What if there was a better way to get music to students in high schools?

The answer, as some are beginning to see, is far less expensive and less invasive than many would expect.

The solution, in other words, could have a big impact on how high school music education is delivered in America.

It is called “educating with music,” a term that has been used to describe many educational practices in the music business, including how to teach music theory and the music composition process.

It also includes how to improve student performance and the learning environment for students.

In the U.S., educators have traditionally focused on music and the arts in high school and college.

They do not typically do much to prepare students for careers outside the music realm, according to the National Association of School and Community College Directors.

“When we’re doing this we’re actually not doing enough for the kids who are really going to make the leap into the music world,” said Kristin DeMaria, a music teacher at a public high school in Texas.

“We’re still training them, but we’re not doing what we need to do.”

The problem is that students often struggle with a lot of the same problems that parents are facing.

“They don’t know what music is or how to play it, and they don’t have any tools to help them understand the music in their own way,” said DeMaria.

“We have to start to teach them how to use their instruments, how to do certain things.”

As an educator, DeMaria said she was often surprised how little students actually understood how to perform in music.

She also wondered how many educators did not have an understanding of how to get students to listen to music or understand how it can make them feel.

“There’s a lot that I don’t think students know about how to interpret music,” said deMaria.

In a recent study published in the journal Music Education and Practice, the authors compared what happened to students when they performed with instruments in a typical high school classroom and when they played in a music class, a group practice that was much less similar to a traditional classroom.

The results of the study showed that high school musicians performed significantly better when compared to students who participated in a traditional music practice.

The music students performed better because the music was more accessible to them, the researchers said.

The study was published by the American Academy of Arts Education.

It found that, while students were learning to use instruments, teachers and administrators could learn about music from other sources, including other arts education courses, podcasts, books and social media.

“The most important thing is to get them to hear it and to listen,” said Michael Nisbet, director of music education at the College of William & Mary, a public higher education institution in Virginia.

“It’s really important that they learn from the instruments.”

Students can also learn more about the history of music and how it is used in a modern context.

“I think that we need more music instruction in the arts,” said Nisbett.

“And I think we need the ability to go into schools and make music education accessible.”

The findings also indicate that educators need to address a lot more than just music.

They also need to understand the challenges of creating a curriculum that can meet the needs of high school students, he said.

“If you look at the music we’re all learning now, there’s a really big need for that,” Nisbetts said.

“I think we really need to be able to talk to them about how they’re going to do this.

And the music teacher is the person that is going to have the most say in that.”

To help make sure their music learning is as inclusive as possible, educators at the American Association of Music Educators are starting a new program called Music-in-School, which aims to educate students about how music can benefit students.

The group is calling the effort “Music-inclusive Music.”

The program is meant to make music more inclusive by educating students about the differences between music theory, music composition, musical theory, performance theory, and more.

Music-In-School is an initiative of the AAME, which is a not-for-profit organization that provides educational opportunities for musicians, artists, educators, and other community members to connect with one another and improve the lives of people living in the United States.

The program will start this fall at four elementary and middle schools in California, Georgia, Ohio, and South Carolina.

It will expand across the country and across the arts and entertainment industries.

The AAMES goal is to make high school more inclusive.

For DeMaria and Nisbert, this new program has been a big part of how they have helped their students perform.

“It’s been very helpful to be part of this,” DeMaria told ABC News.

“Music is really the foundation for a lot if our kids’ future,” Nizbet said.

And it is important to get people involved