{"id":24930,"date":"2026-04-09T06:00:00","date_gmt":"2026-04-09T06:00:00","guid":{"rendered":"https:\/\/goodnewsmags.com\/tullahoma\/?p=24930"},"modified":"2026-04-07T18:44:48","modified_gmt":"2026-04-07T18:44:48","slug":"john-crawford-making-music-for-everyone-2","status":"publish","type":"post","link":"https:\/\/goodnewsmags.com\/tullahoma\/john-crawford-making-music-for-everyone-2\/","title":{"rendered":"John Crawford: Making music for everyone"},"content":{"rendered":"\n
JOHN CRAWFORD\u2019S love of music began early, tapping in rhythm at 4 years old, belting out the \u201cLove Boat\u201d theme into a makeshift microphone in his living room at age 10, and later teaching himself multiple instruments throughout his teens. That lifelong passion eventually led him to a career as a musician, and more importantly, to a calling he hadn\u2019t expected: teaching.<\/p>\n\n\n\n
Now, in 2026, Crawford is marking 20 years as a music educator. His journey is not just about becoming a musician, but about becoming the kind of teacher who believes music belongs to everyone \u2014 including students with special needs \u2014 and who has spent decades proving it through patience, empathy, and dedication.<\/p>\n\n\n\nPhotography by Ashleigh Newnes<\/figcaption><\/figure>\n\n\n\n
DISCOVERING HIS BLINDNESS \u2014 AND HIS VOICE <\/strong>At an early age, Crawford and his family began to learn that he had trouble seeing. To better understand his impairment, his parents enrolled him in a program in Hawaii, where they resided at the time.<\/p>\n\n\n\n
\u201cI was part of a pilot program for handicapped children in Hawaii,\u201d he explained. \u201cThey then began to realize that there was something wrong with my vision.\u201d<\/p>\n\n\n\n
He was officially diagnosed as legally blind around age 13. Thanks to his own advocacy and the support of East Middle School\u2019s former vice principal, Bob Larmoyeux, he was enrolled at the Tennessee School for the Blind.<\/p>\n\n\n\n
\u201cHe came to my parents and told them about a school that could help me. I enrolled in 1984, and that\u2019s when I started taking a proactive effort in mitigating my legal blindness,\u201d explained Crawford.<\/p>\n\n\n\n
He said the transition was difficult at first.<\/p>\n\n\n\n
\u201cThere were challenges like homesickness,\u201d he said. \u201cBut once I got in the groove, I started to gradually make use of the resources on campus around me. And they have affected me for my entire life.\u201d<\/p>\n\n\n\n
Some of what he learned included orientation and mobility training, cooking, cleaning, and self\u2011advocacy. His interest in music also deepened.<\/p>\n\n\n\n
His visual impairment also shaped how he learned music. He explained that while he never developed the ability to sight\u2011read, he learned music by ear, by memory, and by studying the manuscript closely.<\/p>\n\n\n\n
For Crawford, music has always been a refuge.<\/p>\n\n\n\n
\u201cMusic is an amazing world for me,\u201d he explained. \u201cMelody, harmony, rhythm, and cadence are woven into something for me that is truly remarkable and beautiful. It\u2019s how I met my wife. It has had an active role throughout my life.\u201d<\/p>\n\n\n\nPhotography by Ashleigh Newnes<\/figcaption><\/figure>\n\n\n\n
THE STUDENT BECOMES THE TEACHER <\/strong>Crawford\u2019s teaching career began almost accidentally. At 17, looking for ways to earn money, his mother asked him to bring his bass and amp to help with one of her students.<\/p>\n\n\n\n
\u201cShe started having me shadow,\u201d he said. \u201cI would come in and play along with some of her students, then she allowed me to begin teaching some of my own students. I kind of learned on the job.\u201d<\/p>\n\n\n\n
Crawford said what surprised him most was how natural teaching felt.<\/p>\n\n\n\n
\u201cIt just fit. It was really that simple,\u201d he added.<\/p>\n\n\n\n
That simple fit became a 20\u2011year career. Teaching is Crawford\u2019s calling. It is the place where his musicianship, his empathy, and his lived experience with disability converge into something meaningful for others.<\/p>\n\n\n\n
MUSIC IS FOR EVERYONE <\/strong>Crawford believes deeply that music should be accessible to all students, regardless of background, ability, or learning style. His own visual impairment shaped the way he approaches teaching, especially with students who have special needs.<\/p>\n\n\n\n
\u201cLooking back, I remember that when someone came to me interested in taking lessons, the first question I would ask was if there was anything I needed to know about their son or daughter,\u201d he said. \u201cParents would share if their child had [attention-deficit\/hyperactivity disorder], autism, or other needs. I would tell them I was more than willing to work with their child with special needs as long as they understood that I didn\u2019t have any specialized training. I\u2019ve always worked closely with the parents, and it\u2019s really just been learning on the job.\u201d<\/p>\n\n\n\n
He emphasized that every student is different. Every personality requires a different approach.<\/p>\n\n\n\n
\u201cI\u2019ve learned how to understand their unique situations and not to put one\u2011off labels on those individuals. All disabilities are a spectrum,\u201d he added.<\/p>\n\n\n\n
He hopes that society continues to grow in understanding.<\/p>\n\n\n\n
\u201cI hope that others understand that people with special needs need to have accessibility, and that it is legally theirs to have. If they have questions about things they don\u2019t understand, many of us are open to answering questions about who we are and what our needs are,\u201d said Crawford.<\/p>\n\n\n\nPhotography by Ashleigh Newnes<\/figcaption><\/figure>\n\n\n\n
WHAT TEACHING HAS GIVEN HIM <\/strong>Teaching, Crawford said, has shaped him as much as he has shaped his students.<\/p>\n\n\n\n
\u201cIt has allowed me to improve myself because of my music. When showing a student how to play a piece a certain way, I\u2019m able to open a pathway for me to understand that method differently.\u201d<\/p>\n\n\n\n
It has also strengthened his connection to people.<\/p>\n\n\n\n
\u201cTeaching someone to play music has been a bridge to working with people. It\u2019s allowed me to gain more patience and understanding,\u201d said Crawford.<\/p>\n\n\n\n
That bridge, he said, is the heart of his work.<\/p>\n\n\n\n
A LEGACY OF SAFETY AND CARE <\/strong>When asked what he hopes his students remember, Crawford said he hopes they\u2019ve felt safe and cared for over the years.<\/p>\n\n\n\n
\u201cI want those whom I\u2019ve taught to say, \u2018Mr. Crawford was a safe adult who cared about them, and he taught me music.\u2019 They\u2019ve all been a little safer and a little better because they hung out with me for a few years.\u201d GN<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"
JOHN CRAWFORD\u2019S love of music began early, tapping in rhythm at 4 years old, belting out the \u201cLove Boat\u201d theme into a makeshift microphone in his living room at age 10, and later teaching himself multiple instruments throughout his teens. That lifelong passion eventually led him to a career as a musician, and more importantly, […]<\/p>\n","protected":false},"author":7,"featured_media":24934,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[5],"tags":[],"class_list":["post-24930","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-stories"],"yoast_head":"\n
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