Trauma-informed approaches have become increasingly cited in policy and adopted in practice as a means for reducing the negative impact of trauma experiences and supporting mental and physical health outcomes. They build on evidence developed over several decades. The UK government has now produced a working defenition of trauma-informed practice.
An introduction to Trinity College’s new Awards and Certificates in Musical Development for people with learning difficulties.
Face-to-face or online training and a series of online film resources from a variety of real life group music activities which demonstrate the key facets of musical potential as identified by primary and secondary class teachers, peripatetics, community musicians, music services and other arts organisations.
This ground-breaking book by Geoffrey Baker examines the development of the Red de Escuelas de Música de Medellín (the Network of Music Schools of Medellín), a network of 27 schools founded in Colombia’s second city in 1996.
Watch recordings of the training sessions from our January 2022 CPD Day.
Recordings and resources from our online sessions curated by Nate Holder of Why Music, exploring rap, hip hop, blues, steel pan, grime, jazz and much more.
Keynote speech and performance using MiMu gloves from singer, songwriter and music technologist Kris Halpin from Music Mark Annual Conference in Brighton, 2021.
The third paper in Voices Foundation’s ongoing series of briefing reports is The Benefits of Music Activity for Disadvantaged Children. Participation in music activities can be extremely beneficial in terms of providing disadvantaged children with an accessible learning environment while also supporting their language and communication skills.
Read this information sheet from Wiltshire Music Connect to gain a deeper understanding about making music with children from Afghanistan.
A digitised copy of Reaching Out: Music Education with ‘hard to reach’ young people (2013)
