A program led by Professor Shannon de l’Etoile from the University of Miami’s Frost School of Music aims to help at-risk mothers engage with their babies through singing, to support and promote development of emotional and self-regulation in the infants.
Professor Shannon de l’Etoile knows the impact of a mother’s lullaby.
Early in her career, de l’Etoile witnessed that when disadvantaged mothers were encouraged to sing to their babies, the positive responses they received were amazing. She quickly realised that music was a powerful way to help mothers learn to connect with their infants and to build a relationship with their new child.
This realisation led to de l’Etoile beginning her extensive research into a practice called infant-directed singing, which helps babies learn to regulate their emotions, and allows them to later navigate socialisation, school, and the professional world:
“If a mother can sing in a way that captures the infant’s attention, it can help them tap into those brain structures that they need to develop for self-regulation,” said de l’Etoile, a board-certified music therapist and associate dean of graduate studies at the University of Miami Frost School of Music.
Yet, while singing to infants is something most mothers do naturally—without even realising the benefits—for those in difficult circumstances, infant-directed singing may not be as instinctive, de l’Etoile observed. She has noticed that mothers impacted by depression, domestic violence, or substance exposure may need encouragement and guidance to provide this unique form of caregiving. Read the full article by Megan Ondrizek.
Every Thursday evening in Box Hill, Judy Oleinikov and Katy Addis host an open jam Celtic music session for young adults aged between 15 and 25. Offered by Quasitrad Music Melbourne, the sessions are open to players of all abilities and to anyone with and without lived experience of diverse learning needs, and or disabilities. The sessions are free, funded by the Keys of Life Foundation, a charity that supports students with disabilities and or diverse learning needs to flourish through music making. The sessions offer opportunities for the development of techniques and life skills intended to enable young people to develop their aural music-making practice, while connecting up with each other socially.
The idea for the sessions was conceived by Katy Addis, a member of the Melbourne Scottish Fiddle Club. Both Katy and her husband are musicians and Katy was fully appreciative of the inclusive and particularly welcoming characteristics of Celtic music making; the way you can walk into a session in Melbourne, Ireland or New York and be likely to hear the same tunes. Katy reflected that if you know the basic repertoire, the patterns and chord sequences, you can actually join in a jam session pretty much anywhere in the world where Celtic music is played.
As Judy says, “there’s a skill in learning by ear so that you can pick up tunes that other people are playing. Katy has a son who is autistic who is now in his 20s who plays in a regular Celtic Jam session which I run in Box Hill on Wednesdays. He’s a key player, he’s the one who keeps us together and he is superb. The Celtic Jam sessions are a really good social outlet for him too and provide an opportunity to enjoy the social aspect of participatory music making.”
Again, it was Katy who having seen the positive effects of this music making experience on her son, realised it had huge potential for other autistic young adults who may be experiencing learning difficulties and who may not have finished school, making them at greater risk of social isolation. After successfully applying for funding to help turn her vision into a reality, Katy approached Judy. The pilot phase of the Welcome Sessions began at the end of May and while the sessions are open to players of pretty much any instrument, as it happens everyone so far plays keys.
“This has been really good for starting up. We have a group of keyboards in a circle and have been trying waltzes, ¾ timing is something they have not all tried before but it’s a lot of fun and it isn’t uncommon for autistic kids to have perfect pitch. Keyboards are also great for working separately if we choose to take this approach, or we can all play chords or melody. One thing that has been a challenge has been all starting at the same point and playing in time together as they’re used to doing their own thing and also accepting that if you make a mistake you have to keep going!” There’s a life lesson to be learned there somewhere too.
“A couple of the kids have made recordings of the tunes which has been great and allowed everyone to familiarise themselves with the tunes that we’ll be learning in our Welcome Sessions. This means everyone actually has the chance to listen to the tunes before they then go and learn them. In that way, the tunes are in their heads which is the key to helping them learn.”
The sessions are open to a broad age range and while the blurb says 15-25, Judy points out that actually they’re open to anyone from high school age upwards; she also has plans to get a bit of a band together and find public playing opportunities at events such as farmers markets.
