Proposed UK Music Making Wellness Policy Toolkit by Kevin M Thomson

By Kevin M Thomson

Hidden In Plain Sight - The World's Most Significant Wellbeing Intervention & Globally Untapped SEND Markets - Proposed UK Government & Liberal Democrats Benchmark Policy Toolkit –Setting A Global Standard

To Sir Keir Starmer, The Right Honourable UK Prime Minister Sir Ed Davey, Leader of the Liberal Democrats Chair & CEO of Organisations Addressed in The Global Scale of Dysmusia Report

Labour Party Quote: "Too often our education and care systems do not meet the needs of all children, including those with Special Educational Needs and Disabilities (SEND)."

Liberal Democrat Party Quote: "Liberal Democrat Leader Ed Davey will today call for a new national agency for special educational needs and disabilities (SEND), which would take responsibility for supporting children with the most complex needs."

I am writing this letter to reveal the findings of our YouGov survey, "The Global Scale of Dysmusia Research Report," which will be released at the tes SEND Show on October 11/12 at the London Business Centre. The survey, alongside a comprehensive website search for references to the terms dyslexia and dysmusia, has produced findings that I am sure you will find illuminating and want to address.

Given the social and moral implications of inclusivity and accessibility (as a legal 'reasonable adjustment') and recent Neuroscience Research on music making wellbeing, I hope the core of the YouGov report ‘The Global Scale of Dysmusia –Or is it Musical Dyslexia?’ revealing both the nature and extent of Dysmusia and the -79% NPS of music making wellbeing would be of critical interest. Additionally, the AI estimates of a $4Bn economic opportunity and $1Tn global wellness impact based on the findings present both a business and customer-facing opportunity.

Key findings from the YouGov survey – both Qualitative & Quantitative UK Benchmark include:

1. The Inner Circle of Dys’ (Dyslexia, Dyscalculia, ADHD etc): A detailed analysis of the 20% SEND population directly affected by SEND single or co-morbidity issues that impact on music making wellness – now addressed as the SEND section of Dysmusia.

2. The Outer Circle of Dys’ (non-SEND but Music complexity-based difficulties): Insights into the 90% who have "never tried" or "gave up" on music, revealing broader societal impacts and opportunities.

3. Lack of Recognition: A comprehensive lack of reference to dyslexia and dysmusia across major websites and resources, highlighting a significant gap in recognition and support.

4. The -59% NPS Score revealing the 5 Ways To Wellbeing levels of failure to either start music making or the ABRSM quoted 90% who give up.

5. The virtual total lack awareness or action on Music Making SEND issuesof Music Sector Education, Charity, Sheet Music, Learning Tools and Tech Solutions despite growing recognition and marketing of the Neuroscience and wellness benefits

Breakdown Barriers To Opportunity

Too often our education and care systems do not meet the needs of all children, including those with Special Educational Needs and Disabilities (SEND). Labour will take a community-wide approach, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. We will make sure admissions decisions account for the needs of communities and require all schools to co-operate with their local authority on school admissions, SEND inclusion, and place planning

These findings highlight the urgent need for greater awareness and proactive measures within the music and education industries. Addressing these gaps could lead to substantial benefits in terms of inclusivity, customer satisfaction, and overall wellbeing.

The implications of this research are profound.

The survey indicates that Dysmusia, a condition impacting music perception and production, is largely unrecognized. This oversight affects not just the 20% of the population with SEND, but also the broader 90% who face barriers to engaging with music.

Yet the MOST SIGNIFIANT issue ‘Hidden In Plain Sight’ yet recognised by Plato and revealed by all the latest Neuroscience and latterly the Social Neuroscience of Music Making Well-Beings is the 100% of the population who would benefit from music making ‘5 Ways To Wellbeing’ activities.

20% + 90% = 100%

The potential for positive change is enormous, with the opportunity to enhance lives and tap into a multi-billion-dollar market.

Having suffered from what I now know is a co-morbidity of Dyslexia, Dyscalculia, ADHD, Meares Irlen Syndrome, and now unrecognized Dysmusia, and following a decade of research and development to bring this problem and potential solutions to light, I am sure you will appreciate my passion and motivation for these outcomes.

My wife, Sally M Thomson, Barrister – Former CPS EU Policy Advisor, also faces similar challenges, further underscoring the personal and professional significance of this initiative for us.

I believe these findings highlight the urgent need for greater awareness and proactive measures within the music and education industries. As professionals and leaders, addressing these gaps could lead to substantial benefits in terms of inclusivity, customer satisfaction, and overall wellbeing.

I would be grateful for any comments you could make about the report. Your insights and actions could be pivotal in transforming how we approach music education and support neurodiverse individuals.

Thank you for your time and consideration. I look forward to your response and hope to engage further at the upcoming tes SEND Show.

Kindest Regards, Kevin M Thomson

Founder, The Dysmusia Foundation and Dysmusia Academy kevin@dysmusia.academy

P.S. I am writing this as an open letter to all in the report in the hope of creating a community of Music Making Wellbeing for All Ages and SEND Abilities.

Liberal Democrat Leader Ed Davey will today call for a new national agency for special educational needs and disabilities (SEND), which would take responsibility for supporting children with the most complex needs. This new “National Body for SEND” would pay any costs above a certain threshold, helping to end the current postcode lottery that is leaving parents in many areas struggling to access the support for their child they need. The extra funding would be determined by the child’s current needs, with the new body also overseeing SEND funding to ensure it is spent as effectively as possible to support each child

Five Ways To Music Making Well-Beings

New Science, new Sector, new Strategy

The nef/NHS Confederation 2008 – 2011

Proposed Update – For Review For The tes SEND 2024 Show Launch

At tes SEND Show 2024, we are excited to launch the YouGov survey "The Global Scale of Dysmusia Research Report" alongside the UK Music Making 5 Ways to Wellbeing Benchmark. This initiative aims to revolutionize how we understand and address music making in both SEND and non-SEND populations, highlighting a $4Bn economic opportunity and a $1Tn impact on global wellness.

The Case for The 12th GWI Sector Of Wellness Subject of Wellbeing

Wellenomics of Music Making Well-Beings is a groundbreaking book that seeks to differentiate and bridge the concepts of wellness and wellbeing, applying these principles to the ‘missing opportunity’ of a new 12th Sector of ‘Music Making Well-Being.’

