All across Australia, a dedicated team of ACMF teachers motivate, educate and inspire disadvantaged children and youth in free, long-term weekly music programs. These programs commence when there is sufficient funding to commit to the location for at least 12 months- to ensure that the children and youth are given long-term mentorship and attention rather than a short term solution. The programs involve a variety of musical expression such as percussion, drumming, singing and guitar tuition. As part of the program, the ACMF donates all of the musical instruments to the schools for the students, to be kept and enjoyed even after the 12 month period. ACMF programs are designed in partnership with each school, to meet the needs of the students. Programs aim at improving mental health and engagement with learning. Significant outcomes include improvements in literacy and numeracy skills, behaviour and school attendance.

OBJECTIVES

- Increased school attendance
- Engagement with learning
- Improve literacy and numeracy
- Improve mental health
- Create school and community cohesion
- Cultural harmony

RESULTS

There can be no doubt that our music program impacts on students' decisions to attend and remain at school.
Steve Almond, Principal of Cook School, NSW.

Music has been a great stimulus for students' learning of English. Over the past number of years we have seen an improvement in English/numeracy outcomes for our students.
Leonie Jones, Principal of Top End Group School, NT.

I have seen students who have not said a word in their classroom become actively engaged in ACMF classes. They are suddenly able to join in with their peers and share in the language of music. It's a beautiful thing to watch and one can only imagine the positive impact it has on these students.
Louise Treyvaud, Teacher at Albion North Primary School, VIC.

I have noticed many instances of raised self confidence in students after music lessons. Many students who regularly fail at classwork are much more successful in music, and that shows on their faces.
Jane Murphy, Assistant Principal at Hillston Primary School, NSW.

A good example was a difficult boy who was very disinterested in school and often caused huge issues in the class. He was the kind of student who, when he didn't come to school, teachers and other children were relieved.

Kerry worked with him on the bass guitar. It has just been the key to unlock a huge amount of dedication, motivation and enjoyment. He now sees a real need for reading; he's at school early and after school he is keen to practise. He has had a turnaround in his negative and bad behaviour. This has had a significant impact on the whole school.
Leonie Jones, Principal, Top End Group School, NT

Ten year old Jack* came to us because of high levels of anxiety, which would regularly paralyse him. It is no exaggeration to say that he would cower in the corner of the classroom refusing all suggestions to be part of the activities in his local school.

Anxiety manifests itself in many ways, including behaviours, which can be virtually unmanageable. Jack already had an interest in music and when he realised that we offered a music program, he was prepared to take some timid first steps towards engagement.

A well planned approach to Jack's management and education was essential but we needed to clear a big hurdle in the shape of extreme anxiety at the mere thought of engagement in activities with peers. Allan's music program was the absolute highlight of guitar tablature to further develop his already impressive skills.

Over time, self-esteem improved with a corresponding decrease in anxiety. Jack began to regularly perform for a small group of students and teachers, but would his confidence generalise to a mainstream school setting?

I am happy to report that the Principal of Jack's school rang one day with a 'problem'. He was faced with finding the owners of the coins, which had come into Jack's possession. It turned out that the Principal was actually delighted to deal with the 'problem'. Jack had started to play his guitar for a large group of students on the playground and the kids were so impressed that they threw money into his guitar case.

That day, for different reasons, the Principal and Jack realised the wonderful therapeutic powers of music.
Steve Almond, Principal, The Cook School.

* not his real name

Watch this video of students from the ACMF music program at Sunshine College West in Melbourne performing at their annual college production called Shine.

The ACMF teacher who inspires the students to such a great level of performance is drummer Mark Grunden. You can see Mark in the video wearing his bandana. Mark's been working with the ACMF since 2008, teaching his drumming magic at two other schools: Sunshine Harvester and Ardeer Primary schools.