“It really is just a chance to use music as a tool for a social outlet, coming together and having a group to meet with once a week, especially for young people who, once they’ve finished school, might not feel there is much happening around them, hence the name, ‘Welcome Sessions’. ”
If anyone would like to support the program, Judy suggests donating directly to Keys of Life which also offers training to music teachers and therapists of students with diverse learning needs and disabilities. “Any teacher who might be working with a child or with children who doesn’t fit the mainstream mould might benefit from exploring what Keys of Life has to offer.”
“As Welcome Sessions are a new thing and people aren’t too sure what to expect yet, our work at this point is all about reaching people. We’ll put up some videos that will hopefully break a bit of ice, but being an innovative program it takes a bit of courage for kids to come along and we’re hoping to break that ice further a bit and expand it.”
The sessions will continue to run every Thursday night from 7:30pm – 9:00pm throughout the school term. To find out more for yourself or somebody you know or if you are planning to pop along and try a Welcome Session for yourself one Thursday, contact Judy: email@example.com and make the world of the Celtic jamming your musical oyster.
Article by Deb Carveth, CMVic Copy Editor, in conversation with Judy Oleinikov.
Music is known to provoke the senses, give pleasure and sometimes move people to tears. Surely this has little to do with mathematical models which are so frequently associated with cold and rational logic. So what can maths tell us about this powerful phenomenon closely connected to the emotions? Can mathematics help us measure what’s sublime or ineffable about a piece of music?
Music evokes strong emotions such as frisson (goose bumps), awe and laughter – and has been found to use the same reward pathways as food, drugs and sex to induce pleasure. A shiver down one’s spine or an uncontrollable guffaw when listening to music is most often a case of the music defying your expectations. Expectations can be defined in two ways: schematic – knowing how a genre of music is supposed to go – or veridical – knowing how a particular piece of music unfolds.
On one end of the spectrum, a performance or a piece of music that does just what you’d expect runs the risk of becoming banal. On the other end, music like that of PDQ Bach – which uses tongue-in-cheek egregious violations of known expectations – makes many people laugh.
PDQ Bach: The Short-tempered Clavier: Minuet in C. EC, Author provided735 KB (download)
The craving that comes from musical anticipation and the euphoria that follows the reward have both been found to be linked to dopamine release. As a result, performers and composers alike play with listeners’ expectations, often going to great lengths to carefully choreograph their expectations, and then sometimes breaking them, to provoke and heighten emotional responses.
Playing with expectations
In tonal music, which is almost all of the music that we hear and can be thought of as being based on a scale, the note sequence sets up expectations, then suspends, fulfils, or violates them. For a simple example, sing the first three phrases of “Happy Birthday” and stop at the end of the penultimate phrase.
Anticipation for the resolution to this musical cliffhanger creates a palpable knot in the gut. This hollow feeling can be further intensified by delaying the final phrase. The release is evident when the final phrase is heard and ends happily on the most stable tone.
Two things are at work here in this miniature example: tonality and time. Tonality provides a framework through which expectations are formed – and the play on time, the delaying of expectations, uses the framework to create a musical cliffhanger and titillate the senses.
Where maths comes in
Expectations can be modelled mathematically and time can be measured – so the shaping of both expectations and time can be described in numbers. Over the years, in my research lab, we have developed models and computer algorithms for quantifying tonal properties and expressive parameters in music. Many of the tonal analysis algorithms are based on what is known as a “spiral array model”.
The spiral array can be plotted in 3D to allow us to visualise the dynamic evolution of musical keys and spot when the notes and their timing combine to do something interesting to tug at our emotions.
As music is heard, the notes can be mapped to the model, duly weighted and summarised as points inside it. Movements in the space inside the model allow listeners to see deviations from expected tonal behaviour.
Just as pitches that sound close one to another are spatially near each other; the converse is true: pitches that sound far from one another are spatially far apart. Feelings of tension translate to quantifiably big distances – notes mapping to widely dispersed points or pulling far away from an established centre of gravity.