Understanding these distinctions, as defined by the Global Wellness Institute (GWI), is crucial for recognizing the potential $4Bn economic ‘opportunity’ within the wellness sector and the profound £1Tn ‘impact’ on global health and wellbeing measures.

In short, this initiative aims to highlight a $4Bn Global Opportunity for a Music Making Sector and a $1Tn Global Impact on all our individual and collective wellbeing.

By Kevin M Thomson

Author – Founder Dysmusia Foundation & Dysmusia Academy

The Dynamic Dysmusic Dyslexic Dysruptor!

If the neuroscientists are right this is my most important statement - ever…

“Music Making –not listening- is the single most significant Wellness Initiative anyone, any organisation, any government or our world can take”

From Kevin M. Thomson, The Dynamic (ENTP) Dysmusic Dyslexic Dysruptor!

Author

Emotional Capital, Passion At Work, The Company Culture Cookbook Global Wellness Ambassador

Founder – The Dysmusia Foundation – Sponsoring This Discussion Document

Greetings, fellow wellness and/or music-making enthusiast!

I’ve spent a lifetime grappling with the stresses associated with SEND (Special Educational Needs and Disabilities), and I recently added my own and updated understanding of ‘Dysmusia’. These neurological and dyspraxic physiological challenges, combined with the external complexities of learning and playing music, were unknown to me from a young age but are now recognized globally (except dysmusia!) as barriers to fully engaging in the world of music making.

These personal challenges illuminated a significant (really, really big!) missed opportunity: the incredible potential of music making as a tool for well-being in a new global wellness-aware world a world mostly unaware of how to make music making (not just listening or music therapy) the largest untapped wellness opportunity we can create starting today.

With the vast body of research what I call ‘Music Making Rooted In Science' highlighting the neuroscience of both cognitive development and, more recently, the ‘Social Neuroscience’ of making connections through music making (the no. 1 of the 5 Ways To Wellbeing – see my model below) -it is clear that music is not just an art form but a profound and, significantly… THE single, and joint with every sector, most powerful avenue for improving health and wellness –ever? Read on. Make your own mind up.

My passion and goal are to instigate a transformative shift in how the global wellness community leverages music making. This document, inspired and transformed as a template from the GWI Physical Activity Toolkit, provides the ‘How to...’ as a toolkit to the ‘How much?’ of the AI estimated in my Wellenomics sister book, revealing a new potential $4Bn opportunity and, more critically, a $1Tn impact on our global health and wellness landscape.

I hope that this proposed document will:

1. Make you think about the untapped potential of music making in promoting well-being.

2. Make you believe in the power of music to transform lives.

3. Inspire you to act and incorporate music making into wellness initiatives.

4. Encourage you to deliver programs and policies that make music making accessible to all.

5. Ultimately, ensure that you and those you care for are not just part of the 20% SEND or the 90% who never tried or gave up, but part of the potential 100% who, regardless of skill level from playing a simple 4 Chord Trick to performing at the Royal Albert Hall become "Wellsicians."

My single simple (yet BIG BOLD) goal with this proposal and discussion document is to inspire you to join me on this journey to harness the holistic benefits of music making, fostering a world where everyone can experience the joy and well-being it brings. Together, we can transform lives through the universal language of music a language we can make into a language of wellness and a tool for making well-beings for every age, young to old, every ability, whether SEND disabled or not, every capacity, academic or physical, and every achievement level desired, from playing for fun, playing by ear, or playing for exams to Grade 8 and beyond for a career.

Warm regards,

Kevin M. Thomson

Daily SEND & Other News

Dysmusia,Foundation

Foreword

Launch Dysmusia Academy & EmojiPhonics Partner Search

Dysmusia.Foundation Launch at the TES SEND Show 2024:

A New Era for Music Education and Well-Being

October 11 & 12, 2024, mark a significant milestone in the world of special educational needs and disabilities (SEND) with the launch of the Dysmusia Foundation at the TES SEND Show. The dysmusia.foundation aims to revolutionise the approach to music education and well-being, addressing three critical areas that affect us all. By fostering a world of newly defined Dysmusicians, both SEND and non-SEND, the Dysmusia Foundation is set to redefine how we perceive and engage with music making.

The Three Key Areas of Focus

1. Global Wellness Sectors and Music Making Well-Beings

The Global Wellness Institute (GWI) has no defined sector or growth plans specifically addressing the intersection of music making and wellness. The Dysmusia Foundation aims to fill this gap, drawing on insights from the book *Wellenomics* and the proposed *Wellness Policy Toolkit: Music Making Well-Beings*. This initiative seeks to integrate music making into the broader wellness landscape, providing practical applications and systems to enhance well-being through music.

2. The Revealed Scale of Dysmusia

The YouGov UK Benchmark survey has uncovered the extensive prevalence of Dysmusia, affecting both SEND and non-SEND individuals. The term Dysmusia was originally discovered/coined in 2020 i.e nearly a quarter of a Century ago. It originally meant some form of ‘musical dyslexia. Now with a new definition based on the YouGov UK Benchmark it has been redefined to encompasses both an inner Circle of Dys’ - of those with recognized multi-sensory SEND issues and an outer circle of non-SEND individuals who face challenges with music making. The TES SHOW Survey further highlighted a staggering 98% lack of awareness about Dysmusia. This underscores the urgent need for increased recognition and resources to address this pervasive issue.

3. Educational and Training Deficits

The intersection of wellness and Dysmusia is exacerbated by several critical gaps:

- The lack of teaching and awareness about Dysmusia.

- The absence of a global SEND music training system.

- The need for a systematic set of multi-sensory tools to aid in music education.

The EmojiPhonics Memorisation System, along with its suite of teaching aids like sheet music and SticKey Note tools, aims to address these gaps by providing innovative, multi-sensory methods for teaching music to all learners.

Making a ‘Stand’ For A New Wellness Policy Dysmusia Foundation Launch at the TES SEND Show 2024: A New Era for Music

The Triad of ‘Wellsician’ Teaching Transformation

At the TES SEND Show, the Dysmusia Foundation will pose three pivotal questions on their stand, each aimed at transforming music education and fostering a new generation of Wellsicians. The stand will feature three banner headings, each addressing a core aspect of the foundation's mission:

1. Do You Teach Future Wellsicians?

- With the insights from the book *Wellenomics* and the *Wellness Policy Toolkit: Music Making Well-Beings*, this question encourages educators to consider how they can integrate music making into their teaching to promote overall well-being.

