Throughout history, humans have engaged with music in a wide variety of contexts—for emotional expression, social bonding, ritualistic practices, and personal enjoyment. Music has long been considered an essential component of education, taught from elementary to higher levels, and recognized as a formal academic discipline. Concurrently, research has explored the psychological and therapeutic benefits of music, particularly its impact on mental health and well-being. As the educational and clinical applications of music continue to grow, measuring how individuals engage with music—both in terms of usage and enjoyment—has become increasingly important for researchers, educators, and clinicians alike. While a number of instruments have been developed to measure music listening, there remains a notable lack of validated tools that capture the enjoyment of singing or playing musical instruments. Moreover, many existing tools designed to measure music listening present limitations in terms of factor structure stability and construct validity. In response to this gap, my colleague and I developed and validated new scales that measures not only the enjoyment of listening to music but also the pleasures derived from singing and instrumental performance. The scale was constructed with a focus on establishing a satisfactory factor structure and offers practical utility in educational and clinical settings. However, we also acknowledge a critical limitation: emphasizing structural stability may inadvertently narrow the range of musical activities captured by the scale. This may exclude certain forms of music engagement that are equally meaningful. Consequently, researchers in music psychology, as well as professionals in music education and therapy, should thoughtfully consider the scope and purpose of their assessments and select measurement tools that align with the specific goals of their work.