Theoretical/pedagogical backgroundI have spent many years sharing music in residences for seniors, many of whom are living with dementia. This practical experience has shown me that music is a powerful tool for connection and engagement. Traditional music programs focus on technical excellence and repertoire mastery, but rarely address music as a relational tool or develop the communication skills that transform performance into compelling connection. With aging populations creating expanding careers in music-based care, this gap represents both a pedagogical oversight and a missed opportunity.Aim and focusThis workshop develops person-centered musicianship skills that transform how we engage with older adults living with dementia - and how we teach all students. I focus on three core competencies transferable across any music education context: meeting individuals where they are, utilizing repertoire as a bridge-building tool, and developing give-and-receive musical experiences that honor professional boundaries while embracing genuine human presence.MethodologyThis hands-on workshop uses real case studies from my practice, live musical demonstrations, and reflective exercises. Participants engage with actual scenarios: veterans experiencing trauma responses during music sessions, residents in emotional distress, complex group dynamics in memory care units. Through interactive music-making, we explore the skills of receiving and pivoting - staying aware of what participants offer and adjusting our approach in real time - then explore how to use these approaches in your own work.SummaryYears of practice reveal what makes music engagement successful: musicians must develop companionate imagination, select repertoire connecting with preserved memories and identity, and genuinely receive as well as give in musical exchanges. Familiar songs become entry points to authentic self-expression. Adaptive musicianship redirects distress and facilitates joy activation. Most importantly, the shift from performance to presence requires reconsidering what musical excellence means when connection is the goal.Implications for music educationMusic education must expand beyond technical mastery to include person-centered engagement skills. This enriches rather than replaces performance training. When we prepare students to work with diverse populations including older adults with dementia, we develop musicians who build bridges across abilities, ages, and contexts. Participants will leave with concrete strategies for integrating these approaches into their own teaching, performing, and program development.