2. Do You Know & Teach About Dysmusia?

- Highlighting the YouGov UK Benchmark, this question aims to raise awareness about Dysmusia and encourage educators to incorporate this knowledge into their teaching practices.

3. Can You Teach the 110% of 'SENSsicians'?

- Addressing the 20% of SEND individuals and the 90% of non-SEND individuals who never try or give up on music making, this question promotes the use of the EmojiPhonics Suite as a tool to engage all learners in music education.

Conclusion

The launch of the Dysmusia Foundation at the TES SEND Show 2024 is more than just an introduction of a new organization; it is a call to action for educators, policymakers, and the wellness community. By addressing the gaps in music education and integrating innovative tools and systems, the Dysmusia Foundation aims to create a world where music making is accessible to all, fostering a new generation of Wellsicians who can harness the holistic benefits of music for well-being.

Join us at the TES SEND Show to explore how you can be part of this transformative journey. Together, we can unlock the potential of music making to improve lives and promote wellness across all sectors.

Economic Model AI - Integrating With All 11

The Proposed New Wellness Integration Toolkit

From The GWI Physical Activity Framework

By KMT + AI

’reset the world with - music making- wellness’

From the AI-generated size and opportunity for a new Music Making GWI 12th Wellness Sector outlined in Kevin M Thomson’s new book ‘Wellenomics of Music Making Well-Beings’ came the inspiration for Kevin to follow through with a proposed 7th Wellness Policy Toolkit – also AI generated from the similarly focused GWI Physical Activity Toolkit. The purpose of this, as an addendum to the book, is to highlight the route and framework to this missing opportunity of what all the evidence now says could be … …the single most important advance and increase in global wellness - music making. This document aims to inspire others to help reframe the framework.

This Proposed Toolkit framework and content establishes music making as the 7th Wellness Policy Toolkit Activity in its own right: Yet it also significantly contributes to each of the current 6 core GWI measures of Physical, Mental, Spiritual, Emotional, Social, and Environmental wellness. This addition and integration is the first ‘Key’ power of music making wellness.

Outlined in this proposed Toolkit are the recent advances in 21st-century neuroscience. These advances have uncovered the deeply significant, powerful double health & wellness benefits of music making. The evidence reveals that these benefits span across all sectors of the wellness industry – not just making a sector of its own. This is the second ‘Key’ power of this wellness attribute, adding to and integrating ideas, actions, and people with one unifying force…to reset the world with music making wellness. Making everyone a ‘Wellsician’!

This proposed Toolkit, as an addendum to the Wellness Economy-based book ‘Wellenomics of Music Making Well-Beings,’ sets out to demonstrate, as a starting point for discussion, how to integrate and implement these insights across all 11 Economic sectors. It demonstrates how music making - not simply music listening or music therapy - can be a cornerstone of both holistic well-being and wellness, as separately defined by the GWI.

Recent discoveries in neuroscience reveal that music making fosters cognitive development, enhancing brain functions that support learning, memory, and emotional regulation. Additionally, the latest findings in social neuroscience show that music making significantly improves relational wellness, promoting social connections and community building.

Furthermore, globally evidenced research from the nef (New Economics Foundation) and the UK Government Foresight project ‘The 5 Ways to Wellbeing’ shows how these…principles can be applied to music making, creating a framework for Music Making Wellbeing for all ages and SEND difficulties, age and other health and physical disabilities.

The newly created Dysmusia Foundation, born out of the need to highlight this virtually unheard of SEND phenomenon, through its sponsorship of the YouGov Music Making Wellbeings UK Benchmark, aims to provide an example of how to measure and promote these benefits. This Music Making Well-Beings Toolkit provides a framework for including core components into other measures like Employee Satisfaction Surveys, Social & Healthcare Measures thus giving alternatives to the 5 Ways To Wellbeing (as used by many UK & international organizations like the NHS). The aim – to generate a robust data-driven foundation for integrating music making into wellness policy and to drive global wellness strategies, practices, programmes & research.

This document serves as a call to action for the global wellness community to recognize and leverage the profound impact of music making. By integrating music making into wellness initiatives, we can unlock new potential for enhancing individual and collective health, creating a comprehensive approach to well-being that includes cognitive, emotional, social, and physical health benefits.

Introduction A New Definition

Music Making Well-Beings:

Expanding the Concept of Wellness in Music

Creating a new Sector Global Opportunity & Impact Adding The 7th Sector Of Music Wellness Policy Toolkits

Wellenomics of Music Making Well-Beings: Concept for a 12th GWI Sector

The "Wellenomics of Music Making Well-Beings" concept proposes the establishment of a 12th sector within the Global Wellness Institute (GWI), dedicated to the profound impact of music making on global wellness. This initiative is grounded in recent advances in neuroscience, highlighting the cognitive and social benefits of music making. The potential of this new sector is both vast and transformative, with an estimated $4 billion opportunity and a $1 trillion impact on the wellness of individuals worldwide.

Cognitive Development and Social Neuroscience:

Research in cognitive neuroscience has demonstrated that music making significantly enhances brain functions such as learning, memory, and emotional regulation. Additionally, social neuroscience reveals that engaging in music making fosters deep social connections and community building, making it the number one activity for improving relational wellness as per the nef/UK Government Foresight project’s "5 Ways to Wellbeing".

Addressing Dysmusia:

The Dysmusia Foundation, through its YouGov UK Benchmark, has highlighted the widespread prevalence of Dysmusia, a multi-sensory SEND phenomenon. This condition affects both those with recognized special educational needs and the broader population who face challenges with music making. The Foundation's efforts aim to raise awareness and provide resources to support those affected, ensuring that music making is accessible to all.

Integration Across Wellness Sectors:

The proposed sector would not only stand alone but also integrate with the existing GWI sectors, enhancing physical, mental, spiritual, emotional, social, and environmental wellness. Music making is positioned as a versatile tool that can be incorporated into various wellness initiatives, from corporate wellness programs to educational curricula and community health projects.

