Our Impact
Music is a critical part of every child’s social, emotional, physical and behavioural development. It encourages creativity, imagination and self-expression, develops literacy and numeracy, increases confidence and self-esteem and most importantly, brings joy, happiness and pride. However, many students are denied access to a music education and the crucial benefits of music and the arts for their health and wellbeing. In order to bridge the gap between the disadvantaged and advantaged, students must have an equal chance to experience the magic of music in their education.
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Agree that ACMF music lessons make children feel good about themselves
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Say that ACMF music lessons increase children’s resilience when faced with new challenges
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Agree that ACMF music lessons boost children’s confidence to learn and do new things
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Agree that ACMF music lessons increase interest and abilities for further education
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Say that ACMF music lessons positively impact social interactions and peer acceptance
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Say that ACMF music lessons contribute to an increase in school attendance
Impact Study
2022 Impact Study on ACMF Programs in Schools and Youth Justice Centres
In 2022 we commissioned an Impact Study to measure the impact of our music programs in schools and Youth Justice Centres. The study drew on first-hand experiences and perspectives of teachers (both generalist schoolteachers and ACMF music teachers), principals, students and youth justice staff and detainees.
The study found our programs led to benefits not just musically but to academic learning and school engagement more broadly along with increasing social skills and emotional development.
Schools
2014 Report: ACMF music programs contribution to positive youth development
Schools Case Studies
Youth Justice Centres
2024 Report on Youth Justice Centre Programs
Supporting musical affordances for desistance and resistance in youth justice settings
The researcher examined how ACMF musicians work in Youth Justice Centres. She found that ACMF music programs support desistance from re-offending through providing spaces of asylum for young people, providing respite from their incarceration, opportunities for creativity and enjoyment and the potential to resist inequities, injustices and create alternate futures.
Youth Justice Centre Case Studies
“One of the guards told me recently she had caught up with one of the girls I taught guitar to 6 years ago. She had followed music and was now playing in bands and performing. When she was in Banksia she was from a very dysfunctional background and was addicted to heroin at the age of 14. It was very heartening to hear that those lessons may have given her a tool to help her overcome such unimaginable challenges.”
“The ACMF lessons encourage pro-social behaviours such as sharing, taking turns and collaborating with peers. Students take pride in the achievement of collaborating together to master a new song or piece of music and often complement each other on their performance. Students leave the music lessons in high spirits and are animated in their positive peer discussions regarding musical prowess and achievements.”
“Recently we had a young person who was a little withdrawn and unusually quiet. The Key worker had an opportunity to speak with his mother and she passed on the information that he loved anything relating to music and that he loved to sing. The following week he was provided the opportunity to work with the ACMF music program. His mood and approach changed on the unit after this, and it was often reported that the staff could hear him singing in his room during lockdown. This may sound simple but the fact that a short session with Brad (ACMF teacher) had such a positive effect on this young man can make a major difference in an environment such as this one.”
“To whom it may concern,
I’ve been in the Banksia Hill Detention Centre for a total of 20 months and in this time I’ve been working with Mr Dave Johnson, an hour a week, sometimes more, sometimes less and thanks to these lessons I’ve discovered a hidden talent that I was unaware of.
I’ve discovered a new life through music, it has been both educational and therapeutic, and it is something I will hold on to for the rest of my life, and if possible I’d like to turn it into a career.
I’ve tackled a great many things on the guitar, things that I’d look at and be like ‘No way man, that’s impossible’ but somehow I’d play around and they would just click and integrate into my own songs without me noticing. I’ve been introduced into a whole new world one with endless possibilities and its all thanks to Dave and the time and effort he has put into my musical endeavours.
I’m grateful to have had the chance to take up these lessons, the guitar is something I’ve always been fond of, but never had the time and/or money to do so. So once again big thanks to Dave and my appreciation to those who organised this program.”
“My name is John. I was a detainee at Frank Baxter Juvenile Justice centre where I became involved in the ACMF music program. The program gave me my first introduction to musical theory, recording and editing software and inspired me to continue further involvement in music upon my release.
It is now over a year since my release and I am studying audio engineering and playing the piano. I have plans to become involved in the ACMF program at Baxter once my parole period is complete. This program was a great confidence booster to myself and gave me an education I may not have gained had I not been incarcerated.”
“The program offers those involved new skills and confidence, in a time in their lives where they are more prone to negative influences than positive. ACMF programs contribute to our students’ moral and social development. Through successful learning experiences and the opportunity to contribute to a team, students gain a deeper understanding of the nature and purpose of their lives, and how they can make a positive contribution to society.
The increased self-esteem and faith in their own ability, following participation in the ACMF program, is clearly visible even in the initial stages of the program. Our students benefit from the respect that is generated within their peer group, as a result of their work together as a team. This is a direct result of the respect the ACMF Teachers extend to the girls fostering a collaborative, creative environment, conducive to the production of quality music and self-expression.”
“Every year at Banksia, I see a very real positive change in all the students who participate in the ACMF music program. Over a short time, I see kids becoming more thoughtful, reflective, respectful as they grow and become more confident in their learning. I see a softening in the harder edges of their character as they connect with music and express themselves with music. I see first-hand how creative expression, that happens naturally when learning music, can nurture an open and honest communication for positive mentoring and can be a positive conduit for guidance and change.
The best example of this is when many of the remote Indigenous kids are choosing a topic to construct a song around, they naturally choose- home/country/family.
The next progression is usually a reflection on behaviour and what changes need to occur when they go home. This is always heartfelt and sincere because it is in their own words and combined with music!
Another observation is that the ACMF program can be a real anchor for kids who are in a difficult environment and are going through really difficult times. The simple fact that the program is ongoing and long term means that strong positive relationships are formed and learning outcomes are achieved. The program is becoming more popular and the kids choose to do it. They really look forward to the Monday sessions.”
