Abstract: Traditional American secondary music education centers on teacher-directed ensemble rehearsals culminating in formal concerts and often, competitive adjudication. This workshop presents an alternative framework that prioritizes democratic pedagogy, authentic performance contexts, and inclusive curricular expansion, directly addressing the conference theme of “Building Bridges for All.” Theoretical Background: This work draws on informal music learning theory (Green, 2008), democratic education (Allsup, 2016; Woodford, 2005), and culturally relevant pedagogy (Ladson-Billings, 2021). Research suggests that student voice, facilitation, and participatory culture strengthen engagement and musical identity development (Cremata, 2017; Tobias, 2013), while authentic performance experiences connect classroom learning to real-world music-making (Jaffurs, 2004; Rodriguez, 2004). We engage critiques of competition-centered school music structures (Powell, 2023) and scholarship supporting inclusive practice for diverse learners (VanWeelden & Whipple, 2014), including peer-supported approaches for neurodivergent students (Fotheringham et al., 2023). Program Description: Our secondary music program extends beyond traditional ensembles to include songwriting, music production, rock band, and a peer-assisted class designed with and for neurodivergent students. Democratic structures are embedded throughout daily instruction: students co-select repertoire, propose class goals, share leadership roles, and participate in assessment design. Teachers function as facilitators scaffolding decision-making and reflection. Performance contexts intentionally mirror authentic practices. Songwriters present original work in community venues, rock bands organize outdoor concerts, and students curate digital portfolios documenting creative processes, reflecting contemporary musician roles as writers, producers, and collaborators (Randles, 2012). Workshop Structure: Participants will engage in two interactive protocols. First, small groups will simulate democratic ensemble decision-making by creating “Classroom Constitutions” for different music education contexts. Participants will democratically decide classroom procedures, expectations, and priorities. Second, participants will plan a community-based performance utilizing the processes previously determined in the first workshop. Groups will need to allocate a budget, decide a performance venue, and plan how to invite community members. Participants will adapt both protocols to prioritize democratic decision-making in their own classrooms. Outcomes: This workshop equips participants with practical tools for implementing democratic structures, expanding ensemble offerings beyond traditional models, creating inclusive spaces for diverse learners, and new perspectives related to community-centered music education. Attendees will leave with resources related to democratic classroom protocols, venue partnership strategies, and concrete action plans for their own teaching contexts. Implications: This model challenges hierarchical structures that marginalize non-traditional music students while demonstrating how authentic, democratic music education can foster equitable opportunities across diverse populations, embodying unity through inclusive, student-centered practices.