This article provides a theoretical framework through which to reimagine and revitalize contemporary music education practices, using the large ensemble paradigm called "band" as the primary unit of analysis. Literature suggests that band places too much emphasis on teacher control and external measures of validation. Critics propose replacing this historic art form with ones that exist outside of school. It is argued in this article that band's crisis of legitimacy can be resolved by refocusing on student welfare and student well-being. Because band is the only indigenous American art form that exists in and has come into fruition through the public school, band directors are bound by a public trust to put the education of students first. Using Dewey's understanding of the role of public schooling in a democracy, a vision of moral education through music education is advanced. Band is ideally poised to illustrate what moral education can be.