to be flexible and accessible from the start?
"UDL is not about making learning easier—it’s about removing unnecessary barriers while maintaining high expectations for all students." – CAST, 2018
By proactively addressing different learning needs, UDL allows all students to access and engage with the material in ways that best suit their abilities.
The Three Core Principles of UDL
UDL is structured around three core principles:
Multiple Means of Engagement (The Why of Learning)
How do we keep students motivated and invested in their learning?
Multiple Means of Representation (The What of Learning)
How do we present information so that all students can access it effectively?
Multiple Means of Action and Expression (The How of Learning)
How do we allow students to demonstrate their knowledge in different ways?
These principles serve as a guide for creating lessons that engage diverse learners while maintaining the rigorous expectations of a competitive band or orchestra program.
UDL in Music Education: A Practical Approach
Music educators already incorporate elements of UDL, often without realizing it. Consider these strategies:
Engagement: Allowing students to choose their practice methods or repertoire increases motivation.
Representation: Teaching musical concepts through a combination of aural, visual, and kinesthetic methods ensures broader comprehension.
Action and Expression: Some students may excel in performance, while others might thrive in composition or analysis. Offering various ways to demonstrate understanding promotes success for all learners.
Student Choice in Scale and Articulation Exercises
One way I incorporate UDL into my classroom is through scale pattern and articulation choice worksheets. Instead of assigning the same exercise to every student, I allow them to select:
The key they want to play in
The articulation pattern they want to use
Students must eventually complete every key and articulation pattern I assign, but they choose the order and combination in which they tackle them. This element of choice provides autonomy, which significantly increases engagement. Some students push themselves by selecting the hardest key with the most difficult articulation pattern, while others pair a challenging articulation with an easier key.
"When students have ownership over their learning, their motivation skyrockets. Even small choices—like selecting their own practice patterns—can make a huge difference in engagement and effort."
This strategy ensures that students are mastering the necessary skills while allowing them to take control of their own learning. It also teaches problem-solving skills, as they must strategize which order to complete the assignments in based on their personal strengths and challenges.
Does UDL Lower Expectations?
Some directors worry that incorporating UDL might weaken the rigor of a competitive program. However, research suggests the opposite. UDL helps develop well-rounded, highly skilled musicians by:
Encouraging student ownership and intrinsic motivation When students are given choices in their learning—such as selecting their practice strategies or choosing the order in which they complete assignments—they become more invested in their progress. This sense of ownership fosters intrinsic motivation, meaning students are driven by personal growth rather than external rewards. As a result, they often work harder and achieve more because they feel accountable for their own success.
Addressing diverse learning needs, reducing frustration and disengagement Not every student learns in the same way, and traditional, rigid instructional methods can unintentionally leave some students behind. UDL helps eliminate these barriers by offering multiple ways for students to access, process, and demonstrate their learning. When students feel supported rather than frustrated, they are more likely to stay engaged and push themselves to improve.
Promoting creative problem-solving and adaptability By allowing students to approach learning from different angles, UDL encourages them to think critically about their own progress. For example, when a student can experiment with different articulation styles on a scale or select a key that challenges them, they learn to evaluate their strengths and weaknesses in real time. These problem-solving skills transfer to rehearsals, performances, and even real-world musical settings.
Creating a structured yet flexible approach to mastering challenging concepts UDL doesn’t mean removing structure—it means designing learning experiences that provide both guidance and flexibility. For example, a structured assignment may require students to complete all major scales in various articulation patterns, but students can decide the sequence in which they tackle them. This ensures that learning remains rigorous while giving students a sense of control over their own progression.
By integrating UDL principles, we are not lowering standards; we are making excellence more achievable for every student. A well-designed UDL-based program provides high expectations with flexible approaches, ensuring that all students reach their full potential.
What’s Next?
This blog series will break down each UDL principle and provide real-world strategies for applying them in band, orchestra, and general music classes. Next up: Multiple Means of Engagement – How to Motivate and Inspire Young Musicians.
Let’s continue shaping the future of music education—one inclusive, student-centered strategy at a time.
References
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.