About

Once Upon a Voice is a music production company where singers and songwriters develop their voices, songs, and creative work through integrated learning and hands-on music-making. Led by certified vocal coach and self-producing artist, Marcellé, the studio is rooted in trauma-informed, neurodiversity-affirming values that center care, access, and creative autonomy. Instruction is designed to be inclusive of all people, including those who are Deaf, hard-of-hearing, or users of augmentative and alternative communication (AAC), ensuring that every voice has a place in the creative process. All work takes place within the studio’s online production environment—known as The Lyric Isles—a collaborative space where commissioned work, teaching, and student projects move through the same professional workflows. This ecosystem is welcoming to both industry professionals, students, and caregivers, grounding music education in active practice rather than hypothetical instruction. The studio’s infrastructure is organized into specialized wings: Voicebound (our music publisher) provides guidance for ownership and publishing of musical compositions; Commonvoice (our record label) gives the framework for ownership and release of sound recordings; and Voicefair (our show producer) serves as the facilitator for performance design and public presence. Entry into Once Upon a Voice begins with free or paid membership. Adults participate through Masterclass tiers with live or asynchronous coaching, while children and teens (ages 0–18) participate through group classes, workshops, or private lessons. Instruction centers on contemporary commercial music, using piano and music production as supportive tools for expression, arrangement, and technical self-sufficiency. Production and education are never treated as separate processes. For children and teens, creative projects are embedded within their ongoing learning. Adult students may also choose to engage in optional educational projects as add-on experiences—structured, proposal-based opportunities to apply skills in a professional workflow. These are distinct from commissions, where external organizations hire the studio for creative work. Commissions are carried out within the same ecosystem that supports Marcellé’s work, allowing select adult students to contribute as subcontractors and gain real-world training under her direction. To ensure our singers and songwriters reach their fullest potential, Once Upon a Voice focuses on in-house development while partnering with external professionals for specialized logistics. This includes the outsourcing of post-production, manufacturing, distribution, legal services, marketing, and public relations, as well as visual and movement art forms like photography, film, and choreography. While the studio handles performer development and creative direction through Voicefair, we maintain the flexibility to collaborate with outside booking agencies, technical production teams, touring crews, and more for professional-tier representation and execution. Once Upon a Voice also maintains a deep commitment to social impact through its partnership with Voicelore, a nonprofit-in-development addressing gender-based violence. To support survivors and allies, the studio facilitates Voicelore’s acoustic music programs at no cost to them. This will allow Voicelore to focus its resources on funding participants to become adult students at Once Upon a Voice. Through this pathway, personal acoustic stories will be transformed into fully produced works within our specialized wings, ensuring these narratives are shared with the same standard of care and artistry as any commercial release. Whether developing skills through a project or choosing to share music publicly, everyone is supported within a company built around care, access, and meaningful creative autonomy.

Meet Our Queen

Marcellé is a singer, songwriter, pianist, and music producer based in Las Vegas. She is the owner and founder of Once Upon a Voice, a music production company that offers trauma-informed, neurodiversity-affirming education for singers and songwriters. Her work honors music as a form of self-expression and communication, supporting students of all neurotypes and experiences—including those shaped by trauma or disability. As someone who is both Autistic and ADHD, she understands the profound ways music can support emotional regulation, healing, and identity. Whether guiding musicians or launching initiatives like Voicelore—a nonprofit being developed to support survivors of gender-based violence through music—Marcellé centers her teaching on nervous system care, trust-building, and transformation through song.

The daughter of a musician who collaborated with legends such as Natalie Cole and Chaka Khan, Marcellé was immersed in music from a young age. She sang in choirs throughout her childhood, an experience that nurtured both her musical growth and her sense of belonging. Her love for music continued to deepen at the Las Vegas Academy of the Arts, where she studied piano and began exploring how musical expression could offer clarity, comfort, and freedom.

Before transferring to Loyola University New Orleans, Marcellé worked as a teaching assistant at a Montessori school, where she supported elementary and middle school students in environments designed to foster independence, curiosity, and meaningful communication. That experience continues to shape her trauma-informed and neurodiversity-affirming teaching style, particularly in her work with students who express themselves in diverse and creative ways.

While at Loyola, she earned a Bachelor of Science in Popular and Commercial Music with a minor in Business Administration. Her studies included pop, R&B, hip hop, rock, country, folk, gospel, jazz, musical theatre, and classical voice training. She also trained in songwriting, piano, and music production—laying the groundwork for a career that integrates technical skill with deep emotional and communicative insight.

During her graduate studies in music therapy, Marcellé provided therapeutic music experiences under the supervision of Board-Certified Music Therapists (MT-BCs), working with NICU babies, Deaf and Hard-of-Hearing children, and at-promise teens. She also performed for pediatric patients through the Songs for Kids Foundation, deepening her belief in music’s ability to soothe, empower, and connect. At the same time, she worked as an Applied Behavior Analysis (ABA) therapist under the supervision of Board-Certified Behavior Analysts (BCBAs), supporting Autistic children in communication and social development. Though she ultimately stepped away from therapy-providing roles, these experiences deepened her interest in the many ways people communicate—vocally, musically, behaviorally—and continue to shape her belief that music can support not just creativity, but connection.

In addition to her work in education and therapy, Marcellé has long been an advocate for survivors of sexual violence, domestic and dating violence, and stalking. As a survivor herself, she has spoken at several events, including serving as the keynote speaker for New Orleans’ Take Back the Night March Against Sexual Violence. Alongside her mother, she co-created stopsexualassault.org, a survivor-centered educational platform that laid the foundation for Voicelore—a nonprofit currently in development to address gender-based violence through music. Her advocacy is rooted in a deep belief that survivors and their allies deserve the tools to speak out through songs.

That same belief in reclamation and self-expression shaped her collaboration with Grammy-winning producer Devine Evans on a sexual assault awareness project. The creative process led to profound personal reflection, revealing how both trauma and neurodivergence had shaped her vocal freedom, stage confidence, and internal narrative. This work helped her reconnect with her voice and clarify her mission as a musician, educator, and activist: to help others explore, heal, and express themselves through music in ways that honor their minds, bodies, and stories.

After stepping away from clinical roles, Marcellé returned to teaching with renewed clarity, offering private and group lessons at a local music school and through the Clark County School District. To deepen her pedagogy, she earned her Vocal Educator Toolkit (VET) certification through VocaLab, a CPD-accredited program that combines speech-language pathology principles with contemporary vocal technique. This training equipped her to help students build healthy, sustainable vocal habits tailored to their unique bodies and brains. She also studied producing in the Music Production for Women's Master Your Music Program. That training advanced her skills in arrangement, sound design, and engineering.

As an artist, Marcellé creates music that supports the body and brain as much as the heart. Her latest single, “Monster”—a raw reflection on mental health—has reached over 13,000 streams on Spotify, resonating deeply with listeners drawn to honesty and emotional clarity. She is currently developing new work at the intersection of acoustic songwriting and electronic production, weaving together organic intimacy and bold, exploratory sounds. Her earlier releases, including the first songs she wrote and produced independently, were featured by outlets such as Fox, Offbeat Magazine, and My Spilt Milk, and she has performed at venues across the United States, including the House of Blues. Beyond her own artistry, she continues to write and produce for others through Writing Sessions America, a professional collective that connects her with Grammy award-winning producers, platinum-selling songwriters, record label A&Rs, and music supervisors for television and film.

These experiences culminated in the founding of Once Upon a Voice, a music production company where trauma-informed, neurodiversity-affirming care meets professional artist development. All work is centered in The Lyric Isles—a collaborative online community where her industry colleagues and students connect through shared workflows and creative practice. Within this ecosystem, Marcellé provides technical and emotional guidance supported by specialized wings: Voicebound for musical composition ownership and publishing, Commonvoice for sound recording ownership and release, and Voicefair for performance design and strategy. By integrating nervous system care with industry literacy, she ensures that every voice—whether a beginner or a professional—is developed with precision, autonomy, and the highest standard of care.

