Abstract
As U.S. demographics continue to change and schools become more diverse, music classes have evolved to better reflect their student populations. Music classes operate differently than they have in the past and offer new ways for students to receive a musical education. This thesis advocates for Non-Traditional music classes as accessible options in secondary public school music programs for students who have not opted to be involved past elementary school. Included is a discussion of the benefits of Non-Traditional music education as well as an analysis of possible barricades that may have discouraged students from participation in traditional ensemble based programs. To support this position, Washington State teachers were interviewed to profile how their inclusion of Non-Traditional music classes reflect student cultures, interests and needs. An example curriculum proposal is provided to show how a Non-Traditional music class may be developed
