We dream of a world where music is here for everyone, connecting us, inspiring us, and bringing joy and meaning wherever it goes. We are having our Fall fund drive here at ACG and it’s because of our community and supporters that we are able to share stories like this. Click here to learn more about supporting ACG.
For this year’s Fall Fund Drive, we would like to take a moment to introduce you to some of the amazing individuals who are at the heart of ACG’s community programs.
Over the next few weeks, we’ll be sharing a series of stories that spotlight our dedicated employees and community members, highlighting the transformative programs they lead and the incredible impact they have on our community.
Thank you for joining us in celebrating these extraordinary programs and the people who make them possible.
This week we had the opportunity to connect with Director Juvenile Justice Education, Hector Aguilar.
Hector’s work is nothing short of inspiring; he brings the gift of music to young people in the juvenile justice system, offering them a path to earn academic credit, express themselves creatively, and build relationships with music and their peers.
Hector began his career as a music educator over a decade ago in Brownsville, Texas. While there, Hector held a private studio with a friend and regularly collaborated with a local arts non-profit, where he worked with groups from lower socio-economic backgrounds and witnessed how music could bring joy and confidence to students facing significant challenges.
In 2021, Hector began his journey in Juvenile Justice Education with us at ACG.
“I knew it was the opportunity I’d been waiting for. And now, I have the honor of working with students who inspire me every day.
I’m inspired by the potential every student has, regardless of their circumstances. After working with students from challenging backgrounds in Brownsville, I saw firsthand how music can be a powerful tool for change. When I joined this program, I realized that this was my chance to make an even deeper impact.
Every day, I am motivated by the resilience of these students and their ability to create something beautiful through music. It’s their growth, their breakthroughs, and their courage to keep going that keep me coming back.”
Two of the biggest challenges of working with students in the Juvenile Justice system is building trust with those who have experienced trauma and hardship and the unpredictable nature of this environment with students being moved or released.
Trust in the classroom develops through patience, empathy, and consistency, over long periods of time; something Hector is very gifted at and fabricates into his classrooms beautifully.
“I believe that every lesson, no matter how brief, can plant a seed for growth and change.
The most rewarding experiences often come in small moments that carry a deep impact. For example, I once had a student who was initially very closed off. After weeks of persistence, he played a melody beautifully and said that playing guitar made him feel free. That moment of connection and self-realization was incredibly powerful. It’s moments like these—where music provides a sense of liberation and confidence—that remind me why I do this work.”
We had the opportunity to interview Hector about a couple of experiences he’s had that illustrates the emotional impact his program has on students in these centers,
“There was a time when I worked with a student who began to withdraw from the group. Previously, this student had been active and seemed to genuinely enjoy participating. I tried to be patient and understanding, encouraging him to join in whenever he felt ready. This continued for a couple of weeks without much change.
It wasn’t until a writing exercise that I discovered the root of his behavior. He was grieving the loss of a friend who had been killed and was struggling with the fact that he couldn’t attend the funeral or do anything about it. In the next class, I approached him privately, letting him know that I was there for him and that he wasn’t alone.
After that conversation, I noticed a gradual shift. He slowly began to re-engage with the group, and by the end of the semester, he performed in the spring concert.
Reflecting on this experience, I believe that it wasn’t just learning guitar that helped change his behavior. More importantly, he began to feel like a valued member of the group, with a voice and a safe space to express himself through music.”
“Another time, I worked with a student who openly expressed that he didn’t care about anything related to school, including guitar. After about a week of working together, he walked into class one day and said, ‘Mr. A, I still don’t care about school, but I like your class, so thank you for coming.’ His words made me feel like I was connecting with him, and I thanked him for sharing his thoughts.
By the end of our first semester, other teachers noticed a significant change in his attitude toward schoolwork, commenting that guitar class seemed to have sparked a complete turnaround for him. It was truly rewarding to know I had the privilege to be a part of his journey.
When he was released, we reached out to his mom to explore ways to continue supporting him through long-term engagement. During that conversation, she expressed her deep gratitude to ACG, sharing that her son seemed like a different person and that she loved hearing him play guitar. I believe the breakthrough for this student came from experiencing the process and joy of making music.”
Music and arts education can be life-changing for young people in the juvenile justice system. It provides a safe space for them to express emotions they might not have the words for. It teaches discipline, perseverance, and the satisfaction of creating something meaningful. Music can help them see beyond their current situation and imagine a brighter future. It’s not just about learning the guitar, it’s about building confidence, self-worth, and hope.
We at ACG are so grateful for the support of community members like you, who make programs like these possible. Hector shares more about what your support could become in his Juvenile Justice program,
“These students are full of potential, creativity, and resilience. They’ve faced incredible challenges, but they are not defined by their circumstances. With the right support and opportunities, they can achieve great things. It’s important to see them for who they are, young people with dreams, talents, and the capacity for growth and change.
With continued support, I see this program growing in ways that can make a profound difference in the lives of our students. One of my dreams is to grow a long-term engagement program which will provide consistent opportunities for these young people to connect with music and develop their skills over time. I also want to create a program where court-involved students can replace their community service hours by participating in our classes. This would not only fulfill their obligations but also give them something meaningful to work toward—something that can truly change the direction of their lives.
Beyond that, I envision deeper connections between our students and the broader community. Whether through performances, collaborations, or mentorships, I believe these young people have so much to offer and can benefit tremendously from positive interactions outside of their immediate environment. Thanks to the support of our community, this program continues to evolve and provide students with the tools they need to thrive long after they leave our classes.”
Support Hector’s Juvenile Justice program here.