Whether making her own music or guiding others to create theirs, Marcellé remains committed to one vision: a world where communication is never limited by trauma, neurotype, or disability—and where music serves as a powerful bridge to expression, connection, and self-understanding. Through her artistry, her teaching, and her advocacy, she helps people share their stories with clarity, confidence, and authenticity—honoring every voice in every form it may take.

Listen to Her Music

Our Method

At Once Upon a Voice, we take a trauma-informed, neurodiversity-affirming approach to music creation and education. We believe that every client deserves a supportive, understanding, and empowering space to explore. By honoring the unique experiences of each client, we create an environment where they can express themselves with confidence, authenticity, and joy. ✨ Trauma Trauma is a deeply personal experience that can manifest in many ways. It may stem from a single overwhelming event, ongoing adversity, or intergenerational patterns. While often associated with major incidents, trauma can also result from chronic stress or cumulative experiences that impact 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 the effects of 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 centers on emotional safety, flexibility, and empowerment—creating a space where clients can engage with music at their own pace and in their own way. ✨ Neurodiversity Neurodiversity 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. A neurotype describes a person’s natural pattern of thinking, processing, and engaging with the world. When someone is neurotypical, their neurotype aligns with societal expectations. When someone is neurodivergent, they have a pattern of thinking, processing, and engaging with the world that differs from the dominant or expected style. It can include many neurological states, including but not limited to: Innate developmental differences, like: • Autistic and ADHD neurotypes • Sensory, auditory, and language processing differences • Learning disabilities (dyslexia, dyscalculia, and dysgraphia) • Dyspraxia (developmental coordination differences) • Tourette syndrome and tic differences • Intellectual and developmental disabilities • Other congenital or lifelong neurological differences Changes in a person's pattern of thinking, processing, and engaging with the world after an injury, illness, or other traumatic experience, such as: • Traumatic brain injury (TBI) • Stroke or other neurological events • Post-traumatic stress responses (PTSD) • Epilepsy, seizure activity, or seizure-like episodes that develop later in life • Other acquired neurological changes While not everyone includes mental health states under the umbrella of neurodivergence, we choose to do so because of their impact on the brain. This may include anxiety, depression, bipolar experiences, obsessive-compulsive experiences (OCD), or other mood- or regulation-related challenges. Whether neurotypical or neurodivergent, each client brings a unique set of strengths, challenges, and creative pathways to music. At Once Upon a Voice, our neurodiversity-affirming approach celebrates these differences. We tailor our creation and instruction to reflect each client's processing style, communication needs, and musical identity—ensuring that everyone feels seen, supported, and empowered.

At Once Upon a Voice, we provide trauma-informed and neurodiversity-affirming music creation and education in the following ways: 1. Creating a Safe and Supportive Space – Our services are designed to be non-judgmental, compassionate, and welcoming. We cultivate an environment where ideas and voices can be expressed freely—without fear of judgment or overwhelm. We normalize stimming, fidgeting, chewies, weighted or compression tools, movement-based regulation, taking breaks, and other alternative forms of participation. 2. Client-Led with Gentle Guidance – Clients progress through music creation or education at their own pace, based on their physical, emotional, and cognitive readiness. We encourage growth without pushing beyond what feels safe. Across all commissions, projects, and instructional services, our role is to provide encouragement and expertise—allowing each client to take ownership of their musical journey. 3. Supportive and Clear Communication – Predictability and clarity help many clients feel at ease. Whether we are managing a studio session or stage performance, we provide clear modules, structured prompts, and multiple communication options. For those who need extra processing time, we offer flexible pacing, scaffolding, and communication accommodations like visuals, checklists, and step-by-step breakdowns. 4. Breath and Body Awareness – We incorporate mindful breathing, grounding exercises, and gentle sensory regulation to help clients focus and feel at ease. In vocal production and singing lessons, we address tension and sensory sensitivities. In music production and songwriting, we include creative mindfulness practices and sensory-friendly options that support emotional safety. 5. Encouraging Emotional Expression – Whether through singing, songwriting, piano, or music production, clients are encouraged to express themselves in ways that feel natural. We support vocal exercises that explore feelings, lyric analysis to help clients understand emotional themes, and visual songwriting techniques such as emotional maps. We offer low-pressure opportunities to share and always respect each client’s pace. 6. Flexible and Adaptable Instruction and Production – Flexibility is embedded into our instructional services and professional projects. Clients may pause or replay session recordings, submit work asynchronously, or participate in low-energy modes. Adaptations like using fidgets or modifying an exercise are always welcome without judgment. 7. Promoting Self-Care and Boundaries – We encourage all clients to listen to their bodies and set boundaries that support their well-being. Structured yet flexible workflows and personalized pacing help prevent vocal, cognitive, sensory, and emotional burnout during both learning and professional commissions. 8. Sensory-Friendly Virtual Environment – In all virtual sessions, camera-off participation is always an option. During these moments, we rely on audio cues, written responses, and targeted questions to honor sensory needs. We accommodate sensory seekers and avoiders through movement breaks, visual anchors, predictable transitions, and reduced visual clutter. 9. Executive Function and Attention Support – Clients receive structured guidance, visual organization tools, and scaffolded tasks to reduce cognitive load. We use timers, progress markers, and shorter segments to maintain focus. Flexible deadlines and multimodal feedback are available across all services, Voicebound (our music publisher), Commonvoice (our record label), and Voicefair (our show producer). 10. Alternative Learning and Creation Tactics – We support visual, auditory, kinesthetic, and reading/writing learners, as well as Deaf and hard-of-hearing clients, AAC users, and those with various sensory profiles. We utilize color-coded notation, lyric-first processes, adaptive sheet music, and other supportive tools to ensure the creative process is accessible. 11. Reducing Social and Performance Anxiety – Clients are never required to perform live or on the spot. Gentle encouragement, choice-based sharing, and predictable routines help build confidence over time, whether in a studio session or preparing for a performance. 12. Integration of Relaxation and Supportive Techniques – Grounding strategies and creative regulation tools are used to support nervous system regulation. While these practices promote emotional resilience and coping skills, they are professional supports and not replacements for therapy. 13. Building Community and Peer Support – Clients connect through our private online community, The Lyric Isles,(onceuponavoicellc.com/community) as well as through masterclasses and workshops. Every community space centers safety, encouragement, consent-based participation, and collaboration. 14. Building Trust and Emotional Safety for Creative Work – Creative work relies on personal expression, so we focus on a supportive space where clients can be open at a pace that feels safe. Clients choose which experiences they want to explore and are never asked to engage with topics they are not ready for. If a client is unable to engage with any personal material, we may pause services and recommend therapeutic support until they feel emotionally and mentally ready to participate.