Composers actively vary the tension over time to generate interest and captivate the listener’s attention. The shaping of tension over time also helps create meaningful long-term structure. It is notoriously hard for computer algorithms to generate music with long-term structure. But the MorpheuS system, developed by music researcher Dorien Herremans, circumvents this problem to generate music with a pre-set narrative structure by using a tension model based on the spiral array. Listen to this version of JS Bach’s “Minuet in D”:
MorpheuS-Bach: A Little Notebook for Anna Magdalena: Minuet in D. EC, Author provided582 KB (download)
It follows the tension profile, rhythms, and repetition patterns of the original piece from A Little Notebook for Anna Magdalena Bach:
JS Bach: A Little Notebook for Anna Magdalena Bach: Minuet in D. EC, Author provided605 KB (download)
The notes of the generated piece also conjures up similar degrees of tension to the original music. For example, discordant sounds follows the same patterns of discord in Bach’s original piece.
Not only do notes themselves create tension, a performer can delay resolutions to heighten suspense. Judicious use of timing is one of the most potent expressive devices for eliciting emotional responses. The right amount of delay can sweeten the anticipation – but take too much time and the performer risks losing the listener.
In music with a beat, the musical pulse forms a baseline grid on which to measure timing deviations – prolongations and reductions of the time unit. In extreme cases, these warpings of musical time produce tipping points, the feeling of being poised at the brink of an abstract hill in an imaginary roller coaster.
We can use maths to present this graphically. When a piece of music is performed precisely as written, it is displayed as a flat line in these graphs. But music is almost never played exactly as written. Performers often exercise significant creative license; as a result, anomalous peaks signal the evocation of musical tipping points.
By elongating specific notes – or words or syllables – the performer draws the listener’s ears to details that might have been missed or glossed over. Because the listener often knows what’s coming, the delay prolongs expectation – creating drama and exaggerating emotional cues.
Mathematics is the language through which scientists understand the nature of the universe. However, the extent to which numbers can explain the ephemeral experience of music has yet to be fully explored. Why does music move us? How do its variegated structures translate to musical expectations? How do performers and composers exploit these expectations to craft profound and moving musical experiences? Our mathematical forays into these questions are but the tip of the ice berg.
This paper is a comprehensive review of the reasons why music could and should be used for improving the speech and language skills of children with mild to severe hearing impairments with cochlear implants and/or hearing aids, and contains a series of ten guidelines by Torppa and Huotilainen for the use of music with children of different ages and varying backgrounds for parents, caregivers, educators and therapists.
These recommendations can be found in section 3 of the paper, sub-titled How to use music to enhance speech and language skills of hearing-impaired children. Emphasis is placed on the value of using singing as your main instrument, especially with a young child, and the benefit of supporting the musical hobbies of teenagers with hearing impairments. The recommendations are made on the basis of the intervention studies and correlational studies described in the article, and on the basis of the traditional auditory rehabilitation, music therapy methodologies, and speech and language therapy methods.
“…the current evidence seems enough to urge speech therapists, music therapists, music teachers, parents, and children and adolescents with hearing impairments and/or cochlear implants to start using music for enhancing speech and language skills. For this reason, we give our recommendations on how to use music for language skill enhancement in this group.” – Rita Torppa and Minna Huotilaienen
collaboration is a slippery and elusive art. I find it a spacious and revealing
place to work. It sings to me and draws me in and on. I think it was a mixture of
naivety and courage that led me to working in this field. I am a singer,
song-writer and creative researcher with an Anglo-Celtic and Scandinavian
heritage. What I have
learned over the years is that an ocean of possibilities is available when we open
our hearts and take the risk to make genuine contact.
Anything can emerge when trust is laced with risk. What we share and what makes us different has room to come alive. There are no formulas for success and this, I think, is a good thing. The riskiness of it keeps us awake and alert.
The capacity to listen and the qualities of trust,
respect and openness are central to fruitful intercultural arts collaborations.
This is never more so than when the intercultural collaborations are between First
Nation community members and people from other cultural backgrounds. We work
together against the backdrop of colonisation, the massacres and government
policies of enforced dispossession and attempted cultural genocide. The impact
of these policies continues today and are evident in disproportionate rates of
incarceration and inequities in health, economic and educational opportunities.
