Four of the UK’s most innovative access-to-music organisations – Creative United, OHMI, Drake Music and OpenUp Music – have come together to help tackle the crisis in music education.
The Welsh Assembly Government launched a new music project called, “Instruments for Kids”, at the Royal Welsh College of Music and Drama in Cardiff in November 2017.
The Unisa Music Foundation in South Africa is giving about 1,400 students from disadvantaged backgrounds access to musical instruments and free lessons.
The new Centre for Research and Engagement in Arts, Technology and Education plans to stream recorded and live music lessons to people across Cambridgeshire via Skype.
The Musicians Union of Ghana (MUSIGA) has issued a statement advising the government to reinstate music education to the school curriculum.
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.
Brass for Africa was founded nearly 10 years ago to help disadvantaged children in Uganda to discover self-confidence and pride within themselves from playing together in a brass band.
The National Association for Music Education in Virginia, USA, has a very useful advocacy resource which gathers together research on music education.
As part of Estonia’s centenary celebrations in 2018, an ambitious project which is aiming to comprehensively upgrade the country’s instrument collections and its music education overall.
The Rock ‘n’ Read Project in Minnesota uses proven, research-based strategies which help children to read at their grade level through singing.
‘Music for Change’ 2015-18, is a multi-year programme which enhances children’s early development and improve rates of school readiness among pre-school children in northwest Westminster, an area of multiple deprivation, and it has reported on its first year.
“Music is universal, it is magical, and it is omnipresent. Why would we be okay with our schools not having music?” asks Suzanne D’Addario Brouder in her blog on The Violin Channel.