Although they are trauma-informed and neurodiversity-affirming, our services are not music therapy and therefore do not qualify for medical insurance, health savings accounts (HSA), flexible spending accounts (FSA), or health reimbursement accounts (HRA). Below is a thorough explanation of why. ✨ Music Creation Through trauma-informed and neurodiversity-affirming methods, we facilitate music creation through two distinct paths. Commissions (onceuponavoicellc.com/hire-us)are bespoke projects handled by Marcellé (https://onceuponavoicellc.com/about#meet-marcelle)as an independent contractor for external clients and organizations. Projects (https://onceuponavoicellc.com/learn#projects)are facilitated through our specialized wings, allowing students to apply their skills. Voicebound manages music publishing efforts, and Commonvoice serves as our record label. Additionally, Voicefair oversees the production of stage and television projects for students. While this process can feel healing, our focus is on professional craft, technical execution, and artistic output. We may discuss themes like healthy relationships or consent to ensure the music is honest and meaningful, but this is done to serve the art, not as a clinical intervention. ✨ Music Education At Once Upon a Voice, we teach clients how to sing, play piano, write songs, and produce music. Every service is trauma-informed and neurodiversity-affirming, which means we teach with deep care for each client’s body, brain, and voice. Our instruction (onceuponavoicellc.com/learn)often includes creative elements like storytelling, visual mapping, or sensory exploration to help a singer understand a plot or a songwriter picture a melody. These activities are designed to support musical development, though they may also incidentally support literacy or emotional growth. Our goals remain musical rather than clinical, helping students grow through feedback, skill-building, and artistic refinement. We provide a supportive environment where clients can explore their creative potential at their own pace, ensuring that the educational journey is as accessible as it is professional. ✨ Music Therapy Music therapy is a licensed healthcare service provided by a board-certified music therapist (MT-BC). It uses music to achieve non-musical goals, such as regulating emotions, processing trauma, recovering speech, or improving motor coordination. A therapist develops a clinical treatment plan, tracks progress, and often works as part of a broader medical or mental health team. For example, a therapist might use songwriting specifically to help a client name emotions they cannot yet speak aloud. In that setting, the work is not about crafting a commercial-quality song; it is about supporting healing in a structured, therapeutic environment. While music therapy and our services both involve music and care, the clinical framework of therapy is distinct from the creative and instructional framework of our studio, which focuses on the craft of music itself. ✨ The Difference At Once Upon a Voice, we create and teach; we do not treat. While each path is powerful, they serve different purposes based on the intention, the process, and the support behind them. Music creation and education focus on professional music-making and artistic growth through our studio. In contrast, music therapy focuses on health and clinical goals guided by a licensed provider through a medical treatment plan. We help stories sing with care, creativity, and professional purpose, but we are not a replacement for clinical care. If a client’s needs move beyond the scope of music creation or education, we gladly refer them to appropriate clinical resources. To learn more about music therapy, you can visit musictherapy.org.(musictherapy.org)

Partnerships

Beyond our student-only wings, there are several ways for professionals and community members to engage with our ecosystem. You can hire Marcellé for commissions,(onceuponavoicellc.com/hire-us) book a consultation (onceuponavoicellc.com/contact)for your organization, or collaborate on joint ventures that align with our mission. Additionally, you can participate in The Lyric Isles,(onceuponavoicellc.com/community) our community-driven creative space designed for collaboration and exploration. The Lyric Isles provide a pathway for those not enrolled in our educational services to still connect with our trauma-informed and neurodiversity-affirming methods while contributing to our creative world-building efforts. While Voicebound (our music publisher), Commonvoice (our record label), and Voicefair (our show producer) are just for students, The Lyric Isles and our commission services allow the broader professional community to plug into what we do. This ensures that the impact of our trauma-informed and neurodiversity-affirming framework extends beyond the classroom. Whether you are looking for a bespoke musical project, professional guidance on making your music space more accessible, or a community space to explore creative storytelling, we provide multiple points of entry that respect the boundaries of our student-focused infrastructure.

Yes. We welcome sponsorships from organizations and individuals who want to support our mission of making high-level music education and production accessible to trauma-informed and neurodiversity-affirming creators. Sponsorships are a vital way to support the infrastructure of our specialized student wings—Voicebound (our music publisher), Commonvoice (our record label), and Voicefair (our show producer)—or to fund specific student scholarships and projects. By sponsoring, you are directly investing in a new standard for the music industry, ensuring that marginalized voices have the professional resources and regulated environments they need to produce their best work. It is important for potential partners to note that sponsorships are not the same as charitable donations. Because Once Upon a Voice is a professional creation and education entity, these payments are generally business or marketing expenses rather than tax-deductible gifts, and they are therefore subject to tax. However, once our nonprofit-in-development partner, Voicelore,(voicelore.org) is fully established and authorized to accept charitable contributions, those seeking a tax-deductible option will be able to contribute directly to Voicelore-specific initiatives. We encourage all sponsors to consult with their financial advisors to understand how these payments fit into their specific tax strategy.

Voicelore (voicelore.org)is an independent nonprofit organization currently in development, established to serve both survivors of gender-based violence and their allies through the power of narrative and advocacy. While Once Upon a Voice focuses on the craft of fully produced music, Voicelore utilizes a different musical approach to raise awareness, focusing on the raw, personal nature of acoustic storytelling. To ensure these stories are heard, Once Upon a Voice serves as the official partner, facilitating these acoustic songwriting sessions at no cost to Voicelore. This allows stories of survival and allyship to be shared in their most honest form, reminiscent of Nashville-style writers' rounds. Once Voicelore is eligible to receive tax-deductible donations, those funds will be used exclusively for their initiatives that dismantle the silence around gender-based violence. Our partnership with Voicelore will allow them to direct charitable donations towards the enrollment of survivors and allies at Once Upon a Voice. This will give them full access to our professional studio and specialized wings—Voicebound (our music publisher), Commonvoice (our record label), and Voicefair (our show producer)—transforming their acoustic stories into fully produced songs through a comprehensive artist development process. By funding their education and production, Voicelore will ensure survivors and allies have access to premium music industry tools within a trauma-informed and neurodiversity-affirming environment.

