Finding Joy in Arts Education Leadership

Franklin J. Willis Director of Visual and Performing Arts, Metro Nashville Public Schools, TN

For more than a decade, my greatest joy was standing in front of a classroom of elementary music students, watching their eyes light up as they discovered their own musical gifts. There is nothing quite like seeing a child realize that they have a talent worth sharing—and then giving them the stage to shine. Those moments of transformation, when a student finds their voice through music, reminded me daily why arts education is essential to the life of a school.

I Belong Music Video (Extended Intro)

Today, my role looks different. I no longer spend every morning in a music classroom with recorders, rhythm sticks, and eager young musicians. Instead, my work has shifted to a broader stage—supporting teachers, collaborating with principals, and connecting community partners with schools. And while the setting has changed, the joy remains. In fact, I’ve discovered a new kind of fulfillment: finding and nurturing the talents of educators, and ensuring they have the resources and support to do their best work.

Just as I once identified the spark in a student, I now recognize that same spark in a teacher. Every educator has unique strengths—whether it’s a music teacher who can inspire students to compose their first song, a theatre teacher who creates a safe space for students to step into new roles, or a visual arts teacher who teaches young people to see the world differently. My role is to help those talents grow, to clear barriers out of the way, and to provide the kind of encouragement and resources that allow teachers to thrive. When teachers thrive, students thrive.

(Images taken from "I Belong" music video.)

Collaboration has become one of the most joyful parts of this leadership journey. Working with principals to build arts programs that are aligned, strategic, and sustainable is both challenging and deeply rewarding. Principals understand the heartbeat of their schools, and when they see the arts not as “extras” but as essential, the entire school culture shifts. Together, we get to dream big—about performances, exhibitions, residencies, and curriculum—and then make those dreams real for students.

Another source of joy is connecting schools with community partners. Our city is rich with artists, arts organizations, and cultural institutions that are eager to invest in the next generation. When we bring these partners into schools, the results are powerful. Students see themselves reflected in professionals who make a living through the arts, and they are introduced to possibilities they may never have imagined. Teachers gain collaborators who expand what’s possible in the classroom. And the community, in turn, is strengthened by the creativity and brilliance of our young people.

Of course, leadership is not without its challenges. The responsibility is heavy, and the work can be demanding. I’ve learned that finding time outside of work to pour back into my own cup is essential—because you can’t pour from an empty one. Whether through music, reflection, or simply rest, these moments of renewal give me the strength to show up for others. Leadership requires resilience, but it also requires honesty about the journey. I am finding my way, and along the path, I am committed to uplifting others.

Leadership in arts education is, at its core, about possibility. It is about holding space for imagination—not just for students, but for teachers, principals, and communities. It is about seeing what could be, and then working together to bring it to life. That work is fun. It is meaningful. And it brings me joy every single day.

My journey began with the simple act of teaching children to sing, play, and create. Now it continues with the work of building systems, programs, and partnerships that ensure all children have access to the arts. The joy is different, but it is just as powerful. In both roles—teacher and leader—I have had the privilege of being part of something bigger than myself: the transformative power of the arts in education. And that is a gift I will never take for granted.

P.S. One of those special programs and partnerships that has been sparked under my leadership is our MNPS Songwriting Summit. This innovative program connects our students and teachers with music industry professionals to write and record original music during our weeklong summit. To learn more about our current release and first district album, I Believe, I Belong, visit the links below:

• MNPS: I Believe, I Belong

• FFLAT Books: I Believe, I Belong – Elevating Student Artists Through the MNPS Songwriting Summit

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Franklin Willis is a nationally recognized music educator, composer, author, and arts advocate who has dedicated his career to transforming the landscape of music education. He currently serves as the Director of Visual and Performing Arts for Metro Nashville Public Schools, where he leads district-wide initiatives to ensure equitable access to arts education for more than 81,000 students in one of the most culturally and economically diverse school districts in the United States.

A three-time CMA Foundation Music Teacher of Excellence, Willis brings over 15 years of experience as a classroom teacher, instructional coach, and arts administrator. He is deeply committed to equity, inclusion, and culturally responsive teaching practices that empower students and reflect the rich cultural identities of the communities he serves.

Willis was recently honored with a Midsouth Regional Emmy Award for Every Student Known, a compelling documentary that underscores the power of building authentic relationships with students through music and storytelling.

As an adjunct professor at Vanderbilt University’s Blair School of Music, he prepares the next generation of music educators to lead with compassion, creativity, and cultural competence. Beyond the classroom, Willis is a prolific creator of music resources for educators, equipping teachers nationwide with tools to foster engaging, inclusive, and joyful learning environments.

He is the author of two acclaimed children’s books, Edward’s Rhythm Sticks and More Than a Music Teacher, and a composer and arranger of Orff-based works tailored for the elementary music classroom. Through his leadership, artistry, and unwavering advocacy, Franklin Willis continues to uplift student and teacher voices—using music as a powerful force for connection, growth, and transformation.

Learn more about Franklin by visiting his website at www.fwillismusic.com.