In this episode, Sid explores how LGBTQ+ musicians can be woven naturally and meaningfully into music curriculum across grade levels — not as a special unit, but as part of the musical story students encounter every day. From Tchaikovsky’s emotional world, to the creative partnership of Barber and Menotti, to Wendy Carlos’ groundbreaking work with synthesizers, to the artistry of Freddie Mercury and Nadja Salerno-Sonnenberg, this episode offers practical, age-appropriate ways to elevate visibility without tokenism. Whether you teach elementary general music, middle school choir, high school orchestra, or music history, you’ll find concrete examples for expanding representation and building classrooms where every identity knows it belongs

In this first installment of a multi-episode series, Dr. Sid Adams explores why LGBTQ+ inclusion is essential to building healthy, expressive music classrooms. Drawing on his doctoral research on how LGBTQ+ music students experience school music programs — and how policies and practices influence their decisions to disclose or hide their identities — Sid lays the groundwork for more intentional and affirming teaching.

This episode breaks down core concepts like sex assigned at birth, gender identity, gender expression, sexual orientation, visibility, and belonging, giving educators a clear framework for understanding the lived realities of LGBTQ+ students in music spaces.

Listeners will walk away with guiding questions and foundational insights that set the stage for the next episode, “Putting Inclusion Into Practice,” where we’ll explore concrete strategies for creating more inclusive ensembles, classrooms, and musical communities.