Economic and Social Impact:

By establishing music making as a core wellness activity, this sector could generate substantial economic benefits through increased productivity, reduced healthcare costs, and enhanced employee satisfaction. Socially, it promises to foster inclusivity, creativity, and emotional resilience, contributing to a healthier, more connected global population.

In summary, the "Wellenomics of Music Making Well-Beings" concept advocates for the recognition of music making as a critical component of global wellness, capable of delivering extensive economic and social benefits, and paving the way for a healthier and more harmonious world.

Background - A New Definition of Music Making Well-Beings:

Expanding the Concept of Wellness in Music

Creating a new Sector Global Opportunity & Impact

Adding The 7th Sector Of Music Wellness Policy Toolkits

When we discuss wellness in the context of music, it's important to recognize that this concept extends far beyond traditional education. The Global Wellness Institute states that wellness is defined as the "active pursuit of activities, choices, and lifestyles that lead to a state of holistic health." This dynamic definition emphasizes that wellness is not a passive state but an ongoing, active process that involves intentional choices and actions aimed at achieving optimal health and well-being.

The Scope of Music Making Wellness

Music making wellness is an inclusive concept that encompasses all forms of engagement with music be it through pedagogy, playing instruments, performing in various settings, or simply enjoying music as a listener. This approach acknowledges that wellness:

1. Transcends Age and Ability: Whether for young children in their formative years, adults seeking a creative outlet, or seniors using music as a cognitive exercise, music making can be tailored to benefit all ages and abilities.

2. Encompasses All Academic Levels: From beginners learning the basics of rhythm and melody to advanced scholars analysing complex compositions, music making promotes mental and emotional health across all academic achievement levels.

3. Involves Various Modalities: Wellness through music isn't just about playing or listening it's also about understanding music's impact on us, creating music, sharing music with others, and learning about different musical cultures and practices.

Expanding Wellness through Music Making

Music making as a wellness activity is holistic. It nurtures the mind with intellectual stimulation, the body through the physical act of playing instruments or dancing, and the spirit by providing emotional release and connection. This holistic impact is evident in several key areas:

1. Emotional and Psychological Benefits: Music can soothe anxiety, elevate mood, and provide an outlet for expression, serving therapeutic roles that contribute to emotional stability and resilience.

2. Cognitive Advantages: Engaging with music has been shown to improve memory, attention, and reasoning skills. For students of all ages, music education can enhance academic performance by fostering better focus and cognitive flexibility.

3. Social Connectivity: Music making often involves collaboration, whether in bands, orchestras, choirs, or informal groups. This collaboration builds community and supports social interaction, which is vital for psychological health.

4. Physical Health: Playing music can improve hand-eye coordination, respiratory control, and even fine motor skills. For listeners, the rhythmic aspects of music encourage movement and dance, which contribute to physical fitness.

Conclusion

Defining music making as a form of wellness allows us to recognize and harness its full potential to improve quality of life. It encourages us to see music not just as a form of entertainment or education, but as a vital component of a healthy lifestyle. By embracing music making in all its forms from the classroom to the concert hall we can promote a holistic approach to health that benefits individuals and communities alike, making wellness through music accessible to everyone, regardless of age, ability, or academic level.

The GWI Wellness & Well-Being Definitions Does Music Making Wellness &

Wellbeing

The New Definition of a - Wellsician

A "Wellsician" is an individual who harnesses the power of music making singing, playing, performing, and learning across all ages and abilities, for its profound wellness and wellbeing benefits.

Unlike traditional views that emphasize music for pleasure, performance, or therapy, a Wellsician integrates music into daily life as a holistic practice for enhancing overall health.

Wellness Perspective

From a wellness standpoint, a Wellsician engages in music making as a proactive measure to maintain and improve physical, mental, and emotional health. Playing an instrument or singing provides physical exercise, fine-tunes motor skills, and enhances cognitive functions such as memory and problem-solving.

The act of making music stimulates creativity and offers a meaningful way to engage the mind, thus preventing cognitive decline and promoting lifelong learning.

Wellbeing Perspective

From a wellbeing perspective, a Wellsician recognizes music making as a key activity for achieving emotional balance, social connection, and spiritual fulfilment.

Music making provides a powerful outlet for emotional expression and stress relief, fostering resilience and mental health. It also strengthens social bonds and creates a sense of community, essential for feeling supported and valued.

Spiritually, engaging in music can offer a deeper sense of purpose and connection to something greater.

By embracing music making not just for its traditional roles but as a cornerstone of wellness and wellbeing, Wellsicians lead a balanced, enriched life, contributing to a healthier and more connected society.

Challenges and Opportunities for Each Sector

Physical Wellness

Challenges: The physical wellness sector faces the complex issue of rising obesity rates and related chronic diseases, largely driven by sedentary lifestyles and poor dietary habits. Encouraging lifelong physical activity is challenging due to a lack of infrastructure, socioeconomic barriers, and cultural attitudes towards exercise.

Opportunities with Music Making: Music making can contribute to physical wellness by incorporating movement through activities like dancing and drumming, which are enjoyable and engaging forms of exercise. Community music events can also provide a fun, inclusive environment that encourages physical activity, especially for those who may not engage in traditional exercise.

Mental Wellness

Challenges: The mental wellness sector struggles with the stigma surrounding mental health issues, limited access to mental health services, and insufficient integration of mental health into primary care. There is also a need to address the high prevalence of stress, anxiety, and depression.

Opportunities with Music Making: Music making has been shown to reduce stress, anxiety, and depression by promoting relaxation and emotional expression. Group music activities can provide social support and reduce feelings of isolation. Music therapy can be integrated into mental health treatment plans to enhance patient outcomes.

Spiritual Wellness

Challenges: Faith denominations face challenges related to maintaining moral and ethical standards, fostering community engagement, and addressing diverse spiritual needs. There is also the issue of declining participation in traditional religious activities.

Opportunities with Music Making: Music making can enhance spiritual wellness by providing a medium for expression and connection. Singing hymns, playing instruments, and participating in musical worship can deepen spiritual experiences and foster a sense of community. Music can also be a powerful tool for outreach and engagement, attracting younger generations to spiritual practices.

Challenges and Opportunities for Each Sector

Emotional Wellness

Challenges: Emotional wellness is hindered by a lack of emotional literacy, difficulty in managing stress and emotions, and limited access to resources that support emotional health. There is also a need for more programs that build resilience and emotional intelligence from a young age.

