MOST CHILDREN’S CHARITIES TREAT PHYSICAL NEEDS…BUT WHAT ABOUT THEIR EMOTIONAL NEEDS?
The ACMF is a not-for-profit organisation that provides music instruments and programs for disadvantaged and Indigenous children and youth in schools, remote communities and juvenile justice centres across Australia. Research has proven that participation in music has a significant impact on a child’s mental health and development.
Music lessons provide a wide scope of opportunity for all students. For the reluctant learner, it provides a non-threatening and fun way to participate in learning. For the overly energetic student, it provides an outlet for that boundless energy and for the the student requiring discipline, it provides a powerful carrot to reward them for managing their impulsivity. All of these benefits positively impact on student learning outcomes.
The Australian Children’s Music Foundation (ACMF) was founded in 2002 by Don Spencer OAM with the vision to use the power of music to inspire and enrich the lives of all Australian children and youth particularly the less advantaged and Indigenous. More than 75% of public schools in Australia do not have the funds to provide a specialised music teacher, therefore, many children and youth are unable to enjoy the many benefits of a music education.
The ACMF passionately believes that no child should be deprived of access to a music education. We believe that this should be a right, not a privilege. Music is food for the soul and inspires imagination, creativity and brings joy and hope along with other significant social and intellectual benefits. Through music, children and youth can find a way to express their emotions and channel their energies and abilities into something positive and creative. Research has proven that playing a musical instrument has mental health benefits, reduces recidivism, improves engagement with learning, improves literacy and numeracy as well as behaviour and self-esteem.
The ACMF has been working providing free, weekly, long term and sustainable music programs to Indigenous and disadvantaged schools and communities, multi-cultural and isolated schools and Juvenile Justice Centres across Australia. A customised flexible music program is developed in partnership with the schools and centres, based on the specific needs of, and desired outcomes for, the students and includes the permanent donation of instruments to the school or centre.
The ACMF has programs operating in every state.
youth at risk: juvenile justice centres
Many young people have no clear direction upon release, but with skills and confidence they acquire in this program, they are able to see that they do have the potential to achieve positive outcomes in life.
Christine Blanch, Principal at Frank Baxter Juvenile Justice Centre, NSW.
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disadvantaged schools
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.
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music for hope
From the beginning of the music program we have seen changes in the behaviour and attitude of the children involved. Our Grade 5/6 children who have suffered the most from the bushfire in terms of changes to attitude have loved the music program.
Mark Portman, Principal of Kinglake West Primary School.
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music therapy
She loves music therapy – she’s a particularly prolific song writer and today she learned to play the uke. Thanks again for sending the guitars and shakers over, they’re a huge hit with the kids!
Kym Weatherley, ACMF Teacher, Sydney Children’s Hospital, Randwick NSW
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national songwriting competition
The process of writing a song takes children on an amazing journey, helping them discover and understand their emotions, to share and express these emotions with clarity to others. Songwriting gives our children the opportunity to share ideas and opinions and makes our children stop and contemplate life and their surroundings, contemplate cause and effect, find a deeper sense of empathy. Their lyrics give parents and teachers a window into a child’s mind, heart and soul.
Matt Stone, Teacher at Mt Evelyn and Montrose Primary Schools, VIC.
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indigenous and isolated schools
Students have (shown) improvements in behaviour and attitude at school. As a result, academic performance and outcomes have improved across curriculum areas.
Suzanne Brogan, Teaching Principal of Milikapiti School, NT.
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