Universal Design for Learning in Music Education: Maximizing Student Engagement

Feb 244 min read

Part 2: Multiple Means of Engagement in Band and Orchestra

Engagement is the heart of effective music education. As band and orchestra directors, we know that motivated students are more likely to practice, persist through challenges, and ultimately achieve musical excellence. However, engagement is not one-size-fits-all. What excites one student may not inspire another. The Universal Design for Learning (UDL) principle of Multiple Means of Engagement provides a framework for maximizing student motivation and involvement in our competitive programs.

If you missed Part 1 of this series, which introduced UDL in music education, you can read it here.

What is Multiple Means of Engagement?

This UDL principle focuses on the “why” of learning. It acknowledges that different students are driven by different motivators—some seek challenges, some need social interaction, and others respond best to personal goals. By incorporating varied engagement strategies, we can create a classroom environment where all students find a reason to invest in their musical growth.

"Motivation is not about making learning easier—it’s about making learning meaningful." – CAST, 2018

In music education, engagement is more than just enthusiasm; it’s about creating a sense of ownership, purpose, and perseverance. UDL-based engagement strategies include student choice, autonomy, collaboration, and varied instructional approaches to maintain high levels of commitment.

Student Choice and Autonomy: The Key to Buy-In

Research has shown that when students have a sense of control over their learning, they are more engaged and motivated. Studies in education and psychology suggest that autonomy fosters higher achievement, increased perseverance, and a stronger connection to learning goals (Evans & Boucher, 2015).

In a high-level music program, student choice and autonomy can be incorporated in several ways:

Repertoire Selection: Allow students to vote on concert pieces or choose their solo repertoire within a structured skill level.
Practice Strategies: Teach multiple practice methods and allow students to experiment with what works best for them.
Goal Setting: Encourage students to create both personal and ensemble goals, reinforcing their role in the group’s success.

Practical UDL-Based Engagement Strategies for Competitive Music Programs

1. Student-Led Sectionals

A rotating system where advanced students lead sectional rehearsals builds leadership skills and peer accountability. Allowing students to coach one another fosters engagement and strengthens their understanding of musical concepts.

2. Customizable Warm-Up Routines

Rather than assigning the same warm-up exercises every day, create a “warm-up menu” focusing on tone, articulation, scales, and flexibility. Let students choose their order—ensuring they cover all necessary areas over time.

3. Repertoire Exploration Projects

Assign students to research composers, performance practices, or historical context related to your concert repertoire. Give them options for presenting their findings (video, podcast, slideshow, performance demonstration) to increase engagement.

4. Collaborative Composition & Arranging

Have students arrange a piece or compose a short work together. This project enhances their understanding of music theory and gives them creative ownership over their learning.

5. Technology-Integrated Learning

Use music apps for ear training, rhythm practice, and theory drills. Many apps adapt to the student’s level, making them an effective self-directed engagement tool.

6. Differentiated Chair Placements

Instead of rigid chair placements based solely on one test, allow students to challenge for different parts based on their strengths and musical preferences. A student who is technically proficient but struggles with tone production may excel on a second or third part while continuing to refine their skills.

Engagement vs. Rigor: Do We Have to Lower Standards?

Some directors fear that incorporating UDL engagement strategies may weaken the rigor of a competitive program. However, research suggests the opposite—when students feel engaged and empowered, they often push themselves further.

Student Ownership Encourages Hard Work – When students feel like active participants in their learning process, they practice with more intent and purpose.
Addressing Different Learning Styles Reduces Burnout – By offering varied engagement strategies, students who might otherwise disengage find alternative ways to stay committed.
Problem-Solving & Creativity Thrive – Allowing different routes to success fosters adaptability, a critical skill for musicians.

For instance, a trumpet player struggling with sight-reading might be more engaged when allowed to improvise and experiment with phrasing. Recognizing and nurturing different strengths keeps students committed to learning while refining their weaker areas.

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 choose:

✅ 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 get to decide the order and combination. This autonomy dramatically increases engagement.

Some students push themselves by selecting the hardest key with the most difficult articulation, while others start with familiar keys and build confidence before tackling harder material. The result? Students stay motivated and committed while still meeting all learning objectives.

Click here for UDL Band and Orchestra Scale Worksheet

Conclusion: Making Engagement a Priority in Music Education

Incorporating multiple means of engagement in our band and orchestra programs can transform the learning experience for our students. By providing choices, fostering autonomy, and tapping into individual interests, we create an environment where every student has the opportunity to be fully engaged and motivated to excel.

This series on Universal Design for Learning in Music Education is designed to provide real-world, practical strategies for making music instruction more engaging and inclusive without compromising rigor.

In our next post, we'll explore the second UDL principle - Multiple Means of Representation - and how it can enhance instructional methods in competitive music programs.

Stay tuned for Part 3!