Opportunities with Music Making: Music making can enhance emotional wellness by providing an outlet for emotional expression and stress relief. Learning and performing music can boost self-esteem and confidence. Group music activities also offer a supportive environment where individuals can share experiences and emotions.

Social Wellness

Challenges: The social wellness sector faces issues such as social isolation, lack of community cohesion, and barriers to inclusive participation. These challenges are often exacerbated by socioeconomic disparities and cultural differences.

Opportunities with Music Making: Music making fosters social connections and community cohesion through group activities like choirs, bands, and community music events. It provides a shared interest that can bridge cultural and social divides, promoting inclusivity and mutual understanding.

Environmental Wellness

Challenges: The environmental wellness sector deals with issues related to sustainability, access to clean and safe environments, and the impact of climate change on health. There is also the challenge of engaging communities in environmental stewardship.

Opportunities with Music Making: Outdoor music events and festivals can promote environmental wellness by encouraging people to spend time in nature. Music can also be used to raise awareness about environmental issues and inspire action. Sustainable practices can be incorporated into music making, such as using eco-friendly instruments and hosting zero-waste events. Cont…

More Challenges and Opportunities

Emotional Wellness

Education Sector

Challenges: The education sector faces challenges in integrating holistic wellness practices into the curriculum, addressing diverse student needs, and overcoming budget constraints. There is also a need to combat rising stress and mental health issues among students.

Opportunities with Music Making: Music education can play a crucial role in developing cognitive, emotional, and social skills. Schools can incorporate music into the curriculum to enhance learning and provide a creative outlet for students. Music programs can also foster a positive school culture and support student wellbeing.

Government Sector

Challenges: Governments must address public health crises, provide equitable access to wellness resources, and implement policies that promote overall wellbeing. Balancing budget constraints and meeting diverse population needs are significant hurdles.

Opportunities with Music Making: Governments can support music making through funding for community music programs, public music education, and music therapy in healthcare. Music initiatives can be part of public health campaigns to improve mental and physical health outcomes. By fostering a culture that values music, governments can enhance national wellbeing and cultural richness.

Conclusion

The integration of music making into wellness policies offers a unique and effective approach to addressing the complex challenges faced by various sectors. By leveraging the benefits of music, we can create a more inclusive, engaging, and holistic framework for global wellness. The Proposed Wellness Policy Toolkit: Music Making serves as a foundational guide for developing strategies that utilize music to enhance wellbeing across all sectors, ultimately fostering a healthier, happier, and more connected world.

Extract From Wellenomics

Of Music Making Wellbeings

The Economics Strategy Document Guide

Putting The Sector + Toolkit Into Context….

The $40Bn Opportunity

The $1Tn Impact

Introduction to this Report Recommending to the Board & Members Global Wellness Institute

To Help Build & Champion Music Making As a Core Global Wellness Strategy

While the GWI rightly champions Music Therapy as a component of wellness, this is, in reality, an expert driven mental health intervention (requiring Masters Level MA in the UK) and is, de facto - for helping the often-critical, disability and illness driven ‘un-Wellness of un-Well-Beings’. By default, this is a tiny sub-sector in the Global Wellness Economy. Link To (limited) Music Therapy Section GWI.

Current GWI Focus – 6 Sectors – Not Musical

• Music Making – Not Just Listening Is A Universal Language, Integrational in All Wellness Type Activates - Multi-Functional In Output Making Well-Beings + Helping Un-Well-Beings toward being Well-Beings – for all ages, for all abilities, for all physical, metal and intellectual levels - for life.

Wellness Redefined:

Integrating Music Making into the Global Wellness Institute Definitions The C 21st Neuroscience & Social Neuroscience Revelations – For Us All!

Physical: Nourishing a healthy body through exercise, nutrition, sleep, etc.

- With Music Making: Engaging in physical activities such as playing instruments or dancing to music enhances coordination, motor skills, and overall physical health.

Environmental : Fostering positive interrelationships between planetary health and human actions, choices, and wellbeing.

- With Music Making: Music making can raise environmental awareness through community events and sustainabilitythemed music projects, promoting a harmonious relationship with nature.

Mental: Engaging the world through learning, problem-solving, creativity, etc.

- With Music Making: Learning to play an instrument, composing music, or participating in music-related activities stimulates cognitive functions and fosters creativity.

Social: Connecting and engaging with others and our communities in meaningful ways.

- With Music Making: music activities, such as bands, choirs, and community music events, strengthens social bonds and fosters a sense of belonging.

Spiritual:

Searching for meaning and higher purpose in human existence.

- With Music Making: Music making can be a spiritual practice that offers a sense of purpose, connection, and fulfilment, and can be incorporated into meditative and reflective practices.

Emotional: Being aware of, accepting, and expressing our feelings, and understanding the feelings of others.

- With Music Making: Music making provides an outlet for emotional expression, helps process feelings, and enhances emotional resilience.

Musical: Enhancing overall wellbeing through active engagement in music making.

- Definition: Music making integrates physical, mental, emotional, spiritual, social, and environmental wellness, providing a comprehensive approach to lifelong health and happiness. Engaging in music making activities, whether individually or in groups, promotes overall wellbeing by fostering creativity, emotional expression, social connections, and a sense of purpose.

Conclusion

By redefining wellness to include music making as an integral element, we recognize the multifaceted benefits of music across all areas of health. This holistic approach to wellness underscores the transformative power of music making, promoting a balanced and enriched life.

The $40Bn Opportunity

The $1Tn Impact

Introduction to this Report

Recommending to the Board & Members

Global Wellness Institute

To Help Build & Champion Music Making As a Core Global Wellness Strategy

This document highlights why Music Making not just listening or therapy for unWellbeings— by creating and sustaining music throughout life for Well-Beings and reimagined for un-Well-Beings is critical. It proposes music making – not just listening - as a new and potentially the 12th sector in addition to the GWI 11 - with an estimated potential of a NEW $40 billion Sector – and even more importantly to fulfil the GWI core goal of wellness for a – the is a $1tn Economic, Social, Health and Wellbeing Potential Global Output (CHATGPT estimates). This initiative is intended to encompass members and the numerous sectors described herein as a key factor, focus, and initiative.

