In my teaching, I began to notice a recurring gap: many percussion students are technically strong and musically curious, yet feel unprepared when asked to teach. They know how to play but often struggle to explain why something works, how to adapt instruction for different learners, or how to lead a room with confidence. This realization led me to rethink how pedagogy is experienced in the undergraduate percussion studio.

This presentation introduces a learning-by-teaching model in which undergraduate percussionists develop pedagogical skills by actively designing and leading instruction for younger students. Throughout the semester, students create age-appropriate workshops, rehearse mock lessons, receive peer and faculty feedback, and reflect on their growth as educators. Teaching is approached as a communicative and performative skill that must be practiced intentionally.

The project culminates in a festival-style outreach event, Percussion Discovery Day. Rather than relying solely on guest clinicians, university students work in small teams to design lesson plans and lead hands-on clinic-style classes for middle and high school students. This model provides meaningful real-world teaching experience for college percussionists while supporting community music education and recruitment. The festival format lowers performance pressure and encourages inclusive small-group learning.

Near-peer mentorship is central to the process. Undergraduate and graduate facilitators often connect naturally with younger students, fostering trust and engagement while strengthening their own leadership, empathy, and pedagogical confidence.

This session shares practical strategies for integrating student-led teaching into percussion curricula through a festival-style structure that supports inclusivity, scalability, and reflection. Attendees will leave with adaptable ideas and concrete steps for helping percussion students grow as both performers and educators.