Dialogue has long been held up as a critical mode of learning and communicating (Alexander, 2004; Bakhtin, 1984; Habermas, 1987; Vygotsky, 1978). Across the fields of education and facilitation, groups have used dialogue to engage with complex topics, discover creative solutions to challenges, and build deeper relationships with one another (Freire, 1970; Isaacs, 1999). The importance of dialogue in music education is also acknowledged (Abrahams, 2005; Allsup, 2016; Benedict et al., 2019; Elliot, 2009; Hess, 2019).Although dialogue can and does occur spontaneously in many learning spaces, dialogic practitioners note that thoughtfully embedding participatory structures into gatherings often leads to richer engagement between participants (Lipmanowicz and McCandless, 2014). For those music educators eager to incorporate dialogic approaches into their existing practice, it can be a challenge to know where or how to begin. How do dialogic structures work in a musical ensemble or classroom? What factors do educators need to consider when utilizing dialogic tools? In this workshop, we offer participants the opportunity to experience and play with several dialogic structures, drawn from a multidisciplinary body of dialogical practice from education, community facilitation, and social-change work. Together we will consider how these particular designs can help our musical classrooms and ensembles to flourish as sites of trust, creativity, and co-creation. The facilitators will guide participants through designing and utilizing structures such as:· Community agreements: collaborative processes for establishing group norms that consider safety, agency, and creative risk;· Feedback loops: mechanisms for gathering and integrating learner perspectives as part of ensemble growth and reflection; and· Opening and closing micro-practices: methods that mark transitions in and out of the group, invite multiplicity, and cultivate belonging.Participants will experiment with using these structures in a low-pressure environment, with the aim of building upon the thoughtful practices they already bring to their classrooms and ensembles. Through guided activities and reflective dialogue, we will contemplate how to adapt and scale for different contexts, and what challenges may arise when using them in teaching. Other important considerations, such as sequencing and noticing group social dynamics, will be introduced. Participants will leave with flexible tools, including adaptable templates and reflective prompts, which can be incorporated into their own teaching practice.