Students at Reigate Grammar School in Surrey who learned a musical instrument achieved better A-level results than their non-musician peers in 2018.
The impact of an ArtsTrain music making programme has been highlighted in a new evaluation report.
In this new podcast, Anita Holford, co-editor of Music Education Works, is talking with Simon Glenister, Director of Noise Solution, a social enterprise based in Bury
Research by the University of British Colombia, Canada, shows that high school students who take music courses score significantly higher in other subjects than their non-musical peers.
A four-year study of young people involved with Youth Music projects in England, shows that they prefer to have autonomy over their own learning, and be able to choose music which is more relevant to them.
A study has found that ensemble-based musical instruction in an after school programme has positive effects on the behaviour and development of school-aged children.
A new research report by Youth Music of young people in England, shows that music is essential to their lives, significantly improving their wellbeing.
At the Music Mark conference in the UK in November 2018, Susan Aykin, National Lead for Visual and Performing Arts at Ofsted (the English government’s education
Education Through Music (ETM) is a New York-based charity which partners with under-resourced schools in New York City to provide music as a core subject for all students. Its evaluation report gives useful insights into its vision, mission and values as well as its process and outcomes.
With Olly Murs and other stars performing in a major mental health fundraiser a couple of weeks ago, Music 4 Mental Health, music and mental health is in the headlines again. Most of us have used music at some point to improve our mood or add atmosphere to our surroundings. But how does music impact on our emotional wellbeing and how can you use it to improve your own or others’ mental health?
ECOS, Music for Development is a state music education programme in Mexico. To measure the effect of the programme, an evaluation was carried out in 2017 to gather information on its impact.
In March 2017, University of Sussex research revealed that nearly 60% of teachers from state schools believed the controversial English Baccalaureate (EBacc) was having a negative impact on the numbers of students choosing to study music.