How We Teach

At Once Upon a Voice, we believe every voice holds a story—and that singing and songwriting can help bring that story to life. Our trauma-informed, neurodiversity-affirming approach honors each student’s learning style, communication method, and creative spark. Children explore both singing and songwriting through imaginative play until they are ready to choose a primary focus—or alternate between the two through private lessons. Adults follow a self-paced path through courses, masterclasses, and optional coaching. Regardless of focus, all students are guided through essential musical tools: piano (via MIDI keyboard), sight-reading and ear training, music theory, and music production (via Ableton Live)(https://www.ableton.com/en/live/#overview). These skills are never taught in isolation—they are woven into each student’s creative journey to help them bring their ideas to life with confidence and imagination. While our core emphasis is musical growth, students may also strengthen their skills in science, technology, English, history, engineering, and mathematics (STEAM) through our instruction. We value the connection between music education and these other academic subjects, gently encouraging them. Below is a brief overview of our curriculum. While each level corresponds to an age group, students are never limited by age alone. Many learners move at their own pace—progressing early in some areas or taking more time in others. Every level can be adapted to meet the needs of each student. More details follow in the sections below. • Pre-Beginner Curriculum (typically ages 0–5): Students explore singing and songwriting together through sound play, movement, gesture, and sensory-rich activities. Piano and production are introduced only through guided interaction—the instructor models simple keyboard patterns and plays loops while students explore sound, rhythm, and storytelling through play. • Beginner Curriculum (typically ages 6–9): Singers develop chest voice, tone, and expressive phrasing through playful songs and call-and-response. Songwriters begin shaping early lyrics and melodies using imagery, rhythm prompts, and structured guidance. Piano instruction begins with white-key identification, simple five-note melodies, and early hand coordination. Students use Ableton Live Intro to build beats with loops and one-shots—singers for vocal exploration and arranging ideas, songwriters for building the musical base of their songs. • Intermediate Curriculum (typically ages 9–12): Singers strengthen head voice, resonance, flexibility, and expressive shaping. Songwriters build full verses, choruses, and bridges. Piano expands into major/minor scales, chords, inversions, accompaniment patterns, and improvisation. In Ableton Live Standard, all students learn multi-track recording, harmony building, and arrangement. Singers use production to shape vocal layering and understand arrangement choices; songwriters use production to deepen structure and texture. • Advanced Curriculum (typically ages 12–15): Singers build mixed voice coordination with genre-specific phrasing. Songwriters explore metaphor, harmonic movement, and structural variation. Piano expands into modes, extended chords, modal interchange, and stylistic accompaniment patterns for original music. Students move into Ableton Live Suite, where the advanced stage focuses on exploring effects, automation, and sound design. Singers use production to sculpt vocal textures and expression; songwriters use production to define their sonic identity and arrangement style. • Professional Curriculum (typically ages 15+): Singers develop stylistic mastery, ornamentation, and career-ready performance technique. Songwriters refine revision, pacing, and artistic identity. Piano instruction focuses on advanced voicing, improvisation, and arranging. In Ableton Live Suite, students create polished, portfolio-ready music. Singers use production to shape vocal arrangement, strengthen stylistic choices, and understand how mixing and mastering affect their voice in a song. Songwriters finalize arrangements, define their sonic style, and prepare full projects for mixing and mastering engineers, ensuring college or career readiness. ✨ 0–5 Years: Rooting the Voice Pre-Beginner Curriculum: This outlines the general progression for students ages 0–6 (pre-beginner level), with distinct stages for infants (0–18 months), toddlers (18–36 months), and preschoolers or kindergartners (3–5 years). All students in this group should register for services based on their current age, regardless of communication, attention, or musical ability. Instruction is always personalized—making room for children who are ready to explore skills that are typically introduced in later age groups, as well as those who need more time with earlier developmental milestones. Group classes use layered, multi-level activities so every child can participate meaningfully, feel successful, and grow at their own pace. These early experiences lay the foundation for future music-making through gentle modeling, caregiver-inclusive activities, and playful exploration. • 0–18 Months • Singing: Babbling, cooing, and vocal play are encouraged through gentle imitation and emotionally responsive sound environments. The instructor guides caregivers in modeling expressive sounds and encouraging vocal turn-taking. Infants begin associating pitch, tone, and breath with connection and curiosity. • Songwriting: Not applicable at this age. • Piano: Infants observe the instructor demonstrating simple pitch and rhythm patterns on a MIDI keyboard. This builds early awareness of melodic direction and phrasing, even before active participation begins. • Sight‑Reading & Ear Training: Beat and tonal contrast are introduced through bouncing, rocking, and tempo changes. Caregivers help infants connect movement to sound, fostering rhythm awareness and attention. • Music Theory: Repetition and musical contrast are emphasized. While no symbols are introduced, early musical logic begins to form through exposure to recognizable sound patterns and structure. • Production: The instructor uses layered sounds and digital effects to create a soothing, emotionally expressive soundscape. Infants begin to respond to different musical textures and moods. • English Language Arts: Infants are immersed in speech, song, and facial expression. They vocalize back and forth with caregivers, react to sounds, and begin using gestures like pointing or waving to communicate. • STEM (Science, Technology, Engineering, and Mathematics): Music becomes a vehicle for exploring vibration, cause and effect, and auditory sequencing. Through sensory-rich interaction, infants begin building sound-to-sensation connections. • History & Culture: Lullabies and cultural songs support emotional bonding and introduce infants to music as a form of human connection across time and community. • Accessibility: American Sign Language (ASL) is gently modeled alongside speech and music. Visuals, gestures, and movement are used to support communication and comprehension. All lessons include caregiver support. • 18–36 Months • Singing: Toddlers develop confidence through gesture-based singing and emotional vocal play. Phrasing, breath, and basic call-and-response patterns are introduced through stories and games. • Songwriting: Not yet developmentally appropriate in a structured form. However, toddlers invent vocal play sequences or “songs” spontaneously, which are encouraged through affirming feedback. • Piano: The instructor continues to model patterns on the MIDI keyboard. Students begin responding to changes in pitch and rhythm through sound, gesture, and movement—even though they are not playing directly. • Sight‑Reading & Ear Training: Same/different, high/low, and fast/slow are explored through movement and imitation. Students practice responding to tempo and pitch with their bodies, laying the groundwork for future reading and listening skills. • Music Theory: Basic rhythmic values—quarter, half, dotted half, and whole notes—are introduced through body percussion and visual games. Symbol recognition is not expected, but repetition fosters early internalization. • Production: Toddlers help shape real-time changes in musical mood or tempo by expressing preferences as the instructor adjusts loops and digital instruments. These interactions introduce basic cause and effect in production. • English Language Arts: Children build two- and three-word phrases, follow simple directions, and begin asking questions. Lyrics and rhythm games help reinforce vocabulary, sentence structure, and sound play. • STEM (Science, Technology, Engineering, and Mathematics): Students explore sequencing, logic, and pattern through musical play. Beats and loops act as auditory building blocks for early math and problem-solving. • History & Culture: Students are introduced to musical traditions from around the world—especially those tied to family, celebration, and community life. These songs invite movement, expression, and curiosity. • Accessibility: ASL is used alongside speech. Nonspeaking students are supported with gesture-based activities, caregiver scaffolding, and sensory-friendly pacing. • 3–5 Years • Singing: Preschoolers and kindergartners begin experimenting with dynamics, phrasing, and expression through imaginative, language-rich songs. Breath awareness and vocal clarity are supported in a playful, nontechnical way. • Songwriting: Children begin creating simple lyric lines using rhyme and repetition. Visual prompts and verbal sentence starters help guide original ideas. Story-based songs invite creative input. • Piano: The instructor plays 3–5 note melodic patterns while children follow along visually. With caregiver support, some students may begin imitating pitch direction using color-coded or labeled materials. At this stage, children are also introduced to the music alphabet (A to G) through songs and games, building early recognition of pitch names without formal notation. • Sight‑Reading & Ear Training: Preschoolers and kindergartners are introduced to bar lines, double bar lines, repeat signs, simple measures, and 4/4 meter. These are taught through games and stories that link visual patterns to musical structure. • Music Theory: Students encounter symbols like ties, fermatas, and rests (quarter, half, and whole). Classes are play-based, using rhythm cards, movement, and call-and-response to build an internal sense of timing and form. • Production: Children make expressive choices (tempo, mood, instrumentation) while the instructor builds short musical sections. These choices are connected to storytelling and character themes. • English Language Arts: Children begin telling short stories, identifying rhymes, and tracking print. Lyrics become a literacy tool, supporting phonics, sequencing, and early writing skills. • STEM (Science, Technology, Engineering, and Mathematics): Students explore coding-like thinking through loops and rhythmic patterns. They engage in musical design tasks that build foundational logic and creative problem-solving. • History & Culture: Preschoolers and kindergartners explore music linked to heritage, holiday traditions, and folktales. Stories behind the songs deepen emotional understanding and connect them to broader communities. • Accessibility: ASL is phased out at this stage, but multimodal access remains central. Visuals, gesture, repetition, and movement support learners with diverse needs, including augmentative and alternative communication (AAC) users and nonspeaking students. ✨ 6–9 Years: Awakening Expression Beginner Curriculum: This outlines the general progression for students ages 6–9 (beginner level), with instruction always adapted to meet each learner’s developmental needs. Students who are newer to music—or who need additional support with communication, attention, or emotional regulation—may review foundational concepts introduced in the Pre-Beginner Curriculum (ages 0–5). While those concepts may be reinforced, students must register for services designed for their age group. The Intermediate Curriculum (ages 9–12) may be explored earlier if a student is developmentally ready, with careful instructor support. In group settings, such as masterclasses and workshops, multi-level activities are layered so that each student can engage at their level and grow with confidence. • Singing: Students must be able to vocalize simple syllables or words and use a reliable form of communication, such as speech or AAC. At this stage, singers explore tone, resonance, and articulation through playful songs, call-and-response patterns, and short melodic phrases. Chest voice becomes a central focus, supported by musical theatre repertoire that fosters speech-like phrasing, character expression, and emotional confidence. Popular and commercial music remains at the heart of vocal development, with every activity designed to help students grow into contemporary, expressive performers. Songs are chosen for vocal accessibility and developmental fit, guiding students through breath awareness, phrasing, and pitch exploration in a joyful, low-pressure way. The focus is always on progress—not perfection. • Songwriting: Students craft original lyrics and melodies using sentence frames, rhythm-based prompts, and visual imagery. They explore repetition, rhyme, and sequencing while shaping short musical ideas into structured verses or choruses. Support is tailored to each learner: students may sing, speak, dictate, or draw their ideas depending on their communication strengths. Tools such as color-coding and graphic organizers help make the process accessible across learning styles. • Piano: Students begin learning the names of white keys, finger numbers, and basic hand position. Simple 3–5 note melodies are played using white keys, gradually expanding to include black keys as students develop fluency and coordination. Visual and kinesthetic supports—such as color-coded guides or on-screen animations—help students understand melodic contour, interval spacing, and finger independence. At this stage, sharps and flats are introduced aurally and visually, but not through full notation or key signatures. • Sight-Reading & Ear Training: Students deepen their familiarity with concepts introduced during the preschool and kindergarten years, gaining more fluency with rhythmic tracking and basic notation. The grand staff is introduced at this stage, helping students visually connect note direction with pitch movement. Through movement, clapping games, and on-screen tools, students explore beat division, tempo changes, and musical phrasing. Ear training focuses on identifying and imitating major and minor seconds through echo singing, call-and-response, and listening games. Students are also gently exposed to the contrast between consonance and dissonance to strengthen tonal awareness and expressive listening. • Music Theory: Students reinforce their understanding of ties, fermatas, and 4/4 meter first introduced during the Pre-Beginner years, and start reading and counting rhythms in 2/4 and 3/4 meters. Eighth notes, eighth rests, and triplets are explored through movement and imitation, with triplets experienced by feel rather than formal counting. Students continue applying their knowledge of the music alphabet (A–G)—first introduced in the ages 3–6 curriculum—by identifying note names on the staff and keyboard using visual supports and kinesthetic games. Separately, the Nashville Number System is introduced as a developmentally appropriate tool to recognize scale degrees and create simple chord patterns, building a strong foundation for singing or creating popular and commercial music. • Production: Students begin in Ableton Live Intro, where they build their first beats by combining loops and one-shots. Instruction focuses on rhythm, repetition, and phrasing through step-by-step, fully guided activities. Students experiment with tempo and mood by choosing contrasting sounds—such as bright vs. dark or smooth vs. sharp—while learning how different elements shape the feel of a song. Caregivers may support younger learners as needed. • English Language Arts: Students expand their storytelling, sequencing, and sentence structure skills through lyric analysis or songwriting. Whether they write, speak, or dictate their ideas, all students participate in