The Global Wellness Institute (GWI) stands at the forefront of shaping wellness trends and practices worldwide. As the understanding of wellness evolves, it becomes imperative to expand our definition and incorporation of foundational activities that foster holistic health. Among these, music making emerges as an essential wellness practice, possessing unparalleled potential to impact human health and societal well-being profoundly. Therein lies a compelling rationale for GWI to champion music making as the single most important activity for comprehensive wellness enhancement.

Cognitive Development and Brain Building

Research increasingly shows that music making is a powerful catalyst for cognitive development. Highlighted by Anita Collins in her TED Talks on 'Music and the Brain,' music activates, engages, and exercises the brain more completely than any other activity. This brain-building capability positions music making not merely as an educational tool but as a vital component of cognitive health. By promoting music making, GWI can lead the agenda of not just learning through music but thriving through it.

The Proposal…

Wellness Policy Toolkit: Music Making Well-Beings

Based On AI Adaptation of The Physical Activity: Wellness Toolkit The Basis For Discussion & Creation of Collaborative Document

Wellness Policy Toolkit: Music Making Well-Beings

Wellness Policy Series

Wellness Policy Toolkit: Music Making Well-Beings delves into the transformative potential of music making as a crucial component of wellness policy. By leveraging insights from the nef 5 Ways to Wellbeing and the YouGov UK Dysmusia Benchmark, this document lays out a comprehensive framework for integrating music making into wellness strategies. It presents six areas of policy action designed to encourage and support individuals in engaging with music making, thereby enhancing their physical, mental, emotional, and social well-being. The toolkit addresses the myriad challenges that currently limit the integration of music making into wellness practices and explores specific ways in which new policies, government resources, and cross-sector partnerships can bridge these gaps.

Rationale for Music Making in Wellness Policy

Music making has the power to profoundly impact well-being across multiple dimensions. By integrating music making into wellness policies, we can:

- Enhance Individual and Community Health: Music making promotes physical health, mental clarity, emotional stability, and social connections.

- Foster Social Cohesion: Group music activities build community and reduce feelings of isolation.

- Support Cognitive and Emotional Development: Engaging with music stimulates brain function and enhances emotional regulation.

- Provide Accessible and Inclusive Joy: Music making is a universal activity that transcends barriers of age, ability, and socioeconomic status.

Wellness

Policy Toolkit: Music Making Well-Beings

The Five Ways to Wellbeing and Music Making

The 5 Ways to Wellbeing framework, developed by the New Economics Foundation (NEF) for the UK Government Foresight Research Project, provides a robust structure to illustrate how music making can become a premier route to enhancing global wellness. This Framework has been used in the AI construction of the Toolkit content to build the case for this proposal.

Connect: Music making fosters deep social bonds and a sense of community through activities like group singing, ensemble playing, and community music events.

Be Active: Playing instruments, singing, and dancing serve as enjoyable forms of physical activity that promote cardiovascular health and overall fitness.

Take Notice: Engaging with music enhances mindfulness and presence, fostering awareness and alleviating stress.

Keep Learning: Music making offers endless opportunities for cognitive development and lifelong learning, from mastering instruments to exploring musical theory.

Give: Sharing music through performance, teaching, or informal settings spreads joy and fosters a sense of purpose and contribution.

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Wellenomics of Music Making Well-Beings

The economic impact of music making is significant, with a potential $40 billion opportunity and a $1 trillion impact on global wellness. By fostering a culture of music making, we can drive substantial economic benefits through enhanced productivity, reduced healthcare costs, and increased community engagement.

Proposed Areas of Policy Action

1. Creating Accessible Music Making Opportunities

Develop community-based music programs. Ensure music education is integrated into school curricula. Provide public spaces for music making activities.

2. Promoting Music Making in Healthcare

Integrate music therapy into healthcare settings. Encourage the use of music for rehabilitation and chronic disease management. Train healthcare providers in the benefits of music making.

3. Supporting Music Making in the Workplace

Offer music making activities as part of workplace wellness programs. Create environments that encourage musical engagement during the workday. Provide flexible time for employees to participate in music making.

4. Encouraging Family and Community Music Making

Promote family-oriented music programs. Develop community events cantered around music making. Support intergenerational music making activities.

5. Fostering Inclusive Music Making Practices

Ensure access to music making for all, regardless of socioeconomic status, age, or ability. Create adaptive music programs for people with disabilities. Promote culturally diverse music making practices.

6. Investing in Music Making Research and Education

Fund research on the benefits of music making for health and wellbeing. Develop educational programs to train music therapists and educators. Support public awareness campaigns on the benefits of music making.

The YouGov Based Benchmark 20%

SEND

90% Never Tried or Gave Up 100% Benefit For All

Wellness is both behavioural and environmental. Understanding Wellness in the Context of Music Making

Wellness is a dynamic and multifaceted concept that is both behavioural and environmental. It is an individual pursuit based on self-responsibility, yet significantly influenced by the physical, social, and cultural environments in which we live. Research suggests that environmental, socioeconomic, and lifestyle factors can account for 80-90% of our disease risks and health outcomes.

Who Should Use the Music Making Well-Beings Toolkit? - Everyone interested in the well-being of us all.

This Proposed Framework is designed with three specific target areas in mind, as defined by The YouGov UK Benchmark Survey:

1. The 20% of SEND individuals, including those with the newly defined 'Dysmusia,' who find traditional music-making pedagogy challenging;

2. The 90% who give up or never try music making due to its inherent complexity;

3. 100% of everyone, as both the neuroscience of music and the latest social (relational) neuroscience demonstrate music as a critical (if not the most significant) influencer of well-being.

The purpose of this toolkit is to provide a comprehensive guide for anyone interested in using policy tools to enhance well-being through music making. From policymakers and public servants to private businesses, nonprofits, and concerned citizens, everyone can play a part in championing the use of public resources and policy actions to promote music making. These policies can benefit all population groups and be implemented in various settings, including schools, communities, workplaces, and public institutions.

The policy actions presented in this toolkit are comprehensive and require support across multiple sectors, not just from government bodies traditionally associated with arts and culture, such as national arts councils or cultural affairs departments. Whether you are involved in music education, community organizing, healthcare, urban planning, or corporate management, there are numerous ways to advocate for policies that foster music making in your community.