The list of inequities goes on and is still being experienced by First Nation peoples
in Australia and across the world.
There are many compelling reasons why trust takes a long time to build in intercultural collaborations. Collaborations across cultures can create a bridge for connection, but it can be a perilous crossing. The potential risks of neo-colonial appropriation and misunderstanding are ever-present. The space in-between is where reconciliation can occur.
I have come to see that trust
is everything. It is slowly gained and easily
lost. Trust is what keeps the conversation alive. There are so many reasons not
to trust in this world but in my experience, a kind of magic emerges from the in-between spaces when music and art
are involved and an interdisciplinary approach is taken. A spaciousness appears. The reasons not to trust will always
be there, but creative engagement and active participation can enable people to
see and be seen, to hear and be heard. This is what bridges are made of and this,
I believe, is why the work is worth doing.
There was an opportunity to have a direct experience of these in-between spaces at the Intercultural Arts Program of the Island Whale Festival, held on the 5th – 7th July in Cowes on Phillip Island. The Island Whale Festival, now in its third year, celebrates the arrival of humpback whales and southern right whales in the coastal waters off Phillip Island as they migrate north to the warmer waters off Queensland.
The Intercultural Arts Program of the Island Whale Festival was designed to bring people of all ages and cultural backgrounds together through music, art, science and a love of the natural world. Steve Parker named the Intercultural Arts Program of the 2019 Island Whale Festival, ‘Balert Yirramboi’, which translates as ‘Strong Future’, literally ‘Strong Tomorrow’. Steve is a Traditional Custodian, an artist and musician and one of the Directors of the Yowengarra Bun Wurrung Balug Clans Aboriginal Corporation. Steve has lived on Millowl (Phillip Island) all his life.
Activities of ‘Balert Yirramboi’ included Ceremonies, Drumming Circles, Music and Dance, Song Circles, Song Exchanges, Concerts, a Street Parade and a Collaborative Artspace weaving together music, art and science. Elders and Special Guest Artists lead the activities, all of which were designed to deepen intercultural understanding, strengthen community and raise environmental awareness.
The 2019 Intercultural Arts Program of the Island Whale Festival was auspiced by Community Music Victoria, an organisation dedicated to bringing people together and strengthening communities through the power of music.
Here’s a link to a short film ‘Singing with Whales’ from the Intercultural Arts Program at the 2018 Island Whale Festival. https://vimeo.com/288066243
We acknowledge the power and beauty of the Bunurong/Boon Wurrung Country on which this event takes place. We honour and thank all the Ancestors and Elders who have lived on this land and sung it into being the strong place that it is.
Dr Laura Brearley leads a song at the 2018 CMVic Music Camp
**The latter part of this article was updated by CMVic on August 1, to reflect the fact that the 2019 Whale Festival is now a past event.
Findings from new research conducted in the Netherlands show that structured music lessons have a significant and positive effect on a child’s cognitive abilities, improving verbal intelligence, inhibition and planning skills.
“Despite indications that music has beneficial effects on cognition, music is disappearing from general education curricula,” said lead author Dr. Artur Jaschke, who is a researcher at the Vrije Universiteit Amsterdam. “This inspired us to initiate a long-term study on the possible effects of music education on cognitive skills that may underlie academic achievement.”
It’s never too late to pick up a musical instrument. In fact there are many reasons why it’s a great idea, particularly in old age.We normally hear about reasons to increase music education for children, and for good cause. There are many cognitive and social benefits to playing an instrument that aid a child’s development. Consequently, as an older adult, there are long-term effects of having taken part in these musical activities, as it can limit cognitive decline.
Even a small amount of training can have long lasting effects. But this doesn’t mean that those who have never played an instrument in childhood have missed the boat. The ageing brain is plastic: that means it is able to learn new things all the time. So, should we consider an increase in music programs for those in the third age?
Playing music as a workout for the brain
Learning to play a musical instrument is an extremely complex task that involves the coordination of multiple sensory systems within the brain. Many instruments require precise coordination between the eyes, the ears and the hands in order to play a musical note. Using the resulting sound as feedback, the brain prepares for the next note and so it continues. The act of music-making is quite a brain workout.
