The campaign is in response to the sometimes peripheral status of music making in the Australian community and to address structural weaknesses in music education and community settings.

Research commissioned by the Australian Music Association shows that many people begin to sing or to play instruments as young children but as the years pass there is a decline in participation.  Approximately 36 percent of Australian households have someone who has played music, compared with 50 percent in the United States (Nexus 2001: Australians’ Attitudes to Music). This alone shows there is plenty of room for development.

We can go further. This same research indicates that around 75% of the Australian population express a desire to be actively involved in music making, yet many do not participate because of barriers such as ease of access, perceptions of music being ‘a gift’ and a belief that music is serious and for music professionals rather than, just as much, an enjoyable recreation for anyone.

If there were more opportunities, more vibrant and convenient programs for all ages (not just the young), better music education programs in schools, better understanding of the educational and social benefits of music, more people would start and continue making music.

The music programs in some schools are spectacularly successful. But overall, the level of provision of music education in schools needs to be expanded and improved. The primary school years are crucial, yet many primary teachers have only minimal pre-service training in music. Specialist music teachers are provided at secondary level but except in NSW, music is not a required subject at any level of the curriculum. (Stevens 2003: Trends in School Music Education Provision in Australia. MCA study). In many systems, decisions about music provision are made by principals at the local level -- but this also offers an opportunity for parents to influence local decisions.

In the AMA study, 87% of respondents completely or mostly agreed with the statement "Music education should be mandated by the states to ensure every child has an opportunity to study music in school". 97% of respondents aged 12-17 years agreed!!!

The cited studies provide a useful benchmark for the campaign and guidance on key areas that the campaign needs to focus on.

The benefits of music

Music adds to the quality of life and provides a creative form of expression. It helps build and strengthen our identity and self-esteem. Research has shown that music has a direct and positive effect on learning skills and is an excellent way of helping children to develop confidence in group and social situations. On a broader level, music builds social capital by enriching entire communities.

Music. Play for Life aims to encourage people of all ages in all situations to begin making music and to continue making music. It will work to increase the programs and opportunities that make it easier for them to do so. Making music is fun and life enriching for individuals and good for communities.

How to join the Music. Play for Life campaign

 

 
 
 
To increase the provision of music education in schools
 
To facilitate and encourage participation in music making in communities
 
To promote music making to the Australian population
 
To develop partnerships with government

SNAPSHOT

Did you know?

  • There are an estimated 5.5 million lapsed players in Australia 1
  • There are more households with musical instruments than with active players (dust off that guitar…or give it to someone who’ll play it!) 2
  • Of those that play, the piano is the most-played instrument, followed by the recorder 3
  • As a proportion of the population, there are fewer households in Australia with active players (about 33%), than in the US (about 50%) 4
  • Most primary school classroom teachers delivering the music curriculum to their students have had, on average, only 23 hours of music education training during their three-year degree. That’s less than one day per year. 5
  • Most children who start learning an instrument in their primary school years have dropped out of lessons by the age of 15 6
  • 97% of 12-17 year old respondents in a recent survey agreed that music education should be mandated for schools by the States, yet access to an effective music education is declining in Australian schools. 7
  • Most Australians think music-making is for the gifted: that musical ability is something you’ve either got, or you haven’t 8

1,2,3,4 & 6 ‘Australians Attitudes to Music’, AMA, 2002

5 'Trends in music education provision in schools’, Stevens, 2003

7 & 8 ‘Australians Attitudes to Music’, 2002 and the Stevens Report 

For more research on music-making in Australia, click: http://www.mca.org.au/mpfl/research1.htm