We hope this report will be a valuable resource for anyone looking to promote music making as a key component of well-being. By creating environments where music making is accessible and inclusive, you can help to ensure that the benefits of music are available to everyone.

‘Particularly vulnerable are those who are very young, elderly, disabled, or economically disadvantaged, who are especially susceptible to these external factors.’

Integrating Music Making into the Wellness Ecosystem

Wellness, as an active and holistic pursuit, is deeply influenced by a complex web of factors including access to healthcare, socioeconomic conditions, and both natural and built environments. These elements constitute what we can refer to as a "wellness ecosystem," which directly and indirectly affects our health by transmitting diseases and influencing our behaviors and lifestyles. This ecosystem can either augment or mitigate our genetic predisposition for various health conditions, shaping our overall quality of life.

The Role of Music Listening in the Wellness Ecosystem

Music listening has long been recognized as a significant part of our wellness ecosystem, with its pervasive influence evident across multiple platforms such as radio, television, and live concerts. It serves as a powerful medium for emotional expression and connection, offering therapeutic benefits that can enhance mental health and emotional well-being. This aspect of music's role in wellness is widely acknowledged and celebrated in both public and private sectors.

The Underappreciated Value of Music Making

However, while the benefits of music listening are well recognized, there is a notable lack of recognition for music making as an equally vital component of the wellness ecosystem. Despite its potential to contribute significantly to holistic health, music making is often undervalued at various levels including governmental, environmental, social, and educational spheres.

1.Governmental Recognition: Often, government policies and funding prioritize passive consumption of music such as performances and broadcasts, with less emphasis on actively engaging citizens in music creation. Programs that support music education and community music initiatives are crucial, yet frequently underfunded or overlooked.

2.Environmental Contributions: The built environment, including community centers, schools, and public spaces, often lacks the facilities necessary to support music making. Designing spaces that encourage active participation in music can play a critical role in enhancing community well-being.

Integrating Music Making into the Wellness Ecosystem

Wellness, as an active and holistic pursuit, is deeply influenced by a complex web of factors

3.Social and Charitable Support: While many charities and social programs recognize the value of the arts, more can be done to promote active participation in music making. Providing resources such as instruments, instruction, and spaces for practice and performance can empower individuals and communities.

4.Educational Integration: Although some educational systems incorporate music education, there often remains a significant gap in encouraging active music making as part of the curriculum. Beyond mere exposure to musical concepts, students should be given opportunities to engage in creating music as a core aspect of their educational experience.

Advocating for a Comprehensive Approach

To truly leverage the therapeutic and health-promoting potential of music, it is imperative to advocate for a comprehensive approach that recognizes music making as a fundamental part of the wellness ecosystem. This involves:

- Enhancing policies to support music education and community music initiatives.

- Designing built environments that facilitate music making.

- Encouraging social and charitable organizations to actively promote music creation.

- Ensuring educational systems not only teach about music but also integrate active music making into their curricula.

Conclusion

Recognizing music making as an integral component of the wellness ecosystem allows for a more holistic approach to health and well-being. By expanding our perspective to include active engagement in music, we can enhance the collective health of our communities and enrich our cultural landscape. It is time to reframe our understanding of wellness to include not just the passive listening to music but also the active creation of it, promoting a more vibrant, healthy, and harmonious society.

The Role of Public Policy in Fostering Music Making as Part of the Wellness Ecosystem

Public policies significantly shape our wellness ecosystems, exerting a profound influence on various aspects of our daily lives from economic and social policies to urban planning and environmental regulations. Governments have the power to create wellness-supporting environments, establish incentives for adopting healthy behaviors, reduce costs, and expand access to wellness modalities and facilities, particularly for underserved populations.

Music Making in Public Policy

Just as with broader wellness initiatives, music making can and should be supported through targeted public policies. The integration of music making into public wellness strategies can play a crucial role in enhancing physical and mental health, preventing disease, and building resilience within communities. Here's how public policies can actively promote music making as a vital component of the wellness ecosystem:

1. Creating Wellness-Supporting Environments: By integrating music making spaces into urban planning and infrastructure projects, governments can ensure that communities have access to venues for music education and performance. This could include the development of community music centers, outdoor performance spaces, and the incorporation of music facilities in libraries and public parks.

2. Establishing Incentives: Public policies can offer incentives for schools, communities, and individuals to engage in music making. These could range from tax incentives for businesses that support local music programs to grants for schools that integrate comprehensive music education into their curricula.

The Role of Public Policy in Fostering Music Making as Part of the Wellness Ecosystem

3. Reducing Costs and Expanding AccessGovernments can reduce financial barriers to music making by subsidizing music education and providing free or low-cost access to musical instruments and lessons. Policies could also focus on funding community music programs that reach underserved populations, ensuring that everyone has the opportunity to engage in music making regardless of socioeconomic status.

4. Complementing Healthcare and Public Health PoliciesMusic making has proven benefits in mental health and cognitive function, making it a valuable addition to public health initiatives. Policies that promote music therapy within healthcare settings or that integrate music programs into mental health services can enhance the therapeutic options available to the public.

# The Essential Role of Wellness Policy in Music Making

Wellness policy is critical in ensuring that the benefits of music making are broadly accessible. By viewing music making not just as an artistic or recreational activity but as a crucial element of wellness, policymakers can help to stave off preventable diseases, promote mental health and well-being, and move us closer to the goal of wellness for all.

Conclusion

To truly realize the potential of music making as a cornerstone of wellness, it must be supported by robust public policies that recognize and bolster its role in the wellness ecosystem. By doing so, governments can foster a more resilient, healthy, and harmonious society. This approach not only enhances individual well-being but also enriches the cultural and social fabric of our communities.

Music Making as an Octave of Wellness Proposing an Eighth Wellness Domain:

In the exploration of wellness domains covered in the Global Wellness Institute's (GWI) Wellness Policy Toolkits, we recognize the interrelatedness and impact of seven distinct domains that encourage healthy behaviours and create wellness-supporting environments. These domains, while comprehensive, do not function independently but are closely intertwined, influencing and enhancing one another. For instance, initiatives focusing on the built environment significantly impact physical activity, mental wellness, and healthy eating.

Given the profound influence of music making on well-being, social, and cognitive benefits, it is proposed to expand the current model by adding an eighth domain: Music Making. This addition would not only enrich the existing framework but also align with the holistic approach of wellness that the GWI promotes.