The relationship between the motor and auditory parts of the brain is strengthened when physically playing music. This may explain why adults trained to play certain melodies have an enhanced representation of music in the brain compared to adults only trained to listen to the same melodies.
As playing music involves many different parts of the brain, even a short-term program for older adult musical novices can lead to generalised improvements for cognitive ability.
Music as a workout for the fingers
Learning to play an instrument such as the piano involves many complex finger sequencing and coordination tasks. As such, it can be a great test-bed for learning to move fingers independently.
The creativity of music and the enjoyment people take in playing is particularly important for rehabilitation, as it encourages sustained practice leading ultimately to higher benefits.
It’s thanks to this that piano lessons have been used to successfully retrain hand function for patients who have had a stroke. The immediate auditory feedback from each finger movement is thought to help adults reduce errors in movement and work towards moving at a more regular pace.
Music training is an excellent environment to train cognitive and motor abilities, both in the contexts of child development and for rehabilitation. The question for older adults is this: can learning a musical instrument not only put the brakes on cognitive and motor decline, but actually allow development of new skills?
Of course many activities can be novel such as juggling or knitting, but the advantages of learning an instrument can be found in the breadth of skills required to play. At Western Sydney University, we are currently investigating how piano training can be used with healthy older adults to improve their general hand function in unrelated daily tasks.
Music for health and wellbeing
Often, the worry is that playing an instrument will be too difficult for older adults to manage. On the contrary, learning to play an instrument can provide a great sense of achievement and satisfaction.
It’s suggested that this is a consequence of decreases in stress that can happen when taking part in musical activities. However, further research is needed to determine exactly how this relationship functions.
Music for all
It’s vital to understand how we can aid the current generation of older adults, in terms of both health and personal enjoyment. With the myriad benefits provided by playing a musical instrument, it would seem beneficial to have a wider variety of musical activities on offer to the older generation.
Wouldn’t it be great if the third age wasn’t viewed as a final descent from some mid-life peak, but some new act of life that opens up these opportunities? Perhaps we should give older adults the chance to develop in ways they could never have imagined before.
Activities such as singing in a choir, or playing the piano can provide this opportunity, as well as offering many general benefits to health and wellbeing.
Can music actually make us smarter? Research suggests that from as early as 16 weeks of pregnancy, when auditory function is forming, babies begin their musical development. Their early adaptive exposure to sounds, including those familiar sounds of parents’ voices, enhance extraordinary processing skills.
Neuroscience teaches us that a child’s brain is plastic. By this, we mean it is malleable and has the ability to change. The first year of life, more than any other year, will see the most rapid change in brain size and function as all the sensory receptors activate. Intriguingly, neuro-imaging shows that music alone turns on large sectors of a child’s brain, opening crucial neural pathways that will become the highways and byways for every piece of information the process.
We’d all love to think our children will grow up intelligent, blissfully free from academic struggle. Truth is, the learning journey is speckled with challenges, and each child will have a unique intelligence and learner disposition. One thing we know is that parental involvement in cognitive stimulation from the earliest years will help form solid foundations that underpin a more successful schooling journey.
So, what can parents do to prepare young learners for school?
Sing like no one’s listening
Singing nursery rhymes to your child, however old fashioned you may think it is, will get them off to a flying start. Children become particularly responsive because reciprocal communication occurs as they begin to mimic you – pre-empting certain sounds, tones or words that they recognise. Using pitch and rhythm in the rhymes and lullabies we introduce to our children will begin to create neural stimulation that develops the brain’s auditory cortex, transforming their ability to communicate.
Bang on those pots and pans
While it may fray the nerves, banging on the pots and pans is a fantastic way to improve spatial reasoning. With background music blaring, children first develop the coordination required to hit the metallic targets, and as their sensory cortex develops, they begin to keep in time. Research shows that spatial reasoning, along with a sense of beat and rhythm (which invariably includes an aural and tactile sense of measure and counting) will enhance mathematical abilities.
