Emergent: A Music Legacy (Drake Music)

60-61 Old Nichol Street, London E2 7HP, UK

Emergent: A Music Legacy is funded by Help Musicians UK and the Wingate Foundation.

Commissioned works

‘Emergent: Music Legacy Commissions’ will see three new works commissioned by early career Disabled musicians per year. These will be awarded across the country, in partnership with leading music venues and organisations and will cover a range of musical styles.


‘Emergent: Music Legacy Trainees’ will provide paid ‘on the job’ training opportunities for six emerging Disabled musicians per year.These will be rolled out across the country and will offer training and mentoring from established music leaders, including the use of tech in music.


Emergent: A Music Legacy is Drake Music’s three-year programme, funded by Help Musicians UK and the Wingate Foundation, to provide opportunities, support and greater profile to advance the next generation of disabled musicians in the pursuit of excellence in their music careers.

About the project

The programme offers opportunities, mentoring and support for early-career Disabled musicians to help them begin to get established in the sector. Emerging musicians benefit from masterclasses, performance opportunities and recordings of their new commission.

Alongside this commitment to composition is training for Disabled musicians who would like to work as music leaders. Drake Music’s research revealed that disabled people are severely under-represented in the music education and arts workforces and this programme aims to create opportunities for disabled musicians to transfer their skills into the classroom or community music settings. Emergent offers much-needed new pathways into the industry for disabled people and supports their growth and development as artists and leaders.

Read more about Year 1 of Emergent here.

Posted In  Performance and  Training/CPD

Remixing Community – Pete Moser with workshop participants at CCCD in Hong Kong

Remixing Community

Hong Kong



Remixing Community is a three-year community music programme in Hong Kong, which follows 12 years of community music development between Hong Kong arts organisation, Centre for Community Cultural Development (CCCD), and More Music from the UK.

About Remixing Community

Based on a multicultural and inclusive perspective, practitioners of community music use different music-related techniques – including music and multi-arts games, folk songs and stories sharing, music jamming and song making – to help participants explore their emotions, thoughts and identity in community-based settings, stimulating their willingness and potential to share, create and perform.

From November 2018 to October 2021, Remixing Community will:

  • host small projects in all 18 districts of Hong Kong
  • create and run a new elders choir
  • organise annual showcase performances
  • produce recordings of songs and music

Launch and history

The Long Walk

The Long Walk

The project was launched in November 2018 with a series of workshops on the theme of Community Music Leadership run by More Music Founder, Pete Moser.

Local practitioners came together to confirm values, consider pedagogy, develop vision and continue to develop a friendship group.

The starting point for this was a More Music piece entitled The Long Walk, which was a response to the 2004 tragedy in Morecambe Bay in Lancashire in the North of England (where More Music is based) when 23 Chinese cocklers lost their lives in the sea at night.

Out of this tragedy has grown a positive programme that has involved thousands of people in Hong Kong and Southern China in music-making and community cultural development.

Pete Moser has written about this 12-year journey in 240 blog posts here.

Community music in Hong Kong

Implemented by music teachers, musicians, social workers and music therapists, community music has become a popular art form in international contexts.

In Hong Kong, some project-based implementation has also been conducted. It will  take time and effort for community music to become a constant and sustainable approach in Hong Kong.

Header photo: Pete Moser with participants from a workshop at CCCD in Hong Kong

Posted In  Community music and  Outreach

Royal Conservatoire of Scotland and Dumfries House partnership © Martin Shields

Royal Conservatoire of Scotland Dumfries House partnership

Dumfries House, Cumnock, Ayrshire KA18 2NJ, Scotland


The Royal Conservatoire of Scotland works with Dumfries House to deliver performing arts education opportunities to young people in Ayrshire.

The Royal Conservatoire of Scotland Dumfries House partnership is committed to building strong artistic foundations for the people and communities of Scotland.

About the Royal Conservatoire of Scotland Dumfries House partnership

Currently, Royal Conservatoire of Scotland offers strings and modern ballet programmes at Dumfries House, giving young people the opportunity to access high-quality, specialist tuition in the beautiful surroundings of this 18th century Palladian mansion, set in a 2,000-acre estate.

Dumfries House is one of Scotland’s architectural jewels and was saved from closure by HRH the Prince of Wales (known in Scotland as the Duke of Rothesay) in 2007 to become a centre of education and regeneration, offering training opportunities to the local community in engineering, art and hospitality.

With Dumfries House wishing to add performing arts to its growing portfolio, a partnership with Royal Conservatoire of Scotland was formed in 2016 through HRH the Prince of Wales, who is patron of both institutions.

Header photo: Young string players at the Royal Conservatoire of Scotland Dumfries House partnership © Martin Shields

Posted In  Multi-arts and  Vocal/instrumental learning/teaching

Handel House Talent

Handel House Talent Scheme

Handel & Hendrix in London, 25 Brook Street, Mayfair, London W1K 4HB

  • 2018-2019 participants:

Eleanor Broomfield (soprano) / Katie Cowling (recorder) / Alice Earll (violin) / Hannah Ely (soprano) / Flavia Hirte (flute) / Mafalda Ramos (flute) / Emma Stannard (mezzo-soprano)

  • 2017-2018 participants:

Rosie Bowker (flute) / Octavie Dostaler-Lalonde (cello) / Joanna Harries (mezzo-soprano) / Marta López Fernández (harpsichord) / Gwen Martin (soprano) / Richard Robbins (tenor)

To see all participants, past and present, please click here.

To further the career development of six young baroque performers at the start of their professional careers.




Handel House Talent is an exciting scheme to further the development of promising young baroque music performers at the start of their professional careers.

Handel House and baroque specialist, Laurence Cummings, has selected a mixture of singers and instrumentalists with a particular interest in performing music from the Baroque period to benefit from this free, year-long programme.

The programme runs from 30 September 2018 to 31 October 2019 with an end-of-year concert in December 2019. A range of workshops, tutorials and masterclasses is offered in addition to rehearsal and performance opportunities.

For more information, please download the Handel House Talent 2018 booklet.

