Professional discussion of curricular change and innovation is essential for maintaining and increasing the positive effects that music education can have on schoolchildren. Much recent discourse about curricular change has focused on critiques of the traditional large-ensemble model of music education, technological innovation applied to teaching music, and the incorporation of popular music idioms. I propose counterpoints to these commonly discussed topics and offer suggestions for redirecting advocacy efforts and for reconsidering dispositions toward large-ensemble instruction. Rather than discard the current curricular models as inadequate, we can exercise patience and reflect while building on what currently exists. (Contains 11 notes.)