activities that promote vocabulary, grammar, emotional expression, and creative fluency. Phonics remains embedded as a support tool, helping students connect lyrics to sound, shape, and meaning. • STEM (Science, Technology, Engineering, and Mathematics): Musical activities support early math, logic, and coding concepts. Students manipulate loops, adjust sound parameters like volume and pitch, and explore pattern-building in ways that mirror basic programming. Activities encourage curiosity, cause-and-effect thinking, and musical problem solving through play. • History & Culture: For beginners, history focuses on classical music and events that impacted it, helping them explore the building blocks of musical form, expression, and storytelling through short excerpts by composers like Mozart, Beethoven, and Tchaikovsky. These activities may include short narratives, on-screen visuals, or movement-based responses that bring the music to life in developmentally appropriate ways. While classical history is the focus at this stage, it is always presented in a way that supports—not replaces—the studio’s primary emphasis on popular and commercial music. Classical excerpts are used because they offer clear examples of form, motif, and dynamic contrast, which support early musical listening skills. • Accessibility: All instruction is designed to support diverse learning needs. Singing services require students to vocalize and use a consistent communication method, but songwriting services remain open to all communicators. AAC users and those with sensory needs benefit from multimodal entry points, including visuals, movement, guided pacing, and flexible response formats. Caregivers may support younger learners with technology setup, transitions, or platform navigation as needed. ✨ 9–12 Years: Growing Confidence Intermediate Curriculum: This outlines the general progression for students ages 9–12 (intermediate level). Instruction is always adapted to each learner’s developmental needs. All students in this age group must register for services specifically designed for 9–12-year-olds. If their skills align more closely with earlier or later stages, instruction will adjust to meet their skill level in age-appropriate ways, but their placement will always remain within services designated for ages 9–12. Students who are newer to music may learn foundational concepts introduced in the Pre-Beginner Curriculum (ages 0–5) or the Beginner Curriculum (ages 6–9). Likewise, developmentally ready students may begin exploring the Advanced Curriculum (ages 12–15) with care and support. In masterclasses and workshops, multi-level activities are layered so that every student can engage meaningfully and grow with confidence. • Singing: Students begin to take greater ownership of their sound, learning how vocal choices shape meaning, mood, and musical identity. While instruction centers on popular and commercial genres, classical vocal technique is interwoven throughout to strengthen breath coordination, head voice access, phrasing, and resonance. At this stage, singers explore tone, placement, falsetto, vowel modification, and twang, developing tools to sing with intention and variety. Technique is never taught in isolation—it is always connected to emotional storytelling and authentic expression. Vocal health, curiosity, and artistry are emphasized, helping students shape their voice with skill and self-esteem. • Songwriting: Students learn to write songs that tell a story—not just express a feeling. Lessons guide them in shaping lyrics with character, setting, plot, and point of view. Rhyme grids, sentence starters, and metaphor-building activities support both structure and imagination. Melodies are developed through pattern play, stepwise improvisation, and application of scale structures that reflect the tone or genre of a piece. Students build full sections—like verses, choruses, and bridges—and begin planning transitions that engage the listener. • Piano: Students move beyond beginner melodies into full harmonic and rhythmic development. They learn to play all twelve major and minor scales (first hands separately, then hands together), along with blues and pentatonic scales used in popular styles. They practice chord shapes (major, minor, diminished, augmented), learn inversions, explore suspensions, and play power chords to support arrangements and songwriting. Self-accompaniment becomes more fluid as students combine rhythm, harmony, and structure. Ear-based exercises and chord progressions from commercial music help connect theory to practice. • Sight-Reading & Ear Training: All scales listed above are introduced in this age group. Students build fluency reading treble and bass clef lines, recognizing accidentals, intervals, and basic chord symbols. They develop confidence in reading rhythms across 2/4, 3/4, 4/4, and compound meters. Ear training includes identifying intervals such as major and minor thirds, perfect fourths and fifths, and tritones. Students use call-and-response, loop-based listening, and playback tasks to track melodic movement and simple chord progressions. • Music Theory: Students are introduced to key signatures, complex meters (such as 5/4, 6/8, 7/4), and increasingly intricate rhythmic values (dotted rhythms, sixteenth notes/rests, thirty-second notes/rests). While clefs, staff notation, and rhythmic symbols were introduced earlier, this stage builds fluency through real-world application. The Nashville Number System is used as a framework for identifying and building chord progressions in popular and commercial styles. Music theory is taught as a storytelling tool—helping students shape the energy and emotion of their work through structure. • Production: Students continue in Ableton Live Standard as they learn multi-track recording, harmony building, and arrangement. They begin layering vocals or instruments to create musical depth, using MIDI to sketch short melodic or rhythmic ideas. Instruction emphasizes expressive structure—how sections connect, how transitions work, and how arrangement choices support the story of a song—rather than technical processing. • English Language Arts: Songwriting continues to support narrative development and literary analysis. Students practice using figurative language, sensory details, and structured writing frameworks (such as beginning-middle-end, or cause-effect). Sentence structure, transitions, and word choice are emphasized in both collaborative and independent work. Lyrics become a tool for strengthening grammar and emotional vocabulary. Students learn to analyze existing songs, track themes, and compare lyrics across genres. • STEM (Science, Technology, Engineering, and Mathematics): Music production deepens students’ understanding of sequencing, design thinking, and real-time decision making. Students manipulate loops and MIDI sequences to create song form, using tools like tempo mapping, velocity adjustment, and rhythm layering. These activities mirror core coding concepts like logic sequencing and input/output awareness. A key activity at this stage is remixing a short piece—by reordering, editing, or layering sound elements to shift its mood or structure. • History & Culture: Students explore the roots and evolution of jazz music, with a focus on how this genre reflected and influenced American history, racial identity, and global movements. Musicians like Duke Ellington, Ella Fitzgerald, Louis Armstrong, and Miles Davis are highlighted. Students engage with jazz standards, call-and-response practices, and improvisation games. While jazz is the focus of history at this stage, its role is always framed as complementary to the studio’s foundation in popular and commercial music. Connections are drawn between jazz, hip hop, R&B, and other forms of modern storytelling through song to help students see how these traditions inform their creative work. • Accessibility: Not all content is adaptable, but all services include multimodal access points—such as visual models, echo-based imitation, tactile tools, movement, and interactive pacing. Caregivers may support students with technology or communication during independent tasks. ✨ 12–15 Years: Building Expertise Advanced Curriculum: This outlines the general progression for students ages 12–15 (advanced level). It builds on the fluency developed in the Intermediate Curriculum (ages 9–12) and prepares students for the Professional Curriculum (ages 15+), where style and career preparation become central. Students in this age range must enroll in services designed for them, even if they are new to music or need additional support. If a student is just beginning—or navigating communication, coordination, attention, or confidence challenges—they may benefit from learning earlier material. The Pre-Beginner Curriculum (ages 0–5) supports early exploration through sound play and syllable vocalization, the Beginner Curriculum (ages 6–9) strengthens basic rhythm, melody, lyric writing, and pitch matching, and the Intermediate Curriculum (ages 9–12) builds fluency with scales, harmony, structure, and musical vocabulary. Instruction is always personalized to meet each learner where they are, but services remain grouped by age. In masterclasses and workshops, multi-level activities ensure every student can participate meaningfully and grow at their own pace. • Singing: Vocalists refine their identity through expressive phrasing, improvisation, and genre-based nuance. Students explore mixed voice variations (head-dominant, chest-dominant, and balanced), safe belting, and tone shaping. Jazz-informed techniques strengthen flexibility, interpretation, and emotional presence, while popular and commercial styles remain the foundation. • Songwriting: Songwriters craft songs with greater emotional depth and narrative complexity. Sessions highlight metaphor, symbolism, irony, and advanced rhyme schemes. Students shape melodies through contour, variation, and harmonic interplay, and they refine structural choices across sections such as verses, choruses, and bridges. • Piano: Instruction expands to modes, modal interchange, diminished and altered scales, and extended chords (6ths, 7ths, 9ths, 11ths, 13ths). Students practice accompaniment patterns that support original songwriting, vocal performance, and stylistic exploration. • Sight-Reading & Ear Training: Students work with advanced meters (6/8, 7/8, 13/16), syncopation, tuplets, and chromatic passages. Ear training emphasizes identifying intervals from sixths through thirteenths, tonal memory, and improvisation. • Music Theory: Students explore borrowed chords, secondary dominants, altered scales, and non-diatonic progressions. Instruction emphasizes harmonic rhythm and emotional movement, connecting theory to expressive storytelling. Both the Nashville Number System and Roman numeral analysis are used. • Production: Students transition into Ableton Live Suite, where they deepen their creative control through sound design. They explore effects, sculpt textures, shape timbre, and use automation to refine expression. This stage includes synthesis, modulation, sampling, and other tools that help students build distinct sonic identities—always tied to artistic intention rather than technical complexity for its own sake. • English Language Arts: Themes like identity, transformation, and resilience are explored through lyric writing and journaling. Songs serve as literary works, helping students strengthen vocabulary, editing, and narrative structure. • STEM (Science, Technology, Engineering, and Mathematics): Students apply logic and systems thinking through sequencing, automation, modulation, and layered digital arrangements. • History & Culture: Students study the evolution of popular and commercial music across genres such as pop, R&B, hip hop, rock, country, and folk. Instruction highlights how these genres emerged from the innovation of Black, Indigenous, and immigrant communities, helping students understand how cultural movements and systemic forces shaped the music they create today. • Accessibility: Instruction includes multimodal entry points—visual, auditory, kinesthetic, and AAC-based—so that all students can participate. Singing services require vocalization and a consistent communication method, while songwriting is open to all communicators. ✨ 15+ Years: Shaping Identity Professional Curriculum: This outlines the general progression for students ages 15 and older (professional level). It extends the skills gained in the Advanced Curriculum (ages 12–15), moving from expressive fluency into stylistic mastery and real-world application. Instruction emphasizes career or college preparation, helping students refine their artistry for job opportunities or higher-level study. Students in this age range must enroll in services designed for ages 15–18 or adults, even if they are new to music or need additional support. If a student is just beginning—or navigating communication, coordination, attention, or confidence challenges—they may benefit from earlier material. The Pre-Beginner Curriculum (ages 0–5) supports early exploration, the Beginner Curriculum (ages 6–9) strengthens rhythm, melody, lyric writing, and pitch, the Intermediate Curriculum (ages 9–12) develops fluency in scales and harmony, and the Advanced Curriculum (ages 12–15) builds versatility and control. Instruction is always personalized, but services remain grouped by age. In masterclasses and workshops, multi-level activities ensure every student can participate meaningfully and grow at their own pace. • Singing: Students develop stylistic mastery and career-readiness. Training includes vocal ornamentation (runs, flips, riffs), expressive effects (vocal fry, growls, controlled distortion), and genre-specific phrasing. The goal is to shape a signature style rooted in storytelling and authenticity. • Songwriting: Songwriters refine songs through revision, pacing, and emotional impact. They explore advanced lyric craft, collaborative writing, and genre blending, strengthening personal artistic voice while shaping full sections such as verses, choruses, and bridges with clarity and intention. • Piano: Students refine voicing, accompaniment patterns, rhythmic nuance, and improvisation. Instruction emphasizes flexibility in performance, arranging, and songwriting contexts. • Sight-Reading & Ear Training: Students transcribe real-world melodies and harmonies, sharpen rhythmic accuracy, and develop strategies for professional rehearsal and collaboration. • Music Theory: Functional harmony, advanced chord substitutions, and Roman numeral analysis are taught alongside applied use of the Nashville Number System. Focus is on using theory to support arranging, performance, and career-level songwriting. • Production: Students work in Ableton Live Suite to create polished, portfolio-ready songs. They refine their artistic style while using advanced tools such as resampling, synthesis, plugin chains, and velocity shaping. Training includes post-production, so students understand the process and are ready to work with mixing and mastering engineers in the future. • English Language Arts: Songs are analyzed as literature, with attention to narrative, voice, and cultural resonance. Students practice editing, journaling, and crafting long-form creative work. • STEM (Science, Technology, Engineering, and Mathematics): Music production supports skills in coding logic, physics of sound, and computational problem-solving. Students connect technical fluency with artistic expression. • History & Culture: Students analyze current issues in the music industry, music education, music therapy, and creative expression. They explore how modern genres—such as pop, R&B, hip hop, and alternative music—interact with cultural movements, systemic forces, and evolving artistic landscapes. Pathways into music careers or music degrees are discussed, alongside opportunities for lifelong music-making as a hobby. • Accessibility: Participation is flexible and student-centered, with options for AAC, adaptive pacing, and alternate forms of demonstration. Singing services require vocalization of words and a consistent communication method; songwriting and production remain open to all communicators. The goal is to prepare every student—regardless of communication or sensory needs—for meaningful and authentic music-making as an adult.