Posted In  Performance and  Training/CPD

A Premiere Performances Chamber Music in Schools Programme workshop

Premiere Performances’ Chamber Music in Schools Programme

Hong Kong

Data according to surveys collected from participating teachers and students:

  • 40% of students who live far away from cultural facilities had never seen a live performance before
  • 80% of students who play an instrument were inspired to practise more after the concert
  • 100% of teachers would recommend the Chamber Music In Schools programme to other schools
  • 70% of teachers agreed the best part of the concert for their students was the interactive activities and hearing the instruments live
  • 90% of music teachers agreed the in-schools performances were better than programmes provided by other music organisations
  • 90% of teachers who participated in the workshop reported that information, concepts and activities given by the speaker was of a high standard
  • 95% reported that they will use the concepts and activities they learned in their music classes
  • 95% agreed that they have more confidence in using different concepts as a result of the teachers' workshop
  • 98% of teachers reported that they gained new insights into music teaching and felt their music teaching skill would be improved

  • 'The performance was unique and remarkable!' - Student, Shap Pat Heung Rural Committee Kung Yik She Primary School
  • 'The performance is well organised. It is full of passion and energy. I hope we can watch the concert again!' - Music Teacher, Tsuen Wan Trade Association Primary School
  • 'The performers are professional and passionate, students enjoy the activities very much' - Music Teacher, SKH St Thomas' Primary School
  • 'The programme is energetic, creative and lovely. The musicians are well prepared and have passion in music teaching. Great job!' - Music Teacher, King’s College Old Boys' Association Primary School

  • To provide schools with quality workshop and performance exposure from internationally recognised and rising chamber musicians.

Premiere Performances of Hong Kong (PPHK) brings internationally celebrated artists to Hong Kong for solo recitals, chamber music and community outreach.

Since 2012, the organisation has partnered with Musica Viva Australia to bring its world-class education programme to Hong Kong schools via the Chamber Music in Schools Programme.

The programme introduces students to chamber music through high-quality professional performances, exposing them to different kinds of music (classical, jazz, world music etc) and musical instruments (brass, wind etc) and broadening their vision as global citizens as they listen to and explore musical styles and cultures from other parts of the world.

Chamber Music in Schools Programme

As of July 2018, Premiere Performances’ Chamber Music in Schools programme has arranged school tours 14 music ensembles (12 from Musica Viva Australia and two from Premiere Performances) and made nearly 300 school visits, reaching 3,000 teachers and 80,000 students.

A Chamber Music in Schools Programme workshop

A Chamber Music in Schools Programme workshop

Each Chamber Music in Schools ensemble visits at least 15 schools across Hong Kong per tour, providing in-school concerts and chamber music workshops.

Each ensemble offers an educational and interactive one-hour performance for up to 300 students. Along with to the live performance, participating music teachers are given an Education Kit, providing a range of pre- and post-performance activities to maximise the impact of the performance.

In addition, a free workshop specially designed for music teachers is hosted by a music education specialist from Musica Viva Australia once a year for all participating teachers.

Programme development

In 2013, Premiere Performances recognised the need for a Cantonese programme for local schools. An open audition was arranged to recruit local young talents to join this programme and a woodwind ensemble, Viva! Pipers, was formed as a result. The five members received extensive training from professional musicians from Musica Viva Australia to help them deliver high-quality educational performances. To facilitate high demand from local schools, a second ensemble, Fiesta Brass, was formed in 2016.

Local ensembles

Viva! Pipers (woodwind quintet)

Viva! Pipers is an ensemble of talented musicians from Hong Kong who have received overseas training. The group’s performances have been carefully developed to showcase a range of musical styles and genres and to be engaging and fun. Since the ensemble’s first school tour in April 2015 – as of the end of the 2017/18 school year – they have given nearly 70 performances at kindergartens, Primary and Special Needs schools and visited more than 20,000 students. They have also given public concerts at Sha Tin Town Hall, Ngau Chi Wan Civic Centre and Tuen Mun Town Hall and community concerts at Hysan Place and Exchange Square. Viva! Pipers performs in both Cantonese and English.

Fiesta Brass (quintet)

Fiesta Brass is the second ensemble established by Premiere Performances to perform in its Chamber Music in Schools Programme

Fiesta Brass is the second ensemble established by Premiere Performances to perform in its Chamber Music in Schools Programme

Fiesta Brass is an ensemble of five outstanding young Hong Kong musicians who are passionate about performing. The group was formed in 2017 and is the second ensemble established by Premiere Performances after the successful launch of Viva! Pipers in 2014. The members are receiving professional training from international ensembles and music specialists from Musica Viva Australia. Fiesta Brass gave their first school tour in March 2018. They gave a total of 20 performances and reached 6,000 Primary students and 200 teachers. They also gave a community concert at the Asia Society in January 2018. Fiesta Brass performs in Cantonese only.

Header photo: A Chamber Music in Schools Programme workshop

Posted In  OutreachPerformance and  Vocal/instrumental learning/teaching

Greater Manchester Music Hub Ensembles, opening weekend at Stoller Hall, Manchester

Greater Manchester Music Hub Ensembles/Chetham’s School of Music

Manchester, United Kingdom

  • Greater Manchester Music Hub
  • Manchester Music Hub

North-West England

Chetham’s School of Music is a partner in both Manchester and Greater Manchester Music Education Hubs.

The Greater Manchester Youth Jazz and String Orchestras hold their regular rehearsal weekends at Chetham’s, and have done so since their inception. Chetham’s New School Building provides a fantastic base for the ensembles to meet and rehearse, and for students and staff to work alongside young musicians from the wider region.

A number of Chetham’s students are also members of the Jazz Orchestra, whilst Director of Music, Stephen Threlfall, and Deputy Head of Strings, Owen Cox, are both involved in conducting and tutoring the String Orchestra. This partnership has arisen from a strong relationship with the Greater Manchester Music Education Hub, and has given both ensembles new opportunities to explore new repertoire and to prepare for performances at high profile Hub celebrations.

