In this article, the author responds to the paper by Kertz-Wezel entitled "The Magic of Music." Here, she discusses an approach to music experience she had developed that depends on collaborative music-making, as opposed to the approach by Kertz-Wezel. She describes how her approach, contrary to the individualistic approach espoused by Kertz-Wezel, nevertheless accomplishes the goal of transformative music education. Her approach is grounded in principles abstracted from the writings of John Dewey. Like Dewey, she believes that the only true education comes through the stimulation of an individual's powers by the demands of the social situations in which individuals find themselves. She agrees with Kertz-Wezel that there is a problem with the way everyone typically teaches listening and performing in educational settings. However, she disagrees that the solution can be found in the promotion of anti-intellectual experiences that Dewey would call mis-educative. She believes that the solution to the problem of how music is taught in educational settings derives from the lack of an articulated vision of every child as artist and of every classroom as a community. (Contains 14 footnotes.)