Yes. Research consistently shows that online music instruction can be just as effective as in-person lessons—and in some cases, even more impactful, particularly when designed with care and intention. At Once Upon a Voice, we embrace online learning not as a compromise, but as a powerful way to meet students where they are—emotionally, neurologically, and creatively. Multiple studies have found no significant difference in musical skill development between online and in-person learning. For example, MacRitchie et al. (2022)(https://eprints.whiterose.ac.uk/203510/1/macritchie-et-al-2022-going-online-successes-and-challenges-in-delivering-group-music-instrument-and-aural-learning-for.pdf?utm_source=chatgpt.com) showed that students learning piano online made comparable technical and expressive progress to those studying in person. Wu et al. (2023)(https://www.researchgate.net/publication/370808693_Exploring_the_design_space_of_virtual_tutors_for_children_with_autism_spectrum_disorder?utm_source=chatgpt.com) found that virtual instruction was especially effective for autistic students when tailored to their cognitive and sensory needs. Online learning offers distinctive benefits for neurodivergent students. Features like screen recording make it easier to revisit complex material, supporting memory and processing for learners with ADHD, auditory processing differences, or executive functioning challenges. Many students appreciate being able to reduce visual clutter, control their learning environment, or use fidget tools or movement breaks without judgment. Because our lessons, weekly workshops, and monthly masterclasses can incorporate multiple forms of communication—including speaking or augmentative and alternative communication (AAC)—students can participate in the ways that feel most natural to them. For students with trauma histories, online instruction can ease the pressure of being in unfamiliar spaces or traditional performance dynamics. Students may choose to turn their camera off, adjust posture freely, or step away from the screen momentarily if needed. These options offer emotional regulation tools that are difficult to access in most in-person settings. Virtual learning also helps avoid some of the environmental triggers—such as harsh lighting, crowded rooms, or unpredictability—that can lead to shutdowns, freeze responses, or dissociation. But the benefits of online instruction extend far beyond specific needs. For many students—regardless of trauma history, neurotype, or disability—virtual lessons offer greater flexibility, reduced commute time, and the ability to learn from the comfort of home. This is especially helpful for those living in areas with limited access to arts education, juggling busy schedules, or simply thriving best in familiar surroundings. It also allows caregivers to observe or participate when helpful, deepening support and connection. At Once Upon a Voice, we use Zoom (https://www.zoom.com/)for live instruction because it supports high-quality online music education while also expanding accessibility and structure across our services. Zoom allows us to combine clear teaching with practical tools like screen sharing, session recording, and breakout rooms—features that make it easier to differentiate instruction in real time, offer brief one-on-one support within small group services, and provide a private space for students who need a moment to regulate or refocus. Because Zoom is widely familiar, it reduces technology barriers for adult musicians and families, and recordings make it simple to revisit material for practice and processing. Rather than treating online learning as a compromise, we use Zoom intentionally to create an experience that is organized, flexible, and supportive for diverse sensory, communication, and learning needs. At Once Upon a Voice, we believe every pathway should be designed with access, expression, and care at its core. While our instruction is rooted in the virtual space to ensure a sanctuary for all, we facilitate professional growth through our specialized wings. Voicebound serves as our music publisher, and Commonvoice operates as our record label. Furthermore, Voicefair provides the dedicated infrastructure for stage and television productions. Looking ahead, these wings will allow for optional hybrid experiences, such as in-person recording sessions and live showcases, that complement our virtual learning. Whether online or in-person, every student remains a full participant in their own creative journey, supported by the full professional breadth of our organization. Sources 1. MacRitchie et al. (2022):(https://eprints.whiterose.ac.uk/203510/1/macritchie-et-al-2022-going-online-successes-and-challenges-in-delivering-group-music-instrument-and-aural-learning-for.pdf?utm_source=chatgpt.com) This study examined the transition from face-to-face to online group music instruction for older adult novices during the COVID-19 pandemic, highlighting both successes and challenges. 2. Chmiel et al. (2025):(https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0320055&utm_source=chatgpt.com) This research objectively measured musical learning in older adult novices over a 12-month online study, demonstrating significant improvements in aural and keyboard performance skills. 3. Wu et al. (2023):(https://www.researchgate.net/publication/370808693_Exploring_the_design_space_of_virtual_tutors_for_children_with_autism_spectrum_disorder?utm_source=chatgpt.com) This paper explores the design space of virtual tutors for children with autism spectrum disorder, providing insights into effective digital learning systems for this population. 4. San Ramon Academy of Music:(https://sanramonacademyofmusic.com/online-vs-in-person-music-lessons-breaking-barriers-and-embracing-convenience/?utm_source=chatgpt.com) This article discusses the benefits of online music lessons, including flexibility and accessibility, which can be particularly advantageous for students with diverse needs.