Posted In  Outreach and  Performance


Achieve Your Greatness (AYG)

London, UK

  • The Big Lottery Fund
  • The Garfield Weston Foundation
  • PRS Foundation
  • William Wates Memorial Trust
  • The BRIT Trust
  • Arts Council England
  • Santander Foundation
  • The Ashley Family Foundation

  • 'I haven’t witnessed this type of project before and that’s why this is exciting to me. This is what I wish our education system had time to do – to ask young people, who are you and how can you be great?' - Pia Furtado, The Philippa Project
  • 'Before AYG she never said anything in class. Now she always puts her hand up in class and contributes 100%.' - Tara Van Gastel, Head of Drama, Plumstead Manor

  • 'He says he loves it so so much. The project makes him more confident of himself to be able to face lots of people and [an] audience.' - AYG 2016 Parent

  • 'I have learned that failing on your first try doesn’t necessarily mean that that is your only chance and that you failed that try. There will always be more chances for you to try again.' - AYG Participant, Plumstead Manor

  • 'I enjoyed that the experience was outside my comfort zone. I've also taken techniques that I will utilise in my classroom… building softer skills – confidence, risk taking, interacting with others, feeling safe to do all of this – is important.' - Dan, Special Educational Needs Teacher (SEN), AYG CPD Training, Corelli College

  • 'I love doing it and it is something that I want to do alongside my artistic work. It’s a necessary part of what we do, how the art lives out and what we learn from each other.' - Tara Siddall, actor, poet and singer and one of our workshop leaders for AYG

The overall aim of the programme is to develop participants' artistic and transferable skills which fall under the Foundation's 5Cs:

  • Creativity
  • Confidence
  • Collaboration
  • Communication
  • Critical Thinking


Achieve Your Greatness (AYG) is the Abram Wilson Foundation‘s multi-arts education programme for children and young people from disadvantaged backgrounds.

It targets schools in deprived areas and works with teachers to identify students who are at risk of bullying or exclusion, lacking in confidence, struggling to find their place at school and are not engaging in the arts at school.

AYG aims to address the de-prioritisation of arts subjects in schools, funding cuts that restrict access to the arts for those from underprivileged backgrounds, and a decline in the teaching of soft skills as part of the curriculum. AYG is particularly interested in working with young people who are from diverse backgrounds, are eligible for Free School Meals or have Special Educational Needs.

Programme participants access high-quality, professionally trained artists who deliver music workshops combining theatre, dance and creative writing.

Posted In  Multi-arts


Friday Afternoons

Snape Maltings, Snape, Saxmundham, Suffolk IP17 1SP

  • Arts Council England
  • The Bernarr Rainbow Trust
  • The Boltini Trust
  • The Garfield Weston Foundation
  • The Sackler Trust
  • The Doric Charitable Trust

  • To encourage young people to sing;
  • To build a Song Bank and support material to help teachers develop their students' skills as performers, listeners and composers.

East of England

Founded in 2013 and inspired by Benjamin Britten, Friday Afternoons is an international initiative encouraging young people to sing.

The Friday Afternoons initiative began as part of the celebrations for Benjamin Britten’s centenary. What was initially just a Suffolk project became regional, then national, then global, and on Friday, 22 November 2013, there were close to 70,000 young people from around the world singing one or more of Britten’s songs.

Friday Afternoons now commissions new repertoire every year for children’s voices, with a whole host of resources available for free on the website, including teaching and accessibility resources to help as many people as possible engage with the songs.

The project’s ever-growing Song Bank contains new music and support material to help teachers develop their students’ skills – as performers, listeners and composers.

For 2017, Luke Styles worked alongside librettist Alan McKendrick on 12 new songs for the Friday Afternoons Song Bank. Eight of the songs were written by the composer and librettist, with four additional songs being created in collaboration with groups of young people across the country. These groups are: Elgol Primary School and Bun-sgoil Shlèite, Isle of Skye; Thomas Wolsey School, Ipswich; Netley Primary School, London; and students from Trinity Laban Conservatoire of Music and Dance.

Posted In  EducationPerformance and  Vocal/instrumental learning/teaching

The I Speak Music project

I Speak Music

Surrey Music Hub, Westfield Primary School, Bonsey Lane, Kingfield, Woking GU22 9PR, UK

Youth Music

  • "When I came to this country it was a bit strange to me, it didn't feel very comfortable to be in a new place, new language and meeting new people, going back to square one. Meeting people like Jim [Pinchen, project manager] made such a difference in my life - I think everyone feels the same when they come and take part in this project. They feel welcome and feel like they can play a part" - Rajhad Haddad, violist, I Speak Music Community Orchestra
  • "What I love about it is the diversity of the group and the fact that, whenever we have a rehearsal, everyone comes not quite knowing what's going to happen, not quite confident, slightly insecure, and some of them come from quite a solitary place. By the end of the rehearsal the energy of the music has really solidified everyone together - it's a beautiful energetic experience." - Sara Khoroosi, freelance musician, Surrey Arts worker

  • To bring together professionals and community groups who work with, or have an interest in supporting newly arrived and vulnerable young people through the arts and music.
  • To deliver song writing taster workshops, music workshops, and a celebration concert of participants' experience.
  • To develop the musical skills and build the self-confidence of the young musicians.
  • To allow tutors, supporters and project partners to also grow through this experience by gaining a better understanding of the challenges these young people face and grow in confidence in engaging with them.
  • To inspire participants to join and progress onto other Surrey Arts ensembles and groups.
  • To continue to develop what they have learned and explore music genres after the project ends.

South-East England



I Speak Music is a project bringing together professionals and community groups who work with newly arrived and vulnerable young people through music.

Between April and December 2018, a team of talented and enthusiastic professional musicians and supporters will work with these young people (who might be young asylum seekers, young refugees or young people who have been trafficked to UK). They will provide a number of taster sessions, song writing and music workshops during the school holidays, a time when young people can feel the most isolated and vulnerable, and will together share the fruits of their experience at a celebration concert for friends, family and supporters.

The activities will provide a safe and supportive environment for expression, creativity and musical skills, as well as practical tools such as relaxation through breathing and rhythm exercises. Sessions will focus on exploring shared identities to serve as a catalyst to create new music together. They will be able to make new friends, relax and have fun while making music – their music. Instruments are provided – western classical, rock and those sourced from participants’ region of birth.

Tutors, supporters and project partners will also grow through this experience, as they are equal players. They will gain a better understanding of the challenges these young people face and grow in confidence through engaging with them. Planning and awareness training sessions will be provided for all staff working on the project, and each music session will end with dedicated time for the music team to reflect and evaluate the session.

The project believes that by participating in ‘I Speak Music’, the budding young musicians will grow in self-confidence as well as improving their musical skills and increasing their life opportunities.

Specifically and longer term the project hopes that the young people who take part will be inspired to join and progress onto other Surrey Arts ensembles and groups. This will mean that they will continue to develop what they have learnt and explore other music genres after the project ends.





Posted In  Outreach and  Vocal/instrumental learning/teaching


SCO ReConnect

Edinburgh, UK

  • Due to the generosity of SCO ReConenct's funders, the project was able to expand to run a series of 20 regular weekly sessions from July to December.

