The music program at Gordon Parks Academy in Wichita, Kansas, was suffering because of high teacher turnover. When Erik Stone arrived, he made a commitment to stay and always communicates to students and parents that he plans to be around for a long time. Because of this, the program grew from seven students to more than 100 in just a few years.
“During my first year at Gordon Parks, a young sibling of a current band student asked if I would be there when he was ready to be in band,” Stone recalls. “I said, ‘Yes, I will be,’ and that student is now a thriving band leader. I believe that when students know you are not leaving, they open their hearts. That trust leads to deeper learning and sustained engagement, with students choosing — and continuing — to invest in a program led by someone who shows up and believes in them”.
Stone intentionally makes his band room a place where students want to be — a space rooted in trust, consistency and care. “Music is where I come alive, and that joy is visible in every rehearsal,” Stone says with pride. “That energy, paired with strong relationships, creates a space where students — especially those who may struggle academically or behaviorally — can find success on their own terms. I celebrate every step forward and consistently champion students as they discover confidence, belonging and growth through music.”
Stone reimagined the curriculum of his beginning band to blend high expectations with creativity and community. He prioritizes tone and music literacy, using movement, rhythm and play to make learning engaging. “It’s common for students to rap their note names to original beats, move freely around the room, and perform alongside peers on different instruments,” Stone says. “We reinforce core skills through games that build trust and belonging.”
When a small group of students asked to start a jazz program, Stone told them that it would require meeting twice a week before school at 7 a.m. “They showed up — and so did I,” he says. “What started with five committed students has grown into a full ensemble of 13 to 18 musicians. Their dedication not only built a thriving program but also led to Jazz Band becoming a scheduled elective, strengthening our school’s creative community.”
Beyond the music classroom, Stone teaches the AVID (Advancement Via Individual Determination) elective. He helps students set goals, build community and develop the skills and confidence needed to envision themselves as college- and career-ready long before high school. Stone leads the career fair and has invited nearly 40 different professionals to share their educational journeys and career paths, which allow students to see what is possible.
Stone also works with the Wichita Symphony Youth Orchestras, which serves over 600 students across six separate ensembles. He began as a rehearsal assistant with the Youth Wind Ensemble and was later invited to help launch the Youth Concert Band, an ensemble geared to be an entry point into the program. This group now has nearly 70 students and includes mentorship from Wichita State University musicians and tuition waivers. “These efforts ensure that talent, not financial circumstance, allow all students access to being a part of this incredible experience,” Stone comments.
Gordon Parks Academy is unique because it’s a K-8 school and Stone is committed to create spaces where students feel seen, heard and safe to be their truest selves — “even as they are still discovering who they are,” he says. “I remind students and families that I believe deeply in the power of music, and that by making music and choosing to be champions of young musicians, we have an opportunity to make the world a better place.”
