The recently launched ‘Sounds of Intent in the Early Years’ research report provides powerful evidence that every child should have the right to access music.
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.
‘Don’t Stop the Music’ an Australian TV series looks at the value of music education with Dr Anita Collins, and follows the progress of Guy Sebastian and James Morrison as they mentor disadvantaged children in Perth, Australia.
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.
Beatboxing can help young people overcome speech problems, and some neuroscientists think it could help to unlock the brain’s potential.
Michelle James, CEO at SingUp, explores the powerful effect of music on our mood, health and ability to form personal connections.
Courtney Myers looks at five top reasons why music education is essential.
‘Show me a great school and I’ll show you a rich pulsing culture of the arts at its core’, says Geoff Barton, general secretary of the Association of School and College Leaders.
According to a recent research report, Sistema Scotland’s social change programme in Aberdeen – Big Noise Torry – has enhanced participants’ ability to learn in school, improved academic and behavioural skills, boosted school attendance rates, and improved their emotional wellbeing.
CNN interviewed rock star Eddie Van Halen recently, about his work with Mr. Holland’s Opus Foundation, a group that helps get instruments to economically-disadvantaged young people. In 2012, Eddie Van Halen donated 75 guitars from his personal collection to students in low-income schools.
New music education research from the USA claims that children who have confidence in their own musical abilities are more likely to continue their music education than those with a poor ‘musical self-concept’.