  • To use live music to help improve patients’ and carers’ sense of well-being and quality of life.
  • To encourage the general use of music in the care setting.


SCO ReConnect is a programme of interactive, creative music workshops for people living with dementia, in partnership with the University of Edinburgh and the Royal Edinburgh Hospital.

The project aims to use live music to help improve patients’ and carers’ sense of well-being and quality of life, and to encourage the general use of music in the care setting.

SCO ReConnect aims to put patients at the heart of the musical experience. The sessions incorporate improvisation and interactive performances of varied musical repertoire, which might include songs from musicals, well known Scottish tunes, and popular hits from the past. Patients are invited and supported to join in by singing, playing instruments, dancing and listening. During workshops, SCO musicians perform and improvise around familiar melodies and spontaneously generate musical ideas to match the mood and musical preferences of the participants.

Around eight patients take part in each session and are encouraged to attend as many workshops as possible. Occupational therapists, members of the nursing staff, activity co-ordinators and family members also join in.

The programme is led by Dr Jane Bentley, a community musician who specialises in working in health, social care and wellbeing settings. Jane has been working with SCO musicians since 2013 to explore ways of interacting with people with dementia through music. A growing SCO team regularly devotes time and expertise to the project and in 2017, Peter Franks, Alison Green, William Stafford and Donald Gillan were joined by Su-a Lee and Eric de Wit.

Posted In  Health & wellbeing and  Outreach

Girls Rock London

London, United Kingdom

  • Arts Council England
  • Bell Music
  • Fender
  • WeDriveYou
  • National Foundation for Youth Music
  • Novation


'Girls Rock: the all-female music camp taking a stand against sexism' - The Guardian

'Feature: Girls Rock London' - The Girls Are

'A rock school is opening in London' - Dazed

'Women Rock London announce all-female summer camp' - Crack

Girls Rock London: Challenging the under-representation of women in music head on, by increasing opportunity and boosting self esteem - Sound Connections


  • To date, Girls Rock London has run four successful rock camps, where it has seen real impact in terms of continued music-making, and increased self-esteem and confidence levels of participants.
  • Participant surveys measure self-esteem, confidence, resilience and body image before and after the camp. At the 2017 camp, there was a 13% overall rise in scores across the group, and a 46% change in specific areas including improved body image.
  • Participants reported leaving with new friendships and a positive experience of working with people from different backgrounds to their own.

  • 'I came to camp thinking I was going to learn more about an instrument; what I really learned was how much potential I had as a musician and how it increased through collaboration.' (participant)
  • 'It was the most exhilarating and inspiring weekend of my life. I never want this feeling to end. I just want to keep creating and performing music.' (participant)
  • 'I have struggled to find the words to express how grateful and inspired I am by the Girls Rock London team and how much the experience meant to me. If I was an economist I’d lay out the investment and return as unparalleled. I have never been in an environment as supportive, encouraging and uplifting as that at GRL. I think I’ve learnt more about music and creativity than any music or art class in the formal education system. Every member of the team blew me away with their approachability, friendliness, knowledge and skill, encouragement and guidance. (participant)
  • I have seen first-hand the lasting impact that positive encouragement can have on people and how, with enough determination and teamwork, we can create the change we want to see in the world. Thank you, GRL! (volunteer)

  • To improve the confidence and self-esteem of young women and girls. One in four girls aged 14 is depressed, and twice as many 14 and 15 year old girls than boys are unhappy with their appearance. Hospital admissions because of self-harm among girls has risen by 68% in the past decade.
  • To increase the number of women and girls making music. Over the past decade, a reported 95% of Reading and Leeds festival line-ups have been dominated by male acts. 



Girls Rock London (GRL!) is a music project for girls and women in London, part of a movement of rock camps that take place all over the world.

GRL! is united by a desire to achieve gender equality in the music industry and to ensure that all girls and women get the chance to make music. The aims of the project are to empower girls and women – regardless of previous musical experience – to write and perform music, and to build self-confidence.

The programme is a mixture of musical/technical tuition and workshops, which together help to build participants’ self-esteem and confidence, and provide a platform for girls and women to find and develop their voices. Rock Camp is all about trying new things, working together and making lots of NOISE…

GRL! welcomes applicants who self-identify as girls, women, trans* and/or gender non-conforming.

Posted In  AdvocacyOutreach and  Vocal/instrumental learning/teaching



Royal Birmingham Conservatoire, Jennens Road, Birmingham, United Kingdom

The ARCO teachers, including both staff and students from the Royal Birmingham Conservatoire, have not just run every musical, administrative, pragmatic and pedagogical detail from the inception of the ARCO Project, but they have fundraised incessantly. The ARCO teachers (mainly RBC Strings Department students) have raised around £50,000 since the project began in 2015. In order to travel to South Africa for both the 2016 and 2017 ARCO Festivals, all Birmingham based ARCO teachers raised their own funds to enable their participation - this included funds for flights, transport, accommodation and subsistence.

In 2016 ARCO teachers used creative ideas and great initiative to attract sponsorship, and in 2017, this creativity took on another dimension. The ARCO Team have paid for weekly String Quartet Lessons for almost eighteen months, food and some South African staff costs during ARCO Festivals, travel and all associated costs and have most recently been fundraising for ARCO Exchange.

Most important of all, the ARCO teachers give up many hours of their precious time every week teaching over Skype, completely for free.

  • To provide regular distance-learning opportunities for talented children in South Africa, who for multiple reasons, do not have access to the same level of musical education as people in Europe. 

West Midlands

ARCO is an innovative alliance between Royal Birmingham Conservatoire and Cape Gate MIAGI Centre for Music (CMCM) in Soweto, Johannesburg.

Established in 2015, the project provides regular distance-learning opportunities for children in South Africa. Weekly individual instrumental lessons, mentoring and string quartet coaching are delivered by a group of sixteen current students and recent graduates from Royal Birmingham Conservatoire via video conferencing systems. Regular events occurring within Birmingham Conservatoires String Department, such as masterclasses, workshops and performances are streamed live to South Africa for the benefit of the CMCM students.

Each summer, teachers from the UK travel to South Africa for the annual ARCO Festival – an immersive musical experience, building on and solidifying skills learnt throughout the year. The festivals of 2016 and 2017 have been enormously successful and truly life-changing experiences for all involved. Plans for the 2018 festival are already underway.