Join a children’s music group
Early childhood music-based playgroups offer a unique learning context for children. The songs and activities employ beat patterns, movement, repeated chorus lines and echo singing to engage with young participants. The cerebellum at the base of our brains is responsible for movement and balance, and interestingly, is where emotional reactions to music form. Universally, early childhood educators use rhyme and song to teach children how language is constructed, and with good reason. Movement, foot tapping and dancing to a beat are also good ways of developing the brain’s motor cortex.
The ‘Mozart Effect’
There is a popular hypothesis that listening to Mozart makes you smarter. The “Mozart Effect” refers primarily to a landmark study in 1993, where participants listening to Mozart’s music (rather than to relaxation music or silence) achieved higher spatial-temporal results. Importantly, spatial-temporal reasoning is crucially active when children are performing science and maths tasks. Listening to music in any capacity induces endorphin production in the brain, causing improvement in mood and creative problem solving.
Learn an instrument
Many parents wonder when a child should start learning their first musical instrument. Importantly, instrumental tuition is not about producing the next Mozart or Delta Goodrem. Music lessons, for even the briefest of periods, are enjoyable and establish a life-long skill. It has also been noted that musicians’ brains develop a thickened pre-frontal cortex – their brains are actually bigger. And this is the area of the brain most crucially involved in memory. One thing researchers and music educators endorse is the amazing impact it has on the development of executive functions such as working memory, attention span and cognition.
Many schools are putting research into practice, and Queensland is leading the way with music taught in 87% of schools. Immersion music programs, where all students learn an instrument for a one-year minimum, have become commonplace. The results speak for themselves.
Psychologists from a Californian University conducted research on pre-school aged children, and proved that those who had weekly keyboard lessons improved their spatial-temporal skills 34% more than those who didn’t. The benefits did not stop there. Children developed fine motor skills, reading, auditory recognition, resilience, and increased their memory capacity. All of these benefits of instrumental tuition bode well for the classroom journey ahead.
Chelsea Harry is an Academic Researcher and Music Educator, University of the Sunshine Coast. Currently completing a Masters in Research with USC, Chelsea is a professional Musician and Classroom Educator of 20 years experience. Her research follows the journey of 6-8 year olds and the impact of instrumental music tuition on the brain and executive functions.
Chelsea also works as a conductor, cellist, pianist, music educator, musical director, primary classroom teacher and mum!
Life would be boring if we were all the same. Living in the most culturally diverse state in Australia, as Victorians we are encouraged to be inclusive and tolerant of everyone, and to show respect for aspects or characteristics in a person perceived to be different to our own.
Diversity and inclusion are important components of a healthy, happy and effective society where everyone feels recognised, valued for who they are and able to contribute, irrespective of their background, religion, ethnicity, language etc.
Over the coming weeks, this blog will take a closer look at the ongoing work done by Community Music Victoria to promote diversity and inclusion in our music making communities, with focus on two particular projects:
1: The SINC program (Singing for Inclusion) A series of workshops run by Community Music Victoria in partnership with Creativity Australia to train singing leaders in running inclusive singing groups.
2: Voices of Peace: a project to empower recently arrived and settled refugees from Assyrian Chaldean background to establish a Women’s Choir though which to build and strengthen connections and to reduce the pain of dislocation and loss sustained through the persecution they have endured.
As a prelude to these posts, we felt it worthwhile to re-visit what is meant when we talk about diversity, and inclusion.
According to good old google, diversity is ‘The state of being diverse or ‘a range of different things.’
Through its very essence, diversity is not restricted and defies definition.
While the most obvious and noticeable points of diversity in people such as age, race, gender, and other physical attributes are external, you can never assume anything about a person simply by looking at them. Avoid stereotyping at all cost.
Non-visual or invisible diversity covers a plethora of factors, issues and circumstances that are not seen readily and can only be ascertained if that person choses to share them with you. Again, never judge a book by its cover, and be prepared to ask people about themselves in an open, direct and empathic way.
Put simply, diversity means there is a point of difference.
Global Diversity Practice UK states: “Diversity is about empowering people. Fundamentally, diversity means respect for and appreciation of differences in age, gender, ethnicity, religion, disability, sexual orientation, education, and national origin that are implemented by laws and policies…
…the power of diversity can only be unleashed and its benefits reaped when we recognise these differences and learn to respect and value each individual irrelevant of their background.”
