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HOSTBUDDY PROMO CODE JULY 2018 HOW TO This can foster deep friendships and connections with people beyond the school setting, in an environment that is more egalitarian and where individuals are valued in a different way вЂ“ which is so important for mental health and well-being. Groups frequently comprise a mix of ages, backgrounds and people for whom music making is not their core daily focus. Being Involved in Music Making in the CommunityД¬ommunity music is often the key to life-long music making.   The next step is making music with the community, friends and/or family. Just as parents need to prepare their children to leave home and support themselves, we need to prepare our young musicians to be involved in music making without us. HOSTBUDDY PROMO CODE JULY 2018 HOW TO As well as setting technical work and pieces to work on, encouraging young people to think of a song they like and work out how to play it, to write four bars of music in a given key, or to write lyrics and a melody that express a thought (or similar) will lead to investment in their own music making. Being Involved in Music Making by YourselfД®ncouraging students to not only practise their instrument, but also to make their own music at home is key. Encouraging students to find the вЂњthingвЂќ (sound, setting, physical comfort and expression, genre, etc.) that ignites their heart and nourishes their individual soul is the key to longevity. Some instrument choices and subject electives are swayed by peers and social groupings, so when these change or break down, so too can the interest in, and commitment to, that initial choice. Maybe their вЂњthingвЂќ is not offered at the school, or it wonвЂ™t be obvious until they hear or see it вЂ“ for example, a style of music, the opportunity for song-writing, or a particular instrument or vocal style вЂ“ but having positive music experiences and being encouraged to explore and experiment with a range of music will help. It is in these years that they also decide whether they вЂњlike musicвЂќ or вЂњnever liked musicвЂќ Being Able to вЂњFind Your ThingвЂќД¬hoosing to play the clarinet in Year 7 may be the best decision for a particular student at that time, but thereвЂ™s a chance that it may not be their вЂњthingвЂќ. It is in the formative school years that students develop their perception of either вЂњbeing musicalвЂќ or вЂњnot being musicalвЂќ through the type of experience theyвЂ™ve had. These concepts should then be carried through into instrumental and ensemble settings, where students choose to be involved. It all starts with core classroom music as the foundation, where every child in the school experiences music making (singing, and playing a range of melodic and non-melodic instruments), listening (directed/ guided listening and responding to a range of different genres, cultures and settings), and composing (where students find their own creative voice through improvising, arranging, harmonising and composing music of varying lengths, complexity and types). The key is allowing students to be involved in a range of positive musicmaking activities throughout their school life, where the fundamental concepts of performing, listening and composing are evident in every aspect. Being Involved in Music Making Throughout School Life So perhaps the question should really be: вЂњWhat do we hope our students take with them when they leave us?вЂќ вЂ“ whether it be at the end of Grade 6, Year 9 or Year 12. First, we need to ask: вЂњWhat does вЂnextвЂ™ look like? What does вЂgoing onвЂ™ with music actually mean?вЂќ One answer is that it means having a strong experience of music making and a broad understanding of what music is, and can be, in order to ensure that it plays a vital role in their lives in whatever way they choose.

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