2017 sees the launch of ARCO Exchange, with selected ARCO students being hosted in the UK for specic projects and festivals. So far, partnerships have been established with the Cecil Aronowitz International Viola Competition and Festival, Chetham’s School of Music and Pro Corda – the National School for Young Chamber Musicians. Three students from Soweto will be traveling to England in November 2017 and we are currently in the process of funding further trips for 2018.

In 2017, ARCO piloted a teacher training scheme, welcoming Jan Repko to Soweto to work with ARCO teachers. Enormously successful, we will be continuing the scheme with both Jan and celebrated pedagogue Wiesje Miedama in 2018.

Posted In  Academic learning/teaching

Tune Into Listening

Tune into Listening

Birmingham, United Kingdom

  • Centre for Research in Early Childhood
  • Nicci Burton, Amie Randle, Amanda Fennell, Julie Bond, Helen Watson and Fiona Brinson (Hillfields Children’s Centre)
  • Lianne Rooker, Becky Denscombe, Emily Kirton and Laura Brodie (Allens Croft Children’s Centre)

'The findings show that children have the ability to be highly competent listeners. The findings also show that music listening can support many other areas of development such as PSED, expressive art and movement.' - Nicola Burke

'The event was an overwhelming success -- the feedback from participants has been just incredible, though many have fed back that they need further training. Many said they had never considered the auditory environment before, how children can listen, or how listening to music can be so important and useful for children for their listening development, amongst other things.' - Nicola Burke

'We hope that this resource offers an insight into the project and our findings. We also hope it offers Early Years Educators ideas and inspiration to play a range of music to the young children attending Early Childhood education today - to encourage children to actively listen and 'keep their ears open.'' - Nicola Burke

  • To explore the ways in which children listen and develop listening skills by finding out their preferences for how they listen. 
  • To investigate effective uses of recorded music in early years settings.
  • To explore current practice and how educators (non-music specialists) could create rich music listening experiences for children whist attending early years settings.

West Midlands

Tune into Listening are the proud winners of the Excellence in Primary/Early Years award received at the Music Teacher Award for Excellence 2017.

Tune into Listening was a year-long action research project involving two key partners – Hillfields Children’s Centre in Coventry and Allens Croft Children’s Centre in Birmingham. Evesham Nursery School and Vale of Evesham School and St Paul’s Nursery also participated in the project.

Early Childhood Music Specialist Nicola Burke worked in close partnership with Hillfields and Allens Croft to explore how to create rich music listening experiences for children. Martha Thompson also participated as a shadow musician in the project.

The overarching question was:

‘How can we use recorded music effectively?’

Throughout the project the coordinators played with, danced with and painted with the children, listened to and laughed with the children, observed children and debated many themes and ideas.

The project findings share the activities that we explored, the findings, and it offers ideas and questions to explore in early years settings. The findings of the research show that auditory environments in EY settings are incredibly important. The resource is free and can be found here.


Posted In  Research

A Choir in Every Care Home includes a set of free resources to inspire and support care homes to engage with music

A Choir in Every Care Home

United Kingdom

A full list of A Choir in Every Care Home's working group can be found here.


Ten headline findings:

  • Singing benefits older people, including residents of care homes
  • Care homes themselves can benefit from singing, too
  • There are lots of ways to sing
  • A Singing Home – where many of those ways of singing are deployed every day – brings even more benefits
  • Singing leading needs to be of special quality
  • Singing leaders can have a range of roles
  • Musicians and care homes need to be supported for when demand rapidly increases
  • Musicians and care homes need to be able to buy and sell better
  • Issues around repertoire need clarifying
  • Singing work must be sustained

  • 'It’s better than any medicine!'   – participant in LMN Ryedale project
  • 'The Baring Foundation has been funding in the field of arts and older people for the last five years. We believe that singing has a unique magic not only for older residents but for the whole community of a care home. This broad consortium is a great basis for a project which we hope will bring that magic to thousands of people.' – David Cutler, The Baring Foundation
  • 'This hugely important initiative will bring music to people who might be living the final years of their lives in loneliness or confusion. I have seen countless times that there is nothing like music to bring people together to create a safe and happy environment where human relationships can flourish.' – Julian Lloyd Webber, LMN Ambassador
  • 'It is very rewarding to hear our residents talking about the sessions together, and the elements they enjoyed. In particular, these sessions enable individuals who have recently joined the homes to have a purpose and a voice, and decrease their isolation, which is difficult to achieve using traditional approaches.' – Victoria Elliot, Principal Care Consultant at The Orders of St John Care Home Trust.
  • 'Despite growing evidence of the value of music for people with dementia, we are not seeing enough being done to improve access to appropriate music-based activities. When talking about specialist music therapy, current availability only equates to roughly 30 seconds per week per person with dementia, meaning that very few individuals are benefitting from this valuable intervention.' – Baroness Sally Greengross, Chief Executive
  • 'People with dementia often live in a silent world. Yet music can bring a person back to life. The ability to connect to music is an innate aspect of being human; having a diagnosis of dementia need not undermine this.' – Neil Utley, The Utley Foundation

  • To improve the quality of life for people in care homes and help create happy environments for carers, family and care home staff. This is urgently needed as, according to the Alzheimer's Society, 70% of the growing number of people in care homes have dementia or severe memory problems.
  • To collate the existing evidence for the benefits of singing/choirs for older people/in care homes/links to the wider community. This should include benefits for staff, family and friends, choir members as well as residents.
  • To map existing activity.
  • To describe different models of activity, e.g. dedicated choirs for care homes, performance by community choirs in care homes, etc., giving their benefits as well as the challenges for using these and how they can be overcome.
  • To assemble any existing materials that support choirs in care homes and produce new materials where needed. This should include considerations of quality of the artistic experience and art achieved. Special reference should be made to dementia.
  • To describe what more can be done without extra resources and cost what more activity could be achieved with further resources. This should include for instance, awareness raising, brokerage between care homes and choirs, the use of awards and competitions, whether new or existing.

Launched in May 2015, A Choir in Every Care Home explores how music and singing can feature regularly in care homes across the country.

A Choir in Every Care Home hopes to improve the quality of life for people in care homes, and help create happy environments for carers, family and care home staff. This is urgently needed as 70% of the growing numbers of people in care homes have dementia or severe memory problems (according to the Alzheimer’s Society).