Which brings us on to the other side of the coin: inclusion.
We each carry a diverse and unique set of cultural beliefs, experiences and attitudes which define us. Inclusion is the practise of allowing our individual differences to be recognised and socially accepted. It is about being welcomed into a situation and feeling fairly and equally treated for the person you are and not judged on your religion, origin, age, gender, marital status, etc.
Inclusion is vital in creating a rich and stable environment where shared learning leads to strength and cohesion and one in which people can thrive. It is about creating what Community Music Victoria refers to as ‘a free and fearless space’ in which everyone has the capacity reach their full potential because they feel genuinely included, supported and valued. It requires a commitment to the process of continued learning, and in this respect is a journey for us all with a number of positive outcomes.
“Inclusion is a sense of belonging: feeling respected, valued for who you are as an individual or group; feeling a level of supportive energy and commitment from others so that you can do your best… Inclusion is a shift in an organisation’s mindset and culture. The process of inclusion engages each individual and makes people feel valued which is essential to the success of the organisation. Individuals function at full capacity and feel more valued and included in the organisation’s mission. This culture shift creates higher performing organisations where motivation and morale soar.” Global Diversity Practice UK
diversity and inclusion enables us to grow our understanding and find new ways of doing things.”
In a fully inclusive society, diversity is embraced and celebrated as opposed to shunned, feared or stereotyped and the potential and opportunity for connection is greater. Through seeking to understand and educate ourselves about difference, we can move forward more cohesively and, in doing so, create a rich and varied society where commonality and difference co-exist happily, where people feel safe to share their backgrounds and culture whilst retaining the practice, beliefs, characteristics and traits which make each of us so delightfully unique.
Three ways to immediately be more inclusive:
Don’t make assumptions about an individual
Think before you speak: Understand how what you say and do impacts on others
Do you know any school aged children? Do you teach school aged children? If you love a chance to sing with your fledgling and older song birds whilst advocating for the value of music and music education in all schools, this year’s Music: Count Us In program might be just the ticket. On Thursday November 2nd at 12.30pm AEDT, more than half a million children across the country will put down their pens to sing up in ‘a celebration of music and music education.’
Music: Count Us In (MCUI) is a free program conceived and run by Music Australia to celebrate and advocate for music in Australian schools. Now in its eleventh year, it’s a way for students and teachers to develop their skills as they learn and rehearse a specially written song over several months to be sung at the same time on the same day. Music Australia describe it as ‘the song that stops a nation’ and last year it engaged over 600,000 children from more than 2,500 schools.
The MCUI program is one way for children of all ages, abilities and backgrounds to access free music education and delivers professional music development and learning resources directly to classroom teachers. This year the professional development sessions will be streamed live for greater outreach to teachers in remote, rural and regional areas.
And there’s more good news. Research based on the participation of schools in previous years indicates that involvement in the program leads to greater recognition of the benefit of music education, within those schools.
“Generalist teachers develop increased confidence and skills, and specialist teachers use the program as an opportunity to bring the whole school together to celebrate music. Participating in Music: Count Us In is also a great way for schools to engage with their local community, seek local media coverage, advocate directly to their Government representatives and create opportunities to showcase talented and dedicated students and teachers. More students might put their hands up to join existing choirs and music ensembles, Principals might decide to allocate more time and resources to music, teachers might offer more regular music classes per week ….There are so many ways to bring more music into students lives. Music: Count Us In is just the beginning!” Music Australia
A new song is written each year by a selection of school children in collaboration with a ‘music mentor’. This year, the music mentor is singer songwriter Taylor Henderson who will be working with five students from Queensland, New South Wales and Victoria together with the MCUI program ambassador John Foreman OAM. The song and the teaching resources pack will be good to go in July.
MCUI is open to all schools from early childhood through to high school, in both the government and private sectors. If you are interested in registering or if you’d like to encourage somebody else to, more information can be found here.
The more kids who take part, the more powerful the message to the powers that be about the value and importance of a decent music education for all school aged children.
Deb Carveth: online editor for Community Music Victoria