Scholarships

At Once Upon a Voice, we take a trauma-informed, neurodiversity-affirming approach to music education. We believe that every student deserves a supportive, understanding, and empowering space to explore their musical journey. By honoring the unique experiences of each student, we create an environment where they can learn and express themselves with confidence, authenticity, and joy. Trauma Trauma is a deeply personal experience that can manifest in many ways. It may result from a single, overwhelming event, ongoing adversity, or generational patterns. While often associated with major incidents, trauma can also develop from chronic stress or cumulative experiences that affect a person’s well-being and sense of safety. Experiences that may contribute to trauma include, but are not limited to: Rape or sexual assault Emotional, physical, or psychological abuse Bullying or social rejection Sudden loss or grief Medical trauma or chronic illness Surviving a natural disaster, accident, or other crisis Family instability or childhood adversity Discrimination or exclusion Chronic stress or burnout High-pressure environments or perfectionism-related distress At Once Upon a Voice, we recognize that trauma affects individuals in different ways. Our approach prioritizes emotional safety, flexibility, and empowerment, ensuring that students feel supported as they navigate their musical growth. Neurodivergence Neurodivergence refers to the natural variations in how people think, process information, and interact with the world. These differences can influence attention, learning, memory, communication, sensory experiences, and emotional regulation. Neurodivergence can be associated with many conditions, including but not limited to: Autism Spectrum Disorder (ASD) Attention-Deficit/Hyperactivity Disorder (ADHD) Sensory Processing Differences Learning Disabilities (such as dyslexia, dyscalculia, and dysgraphia) Obsessive-Compulsive Disorder (OCD) Tourette Syndrome and Tic Disorders Auditory and Language Processing Disorders Dyspraxia (Developmental Coordination Disorder, DCD) Intellectual Disabilities Mental Health Conditions (such as anxiety, depression, PTSD, and bipolar disorder) Although some may not categorize mental health conditions as forms of neurodivergence, we include them in our definition due to their significant impact on cognitive processing, sensory experiences, and learning styles. Regardless of diagnosis or label, we recognize that every student has unique strengths, challenges, and ways of engaging with music. At Once Upon a Voice, our neurodiversity-affirming approach embraces diverse ways of thinking, learning, and expressing creativity. We adapt our instruction to meet the needs of each student, ensuring they feel empowered and supported in their growth as singers and songwriters.

At Once Upon a Voice, we believe that every voice has a story to tell and that songwriting is a powerful tool for self-expression, creativity, and connection. Our trauma-informed, neurodiversity-affirming approach creates a supportive space where students can explore their musical abilities through singing and songwriting. Whether students are developing their voices, experimenting with melodies, or crafting lyrics, we meet them where they are and tailor our instruction to their unique musical journeys. In addition to singing and songwriting instruction, we offer foundational piano, guitar, and music production training in workshops and private lessons, where students receive hands-on guidance tailored to their needs. 0 to 11 Months Old Music and ASL Exposure: Experience rhythms, melodies, and ASL signs to build auditory and visual awareness. Basic ASL signs will be incorporated for keywords and concepts, but full ASL conversations will not be used. Vocal Play: Encourage early communication with cooing, babbling, and repetitive sounds paired with ASL signs. Interactive Listening: Develop listening and interaction skills through bouncing, clapping, and signing keywords from simple songs. Instrument Sounds: Explore piano and guitar tones through teacher demonstrations, fostering early sound recognition. Caregiver Bonding: Strengthen connections with lullabies, playful musical interactions, and caregiver-created verses and rhythms. 1 to 3 Years Old Sound Recognition and Signing: Mimic simple melodies, rhythms, and ASL signs to explore vocal and physical expression. Basic ASL signs will be incorporated for keywords and concepts, but full ASL conversations will not be used. Basic Rhythmic Patterns: Clap, bounce, and move to songs while signing words that match the rhythm to build coordination. Wordplay and Phrases: Create playful rhymes and phrases during interactive activities with the teacher. Musical Integration with Signing: Engage in singing games that combine music, movement, and ASL signs to promote language and motor skill development. 4 to 5 Years Old Phonics Through Singing: Learn letter sounds, vowels, and word families through engaging songs that reinforce early reading skills. Rhythm and Movement: Reinforce learning through rhythmic patterns, clapping, and bouncing. Rhymes and Music: Pair rhyming words with piano or guitar accompaniment, building confidence in early musical expression. Introduction to Digital Sound: Listen to how digital tools layer sounds and engage in guided activities to develop musical awareness. 6 to 7 Years Old Beginner Vocal Techniques: Develop breath management, pitch accuracy, and clear diction for expressive singing. Song Structure Basics: Learn to build verses, choruses, and bridges with piano or guitar accompaniment. Instrument Basics: Explore beginner chords, simple rhythms, and basic note recognition to support songwriting. Exploring Digital Sound: Work with simple loops, pre-recorded tracks, or beats created by the teacher in a digital audio workstation (DAW). 