There is now hard evidence to show that music participation can help those living with dementia to engage and remember; and more generally, to alleviate the effects of breathing diseases; reduce stress and anxiety; and build relationships between residents, carers and staff. A Choir in Every Care Home hopes to find the best ways to bring these benefits to older people, and support care homes to take part, on an ambitious scale.

The project relaunched on 20 September 2017 with presentations at the Best Practice in the Care Home Sector conference in Birmingham and the Kindness Can: A Positive Future for Loneliness conference in London.

Header photo: A Choir in Every Care Home includes a set of free resources to inspire and support care homes to engage with music

Posted In  Health & wellbeing and  Research

John McCusker, Musicians in Museums

Musicians in Museums

National Maritime Museum, London, United Kingdom

Staff members of the National Coal Mining Museum on Bryony Griffith and Andy Seward's residency:

  • “I must admit I enjoyed singing much more than I expected. I was surprised how quickly we all picked up the music and lyrics. I felt good that I had been asked to be part of the group. I realise also that I like folk songs and their portrayal of life years ago.”

    “I have thoroughly enjoyed working with Bryony and Andy.  It’s been great fun learning our coal mining songs and being able to perform them at the Museum’s 30th anniversary celebration, as well as contribute to the Radio Ballad.  It has been great to spend time with colleagues (both staff and volunteers) outside of our ‘day jobs’ and I think the experience has brought us closer together as a team too.  I would love it if the Caphouse singers could continue into the future, perhaps getting more colleagues and visitors involved.  I think that music is a really great way to encourage more people to connect with the coal mining heritage and its stories.”

  • To offer a creative opportunity for a professional musician working in the English folk idiom (song/instrumental) to draw upon the collection(s) and themes of the museum to inspire a new piece of music;
  • For the artist to develop their communication skills through leading workshops with eg young people, schools, adult groups, which will illuminate their creative practice and process and providing a different way to present the museum’s collections.
  • To bring together tangible and intangible heritage through the creation of a new musical work and associated education projects and develop new audiences for both.

Yorkshire and Humberside



Musicians in Museums explores the tangible and intangible heritage of England to offer folk music artists an exciting creative and learning opportunity.

The English Folk Dance and Song Society in partnership with the National Coal Mining Museum for England, the National Maritime Museum, and the Museum of English Rural Life, and funded by Help Musicians, are offering a creative opportunity for folk musicians to become artists-in-residence at one of the aforementioned museums over a 12 month period.

Musicians in Museums is aimed at folk music artists working in the English folk idiom with a strong knowledge of traditional English music material (songs/tunes), proven creative excellence that draws upon English traditional material, and with proven teaching skills.

One artist per museum will be appointed and offered a bursary of £5,000 to provide funding for:

  • research and creative time over a year’s period including an agreed number of contact days with the host museum;
  • devise and deliver 10 days of learning programme;
  • devised and write learning materials to accompany the learning programme to be used be used by EFDSS and the host museum;
  • create 15-20 minutes of new music (song and/or instrumental)
  • 1 public performance  at the end of the residency at the host museum. A further performance at Cecil Sharp House may also be arranged; an additional performance fee would be paid for this.

There is also a travel/accommodation allowance of £500.

The museum may arrange with the artist, and pay for directly, additional teaching days within reason.

The Artist will work with the museum over a period of 12 months, spending sufficient time with the museum staff and collections to fully understand the materials and themes of the host museum. The exact schedule for the year is flexible and aims to enable artists to continue to undertake a level of other work e.g. touring, recording etc, but a commitment to this project is crucial. The Artist will be supported by the Artists Development Team at EFDSS and is also encouraged to use the Vaughan Williams Memorial Library (EFDSS’s Library) for research (in person/online).

Posted In  Multi-arts and  Training/CPD

NYMAZ Connect Resound clarinettist

Connect: Resound

North Yorkshire, United Kingdom

Connect:Resound Project Report

  • ''70.1% of the children enjoyed the lesson ‘very much’, 16.4% ‘quite a lot’, and 13.4% only ‘a bit’.'
  • '57.1% of parents/carers said their child enjoyed the lessons ‘very much’, 24.5% stated ‘quite a lot’, 14.3% suggested ‘a bit’ and 4.1% ‘not much.'
  • 'The vast majority of pupils (92.5%) reported practising between lessons. Parents were slightly less positive about the amounts of practice when this figure dropped to 83.7%.''
  • 'Parents gave positive feedback about children’s progress, with 24.5% stating it was ‘very good’, 46.9% that it was ‘good’, and 28.6% that progress was ‘satisfactory’.'
  • 'Most of the children (74.1%) and many parents (68.2%) wanted them to continue to learn their instruments ‘quite a lot’ or ‘very much’. This is notable considering that 79.5% of parents/carers would not have tried to find instrumental lessons for their children had this opportunity not been available.'

Connect: Resound Project Report

'I would very much recommend Connect: Resound as an avenue to access music lessons.' - Headteacher

'The children were engrossed in what they were doing…we are all very impressed with the concept… As a governor I feel there are huge opportunities offered through the internet for
geographically remote schools, small schools with very limited budgets (like ours) and also for specialised teaching, not just of music but of foreign languages… In short – brilliant project well executed.' - Kevin Tasker, School Governor, Hawes CP School

'Really good, actually […] especially the individuals got further than they would in a normal lesson. I think it was because of the kids, I think they really liked doing it over the internet.' - Andy, guitar teacher

'Well, the organisation of it, if the schools on board, it's so much easier […] North Yorkshire being massive and travelling and not getting there, so actually having lessons […] rather than running from school to school […] that was great, in the office, I couldn't
get stuck in traffic.' - Daniel, woodwind teacher

'And I think that has real potential there [for online], in an ideal world […] a combination of both, [an] initial [face-to-face] meeting with the teacher […] then maybe four or five lessons over the internet, and then you have another [face-to-face] meeting, […] I think it's got real potential for […] providing opportunity for those kids that can't, or are not sure about whether they want to do an instrument, to actually make a start.' - Ian Bangay, head, North Yorkshire County

  • To identify a cost-efficient, high quality method of enhancing the music education opportunities on offer to isolated areas.

Yorkshire and Humberside

Connect: Resound explores how digital technologies can be used in rurally isolated areas to provide instrumental tuition, access to live music performances and teacher training.

Developed by NYMAZ in partnership with UCan Play, the action research project explores how digital technologies can be used to deliver music education and enrichment activities to children living in rurally isolated areas.

