This site and the presentation film on the opening page are presenting the concept of a scientific study where scientists will be asked to follow what happens when music becomes a daily core subject for all children. Initially we seek to involve a few small communities in a few countries as pilot communities. The task for the scientists will be to follow, evaluate and present a holistic perspective how music making involving all children can affect life both inside and outside the school walls.
Scientists from many disciplines have for decades made research and presented evidence about how music affects brains of children in positive ways and how extended music programs in schools can affect the school atmosphere, study motivation, creativity and the personal development in children.
Music pedagogues working with children of all ages - both in regular schools and in specialized music schools - have for many years testified about what happens when music making becomes part of the daily school curriculum.
Scientists report about observations how music sharpens abilities to concentrate and shift focus from one to another subject in short time. There are scientific reports about how music develops impulse control in children... and much more.
Classroom teachers, music teachers and school principals testify how music making in classrooms build good school atmosphere, stimulate study motivation, train teamwork and instill respect for each other, regardless of ethnicity, language, religion and social background. Music making offers children from families with problems a "protected and safe zone" where they can build confidence and trust both in themselves and in others. Singing and playing together can make life worth living for children that have lost their belief in a meaningful life and future. Music offers children ways of expressing emotions.
Children tell about how singing and playing together build bonds and friendships between their school mates and how ensemble work requires everybody to take responsibility, engage in supporting each other and reduces bullying.
Parents reflect upon the feeling of safety knowing their children have friends sharing the same interests both during and after school hours. They delight in seeing their children developing self-confidence and pride in their school, in their musical achievements and in their studies. They see how music becomes a uniting tool between family and school.
Studies indicate that investing in music education for all children in a country could amount to solid gains, not just in monetary terms but also in life quality for many. Sweden is a country with about 10 million inhabitants and about two million children in the age group between 2 and 19. Involving every child in school music programs would cost about 10 % of what the country is spending on fighting criminality, drug abuse, criminal gangs, shootings and other forms of destructive behaviours today. Investing in musical classrooms could possibly mean substantial savings of funds that today is spent on fighting crime. It could possibly build a healthier and happier Society and make Sweden a country respected for investing in all Art forms.
This study hopes to provide decision-makers on all levels with arguments for investing in music in every classroom.
The city of Ann Arbor in Michigan, US stands out. Every child in every public school gets involved in a music program, mandatory. In fifth grade every child gets to “touch an instrument” for free. The first years in preschool and in elementary school provide a musical platform for every child. In junior high and in high school all students are offered possibilities to continue playing in orchestras and singing in choirs. SEE A SHORT DOCUMENTARY FILM ABOUT ANN ARBOR .