8 to 12 Years Old Intermediate Vocal Techniques: Enhance tone, vocal agility, and range while supporting emotional expression. Storytelling in Song: Write lyrics with clear themes, characters, and emotional narratives. Instrumental Skills: Create chord progressions, rhythmic patterns, and read music notation or chord charts on piano or guitar. Production Fundamentals: Experiment with layering sounds, adding drum beats, or arranging loops in a DAW using guided templates and pre-made sounds. Stage Presence: Develop confidence in performance by connecting with audiences and expressing the story behind each song. 13 to 19 Years Old Advanced Vocal Techniques: Master tone control, range expansion, and stylistic interpretation for polished performances. Advanced Lyric Writing: Use literary devices like metaphors, imagery, and alliteration to craft impactful lyrics. Song Arrangements: Develop intricate arrangements using piano or guitar, experimenting with dynamics and transitions. Basic Recording and Editing: Learn to record vocals and instruments, arrange tracks, and make simple edits in a DAW, focusing on pre-production skills rather than full-scale production. Stylistic Versatility: Blend elements from multiple genres to shape a signature sound, using vocal and instrumental choices that reflect personal expression. While developmental milestones inform our curriculum design, they are never treated as strict requirements. We recognize that every student’s musical journey is uniquely theirs—some begin training later, others move through concepts more gradually, and all are welcome. From just beginning to explore their training to refining advanced skills, every student is supported at their own pace. To encourage discovery, we introduce students ages 0–12 to a variety of musical styles, both contemporary and classical, without assuming a specific long-term direction. Students who continue beyond age 12 may choose to focus on pop, R&B/soul, hip hop, rock, country/folk, jazz/blues, or gospel/Christian styles through our current offerings. We also plan to offer dedicated tracks in musical theater and classical music in the future for teens whose artistic paths align with those genres. Whether shaping melodies, exploring lyrics, or strengthening their training, we foster a supportive environment that builds confidence and creative expression. Foundational piano and guitar instruction for self-accompaniment, along with introductory music production techniques, is exclusively offered in workshops and private lessons, where students receive hands-on guidance tailored to their needs. Through high-quality singing and songwriting education, we empower students to develop their artistry, express themselves authentically, and find joy in music.

At Once Upon a Voice, we provide a trauma-informed, neurodiversity-affirming online learning experience, allowing students to develop their skills from the comfort of their homes in a safe and supportive environment. For adults who are self-paced learners, we provide downloadable exercises and asynchronous courses on our website. Students between the ages of 0 and 19 who seek live instruction can join lessons, workshops, and masterclasses through Muzie, an innovative platform designed specifically for music education. Muzie enhances learning with high-quality audio, interactive tools, and AI-driven insights that personalize each student’s journey. Here is how we tailor our live online instruction to different age groups: Group lessons (ages 0–5): In these playful, interactive sessions, up to six young children explore the joy of music through singing and songwriting activities. Parents and guardians actively participate, fostering connection and supporting early musical exploration in a nurturing environment. Each student one year or older receives individualized attention through private audio channels, ensuring one-on-one support within the small group setting. Private lessons (ages 6-19): These one-on-one sessions offer personalized instruction in singing or songwriting, enhanced by Muzie’s exceptional audio quality and interactive features. Songwriting students also receive foundational training in piano or guitar for self-accompaniment, along with an introduction to music production to support their creative process. Weekly workshops (ages 6-19): These small-group sessions, capped at six participants, alternate between singing and songwriting instruction, integrating foundational piano or guitar training for self-accompaniment along with an introduction to music production. Through group activities, peer feedback, and discussions, students develop their skills in a supportive environment. Each workshop includes one-on-one attention via private audio channels, though this support is less comprehensive than in private lessons. Masterclasses (ages 6-19): These interactive monthly sessions focus on themed concepts in singing and songwriting, offering students fresh insights, live feedback, and peer learning. With a capacity of up to 30 participants, masterclasses include structured Q&A sessions where students can submit questions and recordings for personalized feedback. Select participants may be invited to sing or share excerpts live, fostering a collaborative and inspiring atmosphere. Masterclasses provide valuable learning and broad exploration but do not include weekly individualized instruction like workshops. To participate in lessons, workshops, or masterclasses, students need a device with a stable internet connection in a distraction-free environment. Private songwriting students and workshop participants also require access to a piano or guitar, as well as a free BandLab account for composing music and lyrics. We are happy to provide tailored recommendations for purchasing equipment if needed. Students looking to expand their learning outside of live sessions can access downloadable exercises and asynchronous courses anytime on our website, encouraging additional practice and creative exploration. We also offer scholarships for students who want lessons or workshops but need financial assistance. Masterclass students can purchase individualized feedback on exercises, cover songs, and original songs on a first-come, first-served basis in between sessions. For more details about Muzie’s features, visit Muzie.Live.

