Learning within public education takes place in diverse settings other than traditional classrooms. Constructivism, the dominant learning theory in Texas public education classrooms, falls short of giving those who lead musical ensembles (such as band, orchestra, choir) a solid epistemological foundation. The edusemiotic concept of coordination with the teacher competencies of Holding-Keeping-Engaging offers an alternative. The following perspective, adapted from John Quay's synthesis of phenomenological (Heidegger) and pragmatic (Peirce and Dewey) influences, gives those who engage in the human praxis of musical ensemble making in a pedagogical context a more solid theoretical foundation. Edusemiotics addresses the interactive relationships between teachers, students, and agentive content. Three roles (process initiator, conduit for content, and error processing) allow teachers to create a setting in which students can become a grown-up subject within a musical world.