This paper explores the effects and problems of one highly influential default setting of the "normal style template" of music education and proposes some alternatives. These do not require abandoning all traditional templates for school music. But re-setting the default settings does depend on reconsidering the promised function of school music--music education in the general education of all students and thus serving the community--especially in contrast to the default settings of higher education in music, the function of which are to produce an elite cadre of professional musicians. Also needed is reappraisal of the taken-for-granted collective intentionality among music teachers that sustains certain limited or limiting default settings and the usually unspoken constitutive rules that define "the way things are" in the profession. This reappraisal depends especially on praxial accounts of music and music education, itself a major alternative default setting to traditional practices. and the alternatives proposed here are thus inspired by praxial premises. (Contains 41 notes.)