We provide trauma-informed and neurodiversity-affirming music education in the following ways: Creating a Safe and Supportive Space – Our lessons, workshops, and masterclasses are designed to be non-judgmental, compassionate, and welcoming. Every student experiences learning differently, so we cultivate an environment where voices and ideas can be expressed freely, without fear of judgment or overwhelm. We recognize that some students may benefit from structured support, flexible engagement options, and a predictable learning environment, so we normalize stimming, fidgeting, taking breaks, and alternative forms of participation to create a space where everyone can feel comfortable. Student-Led Learning with Gentle Guidance – We pace our instruction based on each student’s physical, emotional, and cognitive readiness. While we encourage growth, we never push beyond what feels safe. Students are invited to set their own goals and boundaries, and we work closely with them to adapt instruction as needed. Our role is to provide guidance, encouragement, and expertise, allowing students to take ownership of their learning journey in a way that best supports their individual learning style. Supportive and Clear Communication – Predictability and clarity help many students feel at ease, particularly those who benefit from structured learning. We check in regularly and set clear expectations, offering multiple ways to communicate, including text, audio, and video follow-ups. For students who need additional time to process or respond, we provide flexible pacing and structured guidance to ensure that learning remains accessible. Breath and Body Awareness – We incorporate mindful breathing and grounding exercises to help students focus and feel more at ease. When working with the voice, we address physical tension and sensory sensitivities, ensuring that singing remains comfortable and sustainable. In songwriting, we encourage creative exercises that support relaxation and self-expression, allowing students to engage in ways that feel emotionally safe. Encouraging Emotional Expression – Music is a powerful tool for self-expression. Whether through singing or songwriting, we help students explore their creativity in ways that feel natural to them. Some may connect through storytelling, while others benefit from structured, visual, or sensory-based approaches. We provide low-pressure opportunities to share and ensure that students can engage at their own pace without feeling overwhelmed. Flexible and Adaptable Instruction – Every student learns differently, so we prioritize flexibility and adaptation in our teaching. If an exercise feels emotionally or cognitively challenging, we provide alternative methods without judgment. Students are welcome to pause, step away, or engage in low-energy ways, ensuring that learning remains a positive and comfortable experience. Promoting Self-Care and Boundaries – We encourage students to listen to their body’s signals and set boundaries that support their well-being. We provide structured yet flexible practice plans to prevent vocal, cognitive, and emotional burnout, ensuring that learning is a source of growth, not stress. Sensory-Friendly Virtual Classroom – We strive to make our online space engaging and accessible while respecting different sensory needs. While we prefer students to have their cameras on, we understand that some may need to keep them off temporarily during the session. In these cases, we rely on audio and written cues to ensure effective communication. We assess technique by carefully listening, making educated judgments based on sound. We also ask targeted questions to confirm what students are feeling physically, helping them adjust their technique without requiring visual feedback. Our goal is to balance meaningful engagement with individual comfort, ensuring all students receive high-quality instruction in a way that works best for them. Executive Function and Attention Support – We provide structured schedules, visual guides, and checklists to help students stay organized and reduce cognitive load. Lessons, workshops, and masterclasses are broken into smaller segments, and we incorporate timers, progress markers, and step-by-step demonstrations to support focus and engagement. When needed, we offer flexible deadlines and alternative submission options to accommodate different processing speeds and energy levels. Alternative Learning Methods – We recognize that students learn in different ways, so we provide multiple approaches—reading/writing, visual, auditory, and kinesthetic—to ensure every student can engage in a way that works best for them. Whether through written instructions, visual aids, interactive demonstrations, or listening-based exercises, we adapt our teaching to meet diverse learning needs. We also offer alternative notation options for students who struggle with traditional sheet music due to dyslexia, motor challenges, or other learning preferences. Reducing Social and Performance Anxiety – We understand that performing live or speaking in front of a group can feel intimidating. We offer private performance alternatives, including pre-recorded submissions and small-group participation. No student is required to perform publicly, sing on the spot, or stay on-camera for entire sessions unless they choose to. We provide gentle encouragement and gradual confidence-building, allowing students to engage at their own pace and celebrate progress without pressure. Integration of Relaxation and Supportive Techniques – We incorporate relaxation strategies, grounding techniques, and engaging exercises to create a learning space that feels both calm and inspiring. These strategies help students feel at ease, support nervous system regulation, and reduce stress, but they are not a substitute for medical or therapeutic support. Building Community and Peer Support – A sense of community can be an important part of learning. Our group lessons, workshops, masterclasses, and virtual support group provide students with spaces to connect with like-minded peers, fostering encouragement and collaboration in their musical journey. By creating a supportive learning environment, we help students build confidence in their artistry and their ability to share their voice with others. Building Trust and Respecting Privacy – Trust is essential in trauma-informed and neurodivergent-friendly learning. We deeply respect each student’s personal experiences, boundaries, and privacy, creating an environment where they feel safe sharing their voice. We never force participation, single out students, or require disclosure of personal information. Students are always free to choose how they engage, what they share, and when they are ready to step outside their comfort zone. Our Approach to ABA Techniques Our curriculum draws from music therapy, ABA therapy, speech therapy, and voice therapy—but always through a trauma-informed and neurodiversity-affirming lens. As someone who worked in ABA before discovering she was AuDHD, our founder, Marcellé, chose to carry forward only the strategies that genuinely support agency and emotional well-being. This includes breaking tasks into small steps, praising authentic progress, and gently redirecting behaviors that may interrupt others—like speaking over a peer—not to enforce conformity, but to foster a respectful, collaborative learning space. We never use these strategies to suppress stimming, encourage masking, or “fix” neurodivergent traits. Everything we teach is designed to support expression, not erasure—helping each student grow in confidence while staying true to themselves.