Following a successful pilot project in North Yorkshire, Connect: Resound expanded to work with music organisations across the country to deliver and further develop this unique approach to online music education, alongside researchers from the University of Hull, who assessed the impact and potential of an online approach to music tuition.

The project has also engaged with music education professionals across the country through training and discussion events exploring the role that online technology can play in helping children and young people to engage with music, and has reached thousands of viewers through a programme of live music broadcasts, delivered online to schools across the country.

Thanks to funding from the Paul Hamlyn Foundation, Connect: Resound is working in partnership with a cohort of Music Education Hubs across the country to develop their approach to delivering online music education as part of their programmes.

Posted In  Music technology projects and  Technology learning/teaching

Sistema Scotland

Sistema Scotland

The Raploch Community Campus, Drip Road, Stirling, United Kingdom

A full list of supporters can be found on page 2 of Sistema Scotland's brochure

  • Big Noise Raploch, Stirling, was established in 2008 and currently engages with almost 500 children and young people
  • Big Noise Govanhill, Glasgow, was established in 2013 and currently engages with almost 800 children
  • Big Noise Torry, Aberdeen, was established in 2015 and currently engages with almost 500 children
  • A typical Big Noise child can be involved in the programme for up to 11 hours a week, 45 weeks each year. That means almost 500 hours of intervention and support a year.

'Sistema Scotland’s Big Noise programme has the potential to significantly enhance participants’ lives, prospects, health and wellbeing through a variety of identified pathways in the long-term. [...] While Big Noise can appear to the casual observer to be like many other arts or music programmes, we encountered a number of factors which, when taken together, potentially make it unique – including its ambition, longevity, intensity and inclusivity.' - Professor Carol Tannahill, Director of the Glasgow Centre for Population Health

'(Child’s Name) can be hard to manage when he’s in my class. But the difference when a Big Noise musician came in! Because it was something he could do, you could just see in his eyes. …Being taught on the violin, he was just so proud of what he could do. That’s a child that stands out in my head for the impact there can be, on a child who’s very hard to reach, in many ways.' - Primary school teacher, Govanhill

'I have never seen a piece of work come into an area, target so many people and have such an impact in such a short period of time.' - NHS Manager, Glasgow

  • To transform children’s lives
  • To empower communities
  • To create a sustainable charity, with permanent benefits


Sistema Scotland is a charity on a mission to create permanent social change in some of the most deprived communities in Scotland.

The El Sistema-inspired initiative uses participation in its Big Noise orchestra programmes to change lives by fostering confidence, discipline, teamwork, pride and aspiration in the children and young people taking part. This enables the children and young people to reach their full potential, leading successful and fulfilled lives. This philosophy has a knock on effect for their families and the wider community in general.

Sistema Scotland’s teams provide an intensive orchestral programme for school-age children and young people. They use a variety of immersive music teaching methods delivered during school time, after school and during the school holidays. Sistema Scotland also provide opportunities for growth such as trips and residentials. Regular performances help to keep the wider community as involved as possible.

Altogether there are around 2,000 children and young people engaging regularly with the three established Sistema Scotland centres. In addition to the Big Noise orchestras attended by children up to 11 hours each week, Sistema Scotland runs Baby Noise and Adult Noise programmes which enable the Sistema Scotland family to reach as many as possible in the communities where we are based.

Posted In  Education

Violin Girls Athens © Angel Ballesteros

Sistema England

England, United Kingdom

  • Sistema England comprises 3,300 musicians aged 0-18 from more than 80 schools.
  • Globally, Sistema-inspired programmes serve an estimated one million people in at least sixty countries. 
  • Between October 2015 and August 2016, the Sistema England Young Leaders membership grew from 35 to 60 musicians.
  • Upwards of 2,000 young musicians and music tutors were able to participate in SMEEC in 2015 thanks to a €200,000 matched funding provision by the EU Culture Programme.


  • 'The energy and the vibe that we get off each other during the camp just energises us and motivates us to keep going, no matter what the challenges are. That’s what’s great about Sistema England.' Simi, Cellist, In Harmony Lambeth, Sistema England Young Leader
  • 'The summer camp was an amazing experience for all our new and current Young Leaders. Throughout the week the kids were able to go beyond the normal expectations of them.' Teacher
  • 'I flew to Sweden with ten children – somehow I managed to lose them all! Luckily, the parents of those children seemed thrilled that I brought back ten mature, responsible and inspired young adults in their place! How is it possible for a group of children to become confident, empowered, broad minded and musically progressed in just one week? El Sistema… Achieving huge things alongside new friends, being given the space to make the right decisions and not be held back by the usual restraints in their day to day lives.' Steve Copley, Music Director, Sistema in Norwich

Sistema England aims within five years to be a recognised leader in the global 'music for change' field through enabling both high 'Musical Return on Investment' and high Social Return on Investment (SROI) for children and young people. Its aims are:

  • To empower children and young people to become agents of their futures and global citizens
  • To enable children and young people to make great music and art together
  • To increase the workforce of engaging and effective teaching artists
  • To strengthen the community of 'music change makers' to spread best practices

Sistema England aims to transform the lives of children, young people and their communities through the power of music-making.

Sistema England’s objectives are:

  • To build a Youth Company that provides high-quality musical progression and life-skills development for the most committed young musicians on Sistema programmes
  • To deliver high-quality teacher training, investing in future leaders of ‘music for change’ work
  • To run innovation labs and action research for music professionals
  • To provide instruments for young musicians in England where otherwise unaffordable

Sistema England organises several projects aimed at both young and experienced practitioners, including:

  • Sistema England Young Leaders – a nationwide orchestra comprising the most skilled members from  In Harmony LambethIn Harmony LiverpoolIn Harmony NewcastleIn Harmony TelfordSistema in Norwich and The Nucleo Project.
  • Youth Music Spotlighting – a project bringing together music teachers from Sistema-inspired programmes in England to learn and share effective practices with each other and subsequently with the wider music education workforce.
  • The Sistema-inspired Music Education and Exchange with Canada (SMEEC) – a European Union Culture Programme funded project allowing children, young people and teachers from In Harmony Lambeth, In Harmony Liverpool, In Harmony Telford & Stoke and Sistema in Norwich to travel and perform outside England.

‘Our young musicians want to make music that is so powerful it influences change – for themselves, together, for others. We are excited to welcome a highly motivational teaching team that can help them achieve this. Each year we get closer to a way of working with young people that leads to electrifying performances, individual empowerment and stronger community. By improving our own practice we want to help others seeking to enable positive change through the arts.’ Fiona Cunningham, CEO of Sistema England.

