Introduction Curriculum reform requires all teachers to become teacher leaders. “This involves a commitment on the part of everyone to serve as experts in their subject area, in their classrooms, and in the vision and mission of the school/district” (Hill, 2006, p. 178). Every teacher, especially the music educator, must be an advocate for their subject within the curriculum. As the music curriculum is currently changing, the music educator should be aware of the issues that are being reviewed. Arts Integration Most music educators realize the need to integrate music into other areas of the school curriculum, but do not understand the effort involved in forming an integrated lesson plan. When incorporating music into another subject, students gain a richer experience in their education. Perhaps the most important reason for integrating music is to fulfill the eighth national standard: “understanding the relationships among music, other arts, and disciplines outside the arts.” Integrating music into an overall subject area “provides strong connections for learning” (Cane, 2012, p. 34). Students are better able to link subjects like music and science together. Furthermore, the integration of music has been found to improve student achievement and motivation within the classroom. Sale and Osborn (2013) state, “Students can learn through their visual sense, applying imagery and architecture to the music they are studying” (p. 54). Teachers can integrate music with other subjects, such as history or mathematics, but also with other arts, such as drama or art. Examples of drama in music are easy to see, and teachers can use art to inspire even a young student to achieve beautiful sound. "When music teachers come together... center of paper... orm. Lanham, MD; Rowman and Littlefield Education.Logsdon, LF (2013). Questioning the role of '21st century skills' in advocacy discourse for arts education, Music Educators Journal, 100(1), 51-56.Powers, K. (2013). Rewriting the Standards Teaching Music, 20(4), 32-36 . Sale, C. & Osborn, S. (2013). Clavier Companion, 5(5), 54-62. Scott, S.J. (2005 Rethinking the roles of assessment in music education). , 31-35. Doi:10.1177/0027432111434742Sternbach, DJ (2008). Stress in the lives of music students., & Townley, M. (2011) Philosophy + advocacy = success Journal of music educators, 97(4), 60-63: 10.1177/0027432111405671