At Once Upon a Voice, we prioritize vocal health and provide a supportive, trauma-informed, and neurodiversity-affirming environment. Our services promote sustainable voice use and creative exploration through early musical development, singing, and songwriting. However, we are not medical professionals and cannot diagnose or treat physical or mental health conditions. We encourage students and families to consult licensed healthcare providers, such as pediatricians, laryngologists, or psychiatrists, for assessment and care. For students in speech or voice therapy, we are happy to collaborate with their speech-language pathologist to support their progress in music. Health & Safety Considerations Students may be unable to participate if any of the following apply at enrollment or during their time with us: Recent Vocal Surgery: Medical clearance is required. We are happy to coordinate with healthcare providers to ensure a safe return. Throat Infections: Full recovery from acute conditions such as strep throat or tonsillitis is necessary before resuming participation. Vocal Health Concerns: Persistent voice issues lasting more than two consecutive weeks require medical attention. These include chronic hoarseness, vocal fatigue, or pain while speaking or singing. Respiratory Illnesses: Full recovery from conditions such as bronchitis or pneumonia is required before participation. Allergies: Students must wait until acute throat or respiratory symptoms improve. Post-Dental Procedures: Sufficient healing time after dental work affecting the mouth or jaw is required. Acid Reflux: Students with unmanaged acid reflux that significantly affects their voice should seek medical management before continuing. Feeding or Swallowing Challenges: Students who experience discomfort or difficulty with vocalization due to feeding or swallowing disorders, such as dysphagia or frequent aspiration, should consult a healthcare provider before engaging in singing activities. Sensory Sensitivities: We aim to create a welcoming environment for students with sensory sensitivities. However, those who experience extreme distress from sound, music, or interactive engagement may need additional accommodations. We are happy to discuss options to support participation. Limited English Communication: Because most services rely on spoken interaction, students must be able to communicate verbally in English after age 3. However, non-speaking students aged 3 or younger are welcome in group lessons, where early communication is supported through gesture, sign language, and song. We hope to expand our offerings in the future to better support older students who communicate in other ways. Emotional Barriers: Students aged 4-19 who struggle with self-reflection or emotional exploration may need additional support. We are committed to helping students who find this difficult due to trauma or neurodivergence by collaborating on appropriate accommodations. Discomfort with Feedback: Students unwilling to accept constructive feedback may not benefit from live instruction. Lack of Commitment: Consistent practice and engagement are essential for success. Social or Performance Anxiety: We offer accommodations to help students participate meaningfully. If anxiety significantly interferes with engagement, we may recommend seeking professional support before continuing services. Instrumental Instruction Considerations Students interested in workshops or songwriting lessons, which include piano or guitar instruction, may be unable to participate if any of the following apply at enrollment or during their time with us: Physical Limitations: Students with acute or chronic conditions affecting the fingers, hands, wrists, arms, or shoulders should consult a medical professional before starting or continuing. We are happy to collaborate with healthcare providers to support progress in music. Motor Challenges: Significant fine or gross motor skill challenges, such as difficulties with pedaling or strumming, may require adaptations we cannot provide. We will accommodate individual needs whenever possible. If participation is unfeasible, we recommend exploring music therapy for students who still wish to sing, write songs, or play an instrument. The American Music Therapy Association offers resources to help families find a qualified music therapist. Refund Policy Students unable to continue indefinitely due to physical or mental health concerns may request prorated refunds. Refunds are calculated from the date we receive medical documentation. Temporary absences do not qualify for prorated refunds unless the instructor is unavailable. However, students can access accommodations such as rescheduled or recorded sessions to stay engaged. Private students must schedule makeup lessons before their next billing cycle. We appreciate your understanding and are happy to discuss options that best support each student’s needs.