MAC Makes Music works in partnership with Primary Schools to offer an alternative approach to music making, engaging children who are at risk of exclusion, experience emotional and behavioural difficulties or barriers to learning due to life circumstances.
MAC Makes Music musicians will work with the school to identify children who might benefit from an inclusive and creative approach to music making. Depending on the needs of the children, a timetable will be drawn up that offered 1:1 sessions and/or small ensemble sessions.
Our creative approach to music-making is child-centred and focused on musical, personal and social outcomes for the young person. Music leaders will work with the young person to design the sessions around their needs; this could include improvisation, composition, leading a group, music technology, performing and recording their own music.
The pilot projects are an opportunity for school staff to develop skills, and for community/music service musicians undertaking our Inclusive Music Training Programme to assist sessions as part of a placement.
What are the benefits?
We believe strongly that music can help in many areas including communication, self-efficacy, confidence, co-ordination, empathy, turn taking and self-esteem. It can also
- Increase quality inclusive music making opportunities
- Raise aspirations
- Enable young people to take the lead and make choices
A pupil from Audley primary school
“This is the first time I’ve ever looked at the clock at school and wished it would slow down rather than speed up.”
“The children are able to understand more about the structure of songs and have been introduced to related vocabulary such as: melody, harmony, pitch, middle eight, chorus, bridge. The children have definitely been allowed to be the leaders in this project and have not only led the song writing but also contributed ideas in lots of areas such as choosing melody patterns, a band name and designing the posters for the performance.”
“The musicians involved trusted the children considerably with the use of their personal and expensive equipment...The children have responded well to this trust and responsibility. There have been NO incidents of poor behaviour or attitude throughout the project.”