Posted In  AdvocacyEducation and  Outreach



Clements Hall, Nunthorpe Road, York YO23 1BW, United Kingdom

  • Youth Music
  • Accessible Arts & Media
  • Army Welfare Service
  • Arts Council England
  • Blue Boxt Productions
  • Create Arts Development
  • Dales Jam
  • Digital R&D Fund for the Arts
  • Harrogate Area Home Education Group
  • Harrogate International Festivals
  • Live Music Now
  • Musinc
  • Musicport Festival
  • North Yorkshire County Council
  • North Yorkshire Music Hub
  • Primary Music Network
  • Richmond Jazz Festival 
  • Skipton Extended Learning for All
  • Songwires

In 2016:

  • NYMAZ successfully worked with 2500 children and young people in North Yorkshire.
  • 262 workshops and 48 performances were given in 49 locations across the country. 
  • NYMAZ's membership network grew by 23%.
  • 48 CPD activities were given and 246 individuals were trained.

  • 'It brings together lots of different ages and abilities and allows people to learn off each other.'
  • 'Richmond Jam is a great stepping stone into being a great musician and teaches you a lot about rehearsing and experience being in a band.'
  • As a parent, I can't think of a safer or more inspirational place for young musicians to experiment and develop their skills.'
  • The professional development course has given me confidence to go back to work and explain to staff the huge importance of music in the early years.'
  • 'The CPD opportunities keep me inspired and help me to refresh and improve my current practice.'

  • To provide bespoke high quality music outreach activities in a variety of in, and out-of-school settings across North Yorkshire.
  • To deliver anything from inspirational one-off workshops to longer-term creative projects incorporating staff training, tailored to the particular needs of a given organisation and the age and ability of the children and young people it works with.
  • To work with trusted partner organisations to ensure that young residents have the same life chances as those living in more populated areas.
  • To raise aspirations, develop personal and social skills and enhance career prospects, as well as improving musical ability.
  • To establish professional networks and enable musicians and practitioners to develop their skills, share best practice and network with peers, across a range of specialist sectors.

Yorkshire and Humberside

NYMAZ is a youth music development charity which champions the transformative potential of music for children and young people.

Music has the power to change lives – it can raise aspirations, enable personal and social development, and enhance career prospects. Working with trusted partners, NYMAZ delivers high quality music-making activities across North Yorkshire to those in challenging circumstances, including rural isolation. The project is also committed to strengthening the sector through workforce development, building strategic partnerships and advocating for the benefits of participatory music.

Operational since 2001, NYMAZ’s vision is that all young people in North Yorkshire will have the opportunity to actively engage in music, regardless of their circumstances. It is a strategic partner of Youth Music, one of only 13 in the country, working to create a musically-inclusive England.

As part of a commitment to strengthening the sector in North Yorkshire, NYMAZ runs professional networks which enable musicians and practitioners to develop their skills, share best practice and network with peers. Membership is free and is focused on three specialist areas – Early Years Music (ages 0- 5), Special Education Needs and Disabilities (SEND) and Remote Music Learning.

NYMAZ is a strong advocate for musical inclusion – using research findings the project has shown the importance of informal music activities in terms of life chances and are calling for it to be better supported in rural areas. NYMAZ are also keen to promote digital methods of providing young people in the countryside with high quality, but cost efficient, instrumental tuition and music experiences.

NYMAZ is a registered charity and company limited by guarantee.

Posted In  Education

Musical Futures

Musical Futures

50, Broadway, Westminster, London SW1H 0RG

  • Musical Futures approaches have benefitted 266,742 students since September 2015.
  • 71% of respondents felt that since implementing Musical Futures they have become more effective teachers, and 81% felt that their students have more positive attitudes towards music.
  • 88% of respondents agreed that they would definitely recommend Musical Futures resources and training to other colleagues.
  • 76% of respondents indicated that Musical Futures was one of many websites that they used for resources

(date of survey October 10 2016)

  • 'Musical Futures, an informal learning model initially inspired by research led by Lucy Green from the Institute of Education in London, is held up around the world as a breakthrough in music education. It’s inspiring thousands more young people to enjoy music-making in school.' - Catherine Baker, The Guardian
  • 'I really believe that it’s important we allow everyone the opportunity to access what is often the preserve of a middle class education.  There are lots of challenges in making this happen, one of which is how we enable more students to learn an instrument and understand musical theory without going backwards and having students sitting at keyboards with lots of talking about music instead of playing it.  One of the things we’ve done is look at all the great things that Musical Futures have such as Just Play and Informal Learning and how we can take those ideas and develop a structure to our key stage three that allows for some really strong progression in both performance and understanding of theory.' - Matt Keil, Head of Music, Morpeth School


  1. To refresh and embed our innovative learning models in the secondary sector through professional development, new approaches, resources and supporting and growing the project's network
  2. To develop and rollout a Musical Futures approach for primary school music
  3. To establish an annual professional development event delivered in partnership with others

Out of school settings

  1. To develop new partnerships to deliver professional development programmes for those working with disadvantaged young people
  2. To deliver an income-generating professional development Musical Futures programme for workplace learning


  1. To grow a sustainable income
  2. To strengthen networks nationally and internationally
  3. To build the Musical Futures brand in the UK and overseas
  4. To better understand the project's impact and outcomes


Musical Futures provides universal and targeted learner-led opportunities to create music by supplying training and tools to primary and secondary schools.

Musical Futures is a non-profit organisation providing support through training and resources – both free and paid for – for those that work in schools and other music education organisations, with the aim of making music-making accessible to all young people.

The project aims to help schools transform mandatory music teaching, and works in partnership to use the power of creating music to affect individual and social change. Its vision is for a future where everybody benefits from the value of music. 

The project organises workshops for students, teachers, and music hub workers, including:

  • Just Play – ideal for building essential musical and instrumental skills in both primary and secondary stages of education from years 4 – 9.
  • Musical Futures Steps to Success in GCSE Music – practical ideas for teaching Key Stage 4 music that are musical as well as theoretical.
  • Find Your Voice – a course for teachers exploring Musical Futures’ practical, hands-on approach to embedding vocal work in the classroom, supported by mobile technology.

Musical Futures is recognised as a Global Innovation in Education by Finnish educational organisation HundrED. 


Posted In  Academic learning/teaching and  Education