To participate in our trauma-informed, neurodiversity-affirming services, all students (ages 0+) must have: • A stable internet connection (preferably wired) • A quiet, distraction-free learning environment • A desktop or laptop computer compatible with Zoom(https://www.zoom.com/) Students must have all the required equipment for their current age group, as well as all necessary items from younger levels. Recommended items are not required. ✨ Beginner Level (ages 6+) Required • MIDI keyboard with at least 61 keys, plus stand, bench, damper pedal, and MIDI-to-USB cable • Ableton Live Intro (https://edu.bandlab.com/?lang=en)as their digital audio workstation (DAW) Recommended • Pads on a separate MIDI controller for beat-building Note: Students may access Ableton Live Intro through Ableton’s 50% educational discount for K–12 students.(https://www.ableton.com/en/shop/education/) However, the educational discount does not apply to upgrades. Families who anticipate their child continuing with music production may find Ableton Live Standard or Suite to be a worthwhile long-term investment, as these versions support more advanced creative and technical growth over time. ✨ Intermediate Level (ages 9+) Required • For singers only: • Semi-occluded vocal tract (SOVT) tool (https://singingstraw.com/collections/straws/products/singing-straw-sili?variant=40670716657753)to use with water and without water • For everyone: • Recording microphone with a boom stand, pop filter, and XLR-to-XLR cables (not required if nonspeaking) • USB audio interface • Closed-back headphones with a 1/4-inch adapter to record • Ableton Live Standard (https://www.ableton.com/en/live/)as their DAW Recommended • Inline preamp if the mic has low gain • Acoustic panels for absorbing high and mid frequencies • Bass traps to manage low frequencies Note: Students may access Ableton Live Standard through Ableton’s 50% educational discount for K–12 students.(https://www.ableton.com/en/shop/education/) However, the educational discount does not apply to upgrades. Families who anticipate their child continuing with music production may find Ableton Live Suite to be a worthwhile long-term investment, as it supports more advanced creative and technical growth over time. Ableton Live Suite is available through Ableton's rent-to-own program,(https://www.ableton.com/en/rent-to-own-ableton-live/) as well. ✨ Advanced and Professional Levels (ages 12+) Required • Open-back headphones with a 1/4-inch adapter to mix and master • External or cloud-based storage to save projects • Ableton Live Suite (https://www.ableton.com/en/live/)as their DAW Recommended • Studio monitors with stands or isolation pads and balanced cables • Splice (https://splice.com/plans?utm_source=google&utm_medium=cpc&utm_campaign=namer-en_multi_gs_ua_sounds_20220602_brand_trials&utm_content=namer-en_multi_gs_kw_brand-splice_x_x_x_exact&utm_term=splice&campaignid=404596759&adgroupid=26303056279&adid=785071114757&gad_source=1&gad_campaignid=404596759&gbraid=0AAAAADjfFVE5rR_Yi1y3qa3ENDwDKRpLk&gclid=CjwKCAiA55rJBhByEiwAFkY1QJiPHoMjtZMe9J8Et1Lfhvy_fpIE2fnBs_gnkdmoJ0mri4fW7NXtQhoCgtAQAvD_BwE)for loops and one-shots • Waves Ultimate (https://www.waves.com/subscriptions/ultimate?_gl=1*1se40qh*_up*MQ)for beneficial plugins Note: Students may access Ableton Live Suite through Ableton’s 50% educational discount for K–12 and college students, as well as teachers.(https://www.ableton.com/en/shop/education/) It is also available through their rent-to-own program.(https://www.ableton.com/en/rent-to-own-ableton-live/) Accessibility Students who use augmentative or alternative communication (AAC), are Deaf or hard of hearing, or benefit from visual, tactile, or sensory supports may need additional music-specific aids. Because these needs differ from student to student, we offer guidance individually. Examples may include visual beat or tempo trackers, vibration-based tools to feel rhythm, LED sound-level indicators, gesture-based conducting tools, enlarged or high-contrast notation, tactile or color markers for keyboard navigation, raised or braille overlays for specific keys, simplified DAW templates, alternative ways to monitor vocal input (such as waveform or pitch-tracking displays), adapted mic positioning aids, or camera angles that support visual monitoring during singing or recording. If you or your child requires accommodations like these, we will help you. Financial Support If cost is a concern, we have need-based scholarships for all services (https://onceuponavoicellc.com/scholarships)and merit-based scholarships for private lessons.(https://onceuponavoicellc.com/scholarships)

