By Daisy Wang, Bandology co-op student
Before my placement at Bandology, my understanding of music education was shaped almost entirely by my own experience as a student. Learning experiences like private lessons, ensemble playing and performance opportunities have always been easily accessible and music education felt like a given rather than something that required intentional planning, advocacy and resources. I mainly focused on individual effort and discipline, rarely questioning how these opportunities came to exist or who might be excluded from them.
My time at Bandology has shifted my point of view by exposing me to music education from a broader, community-based and organizational perspective. Although there was no direct teaching, I contributed through campaign participation, social media outreach and research on diversity in composers and representation. Through the many different projects, I began to see how much work and effort is needed to make music education accessible, especially for the students who do not have the privilege to it. I realized that access to music education is not automatic: it is the result of deliberate outreach, funding and advocacy.
One of the most impactful experiences of my time at Bandology was learning how visibility and representation shape who feels welcome in music spaces. By researching underrepresented composers and incorporating their repertoire into the 2026 Band Camp program, I became more aware of how choices, marketing and public-facing communication shape students’ experiences. When students see themselves reflected in the music being taught and promoted, they are more likely to feel that they belong. In contrast, a lack of representation can quietly discourage students from engaging at all. This experience helped me understand that access is not only about physical resources or financial means, but also about feeling seen and included.
Through Bandology, I also became more conscious of my own privilege within music education. Opportunities I once assumed were universal were, in reality, shaped by larger systems of access and support. Many students face barriers that have nothing to do with motivation or ability, including financial constraints, limited program availability or a lack of community outreach. It really made me reflect on my earlier belief that success in music is determined solely by individual effort. Instead, I began to see how deeply structural factors influence who is able to pursue music seriously.
Overall, my experience at Bandology entirely changed the way I think about music education and my role within it. It encouraged me to look beyond performance and personal achievement and to consider the systems that enable or restrict access to musical learning. I now understand that promoting accessibility, representation and outreach is essential to creating equitable music education. This experience has left me with a deeper awareness of how privilege operates within the field and a stronger commitment to supporting initiatives that expand access for students who might otherwise be excluded.