Pricing

At Once Upon a Voice, our services represent a high-level intersection of professional music creation and trauma-informed, neurodiversity-affirming care. While our rates reflect this industry-standard expertise, we are committed to accessibility and provide need-based scholarships (onceuponavoicellc.com/scholarships)for all recurring services to support low-income and middle-class families. ✨ Commissions Commissioned projects are bespoke and priced according to the specific needs of the client. Fees cover Marcellé’s work as an independent contractor and include compensation for any adult students involved as her subcontractors. Should a project benefit from an external collaborator—such as one of Marcellé's colleagues—their compensation and ownership percentage are subtracted from Marcellé’s share. This ensures the final cost remains consistent with the client’s original agreement. ✨ Projects For adult students, add-on projects are priced similarly to our external commissions, with financial assistance applied for those currently on a need-based scholarship. For children and teens (Ages 6–18), project-based learning is already integrated into the cost of their weekly workshops or private lessons. ✨ Instructional Services Our other learning opportunities include the following: • Adult Masterclass (Ages 18+): Sessions range from $150 to $450/month. • Early Childhood Music (Ages 0–5): Classes range from $500 to $600/month. • Weekly Workshops (Ages 6–18): These comprehensive programs range from $650 to $800/month. • Private Lessons (Ages 6–18): Our most intensive tier ranges from $1,000 to $1,600/month. More information is available on our Membership (onceuponavoicellc.com/membership)page.

Once Upon a Voice offers scholarships to help make our trauma-informed, neurodiversity-affirming music education more accessible—while preserving the excellence and personalized care that define our studio. These scholarships are thoughtfully designed to unlock creativity, nurture potential, and support exceptional students on their musical journey. • Partial need-based scholarships are available for all services and are now trust-based, allowing students and families to choose the level of support that best reflects their current financial reality without the need for documentation. • Full merit-based scholarships are awarded each year for private lesson students ages 6 to 18 who demonstrate exceptional readiness and commitment to intensive study. ✨ Honoring the Teachers Who Sparked the Story Each scholarship is named in honor of a music teacher who profoundly shaped our founder, Marcellé.(https://onceuponavoicellc.com/about#meet-marcelle) Their guidance helped her grow not only as an artist but as a teacher who believes in nurturing every student’s voice with care, curiosity, and courage. ✨ Scholarship List by Age Group 18 Years or Older • Need-Based: The Saint Mercedes (https://onceuponavoicellc.com/scholarships#adult-partial-scholarships)Scholarships 0 to 5 Years Old • Need-Based: The Steven Boyd (https://onceuponavoicellc.com/scholarships#ages-0-5-partial-scholarships)Scholarships 6 to 9 Years Old • Need-Based: The Day'nah Cooper-Evans (https://onceuponavoicellc.com/scholarships#ages-6-9-partial-scholarships)Scholarships • Merit-Based: The Betsy Uschkrat (https://onceuponavoicellc.com/scholarships#ages-6-9-full-scholarship)Scholarship 9 to 12 Years Old • Need-Based: The Sandra Youmans (https://onceuponavoicellc.com/scholarships#ages-9-12-partial-scholarships)Scholarships • Merit-Based: The Janice Seeley (https://onceuponavoicellc.com/scholarships#ages-9-12-full-scholarship)Scholarship 12 to 15 Years Old • Need-Based: The Xylo Aria (https://onceuponavoicellc.com/scholarships#ages-12%E2%80%9315-partial-scholarships)Scholarships • Merit-Based: The Elle Holiday (https://onceuponavoicellc.com/scholarships#ages-12%E2%80%9315-full-scholarship)Scholarship 15 to 18 Years Old • Need-Based: The Kate Duncan (https://onceuponavoicellc.com/scholarships#ages-15-18-partial-scholarships)Scholarships • Merit-Based: The Jazmin Crumley (https://onceuponavoicellc.com/scholarships#ages-15-18-full-scholarship)Scholarship ✨ Need-Based Scholarship Breakdown Partial scholarship recipients choose to pay 25%, 50%, or 75% of tuition based on their financial situation. To utilize a need-based scholarship, simply begin the booking process for your chosen service. You will find the available tiers and their corresponding discount codes within our thorough intake form, where you can select the support that fits your life. Below is a breakdown of them for our services. Please note: All paid services include access to self-paced courses. Our scholarship opportunities are available year-round, and we review all intakes to ensure our specialized instructional approach is the right fit for each student’s goals. Full merit-based scholarship awardees receive 100% tuition coverage for private lessons.(https://onceuponavoicellc.com/services#private-lessons)

Because we value the dignity and agency of our families, we do not require financial documentation to access our partial need-based scholarships. Instead, these awards are integrated directly into the booking process for each service. To utilize a partial scholarship, simply begin the enrollment process for your chosen service and select your tier of scholarship support within the intake form. You will then see the corresponding discount code, which you can apply at checkout. To be considered for a full merit-based scholarship (available for private lessons, ages 6 to 18), students must submit: • A completed a merit-based scholarship application form (https://onceuponavoicellc.com/merit-based-scholarship-application) • A personal statement about the applicant’s musical journey, submitted in written, audio, or video format • An audition video demonstrating artistic readiness We review each intake and application with care, considering the applicant's interest in growing musically and creatively within our studio environment. Our merit-based scholarship application can be found here.(https://onceuponavoicellc.com/merit-based-scholarship-application) ✨ Review Process and Notification For partial need-based scholarships, enrollment is immediate upon completion of the booking process and intake form, provided there is instructional fit and space available in the program. We review all intakes on a rolling basis throughout the year to ensure our trauma-informed, neurodiversity-affirming expertise is the right match for each student’s goals. Full merit-based scholarships are awarded annually. Applicants will be notified by email when a decision has been made. Students who are offered a merit-based scholarship must respond by the date listed in their notification. If we do not hear back by that deadline, the scholarship may be offered to the next eligible applicant.

Start Your Story ✨

About

Meet Our Queen

Our Method

How do you define trauma and neurodiversity?

How are your services trauma-informed and neurodiversity-affirming?

Do these offerings qualify as therapy?

Partnerships

How can I get involved without becoming a student?

Do you accept sponsorships?

What is Voicelore?

How We Teach

What is your curriculum?

Is online learning as effective as in-person learning?

What technology or materials do students need to participate?

Pricing

How much do your services cost?

What financial aid is available?

How can I receive a scholarship?