Developing a global culture and climate that nurture all dimensions of musical engagement and promote active participation in music making for its well-being, social, and cognitive benefits for all ages and abilities, above and beyond its artistic attributes and cross-cultural influences.

Music Making as an Octave of Wellness

Music Making as an Octave of Wellness

Wellness Through Cultural Adoption

Wellness Through Music Making Well-Beings

Justification for the Addition of Music Making as a Wellness Domain

1. Cross-Domain Influence - Similar to how built environment policies can impact physical and mental health, music making significantly enhances emotional wellbeing, aids in stress reduction, and fosters social connections. Thus, it naturally complements and strengthens the existing domains.

2. Cognitive and Emotional Health - Studies have consistently shown that active engagement in music making can boost cognitive functions and mental health, offering therapeutic benefits that parallel and sometimes exceed those offered by more traditional wellness activities.

3. Accessibility and Inclusivity - By promoting music making as a domain of wellness, policies can be developed to make music more accessible to diverse populations, including underserved and vulnerable groups such as children and older adults. This aligns with the GWI’s goal of addressing the wellness needs of specific populations.

4. Stakeholder Engagement - Encouraging stakeholders from various sectors such as education, community planning, healthcare, and industry to integrate music making into their wellness initiatives can catalyze broader societal benefits. This multidisciplinary approach can spearhead innovations in how wellness is perceived and implemented.

Implementation of the Eighth Wellness Domain

Each Wellness Policy Toolkit should address the areas of intersection where music making influences other wellness domains. Policies that integrate music making can enhance physical environments, encourage physical activity through dance, support mental wellness through therapeutic musical activities, and even impact social wellness through community music groups and events.

Stakeholders across various sectors are encouraged to adopt and promote this expanded framework, incorporating music making into both large-scale policy initiatives and smaller, community-focused actions. This will ensure that the holistic benefits of music making are recognized and utilized to bring wellness to all, creating a truly harmonious approach to health and well-being.

By recognizing music making as an essential element of wellness, we propose not just to add another dimension to the wellness policy but to enrich the entire spectrum of wellness domains, completing what could be seen as an 'octave' of wellness areas. This comprehensive approach promises to resonate across all levels of policy and community engagement, fostering a deeper, more inclusive understanding of wellness.

Music Making Well-Beings Toolkit:

Implementing the 5 Ways to Wellbeing Framework

With the double recognition of the neuroscience of music fostering cognitive development across mind, body, and spirit and enhancing wellbeing, coupled with the latest social neuroscience of music enables us to link directly to Harvard's Happiness Study and the NEF 5 Ways to Wellbeing: The Music Making Well-Beings Toolkit now provides an in-depth examination of music making as an essential component of wellness policy. This comprehensive guide not only outlines the necessity of wellness policy in music making but also elaborates on various policy actions that can support individuals to partake in musical activities that enhance their well-being in everyday life and leisure.

Exploring the Five Ways to Wellbeing Through Music Making:

- Connect: Policies should encourage the creation of community music groups and choirs, which foster social connections among participants. By promoting collaborative music-making sessions, these initiatives help strengthen interpersonal relationships and community bonds.

- Be Active: Although traditionally associated with physical exercise, 'being active' can also encompass active participation in music making. This includes dancing, playing instruments, or participating in interactive performances, all of which contribute to physical health and mental wellbeing.

- Take Notice: Music making enhances mindfulness and encourages individuals to engage deeply with their environment. Policies should support programs that integrate music with mindfulness practices, helping people appreciate the world around them through sound.

- Keep Learning: Continuous learning and skill development are critical in music. The toolkit advocates for policies that provide access to music education for all age groups, ensuring opportunities for learning new instruments, musical theory, and performance skills.

- Give: Encouraging giving through music can involve policies supporting volunteer musician programs in hospitals, schools, and community centres. Such initiatives not only provide joy and relief to others but also enrich the giver's sense of purpose and fulfilment.

Implementing the Framework:

- Policy Actions for Support: This section outlines how governments, educational institutions, and community leaders can create supportive environments for music making. This includes funding for music programs, tax incentives for businesses supporting music initiatives, and grants for educational institutions.

- Overcoming Barriers: The toolkit addresses common barriers to musical engagement, such as economic, cultural, and geographical limitations, offering strategic solutions to overcome these through comprehensive policy planning and community involvement.

- Fostering Partnerships: Highlighting the importance of cross-sector collaboration, this toolkit shows how partnerships between the educational sector, health care providers, and community organizations can integrate music making into broader health and wellness initiatives effectively.

- Resources for Engagement: For those new to the field or looking to deepen their engagement, the toolkit provides a pathway to additional resources and outlines methods for establishing fruitful partnerships aimed at promoting widespread musical engagement.

By applying the "5 Ways to Wellbeing" framework to music making, this toolkit not only promotes a holistic approach to health but also enriches cultural landscapes, making well-being accessible through the joy and communal spirit of music.

Advocating for Wellness Policy:

Music Making as a Pathway to Well-Being

Music making is integral to wellness. Supported by extensive research and recognized by educators and mental health professionals worldwide, regular engagement in music making is essential for our health and well-being across multiple dimensions. Physiologically, participating in music can reduce stress, lower blood pressure, enhance immune function, and improve sleep quality. Cognitive benefits are equally significant, with music making known to enhance brain function, boost memory, and stimulate creative thinking.

Mental and emotional advantages of music making are well-documented. Engaging in music activities helps to elevate mood, alleviate symptoms of depression and anxiety, and provide a sense of accomplishment and joy. It also bolsters mental resilience and aids in managing stress more effectively. The social aspects of making music, such as playing in bands, singing in choirs, or participating in music therapy sessions, foster vital interpersonal connections and enhance feelings of belonging.

The setting in which music making occurs can also amplify its benefits. For instance, making music in natural settings or community spaces can deepen the emotional rewards, combining the therapeutic effects of music with the restorative power of social and environmental interactions.

Regular, consistent, and sustained musical engagement is crucial not sporadic or limited to particular occasions. Just as physical activity is essential for maintaining physical health, regular music making is vital for mental and emotional well-being.

According to research, the societal, economic, and environmental impacts of widespread music engagement are profound. It supports educational outcomes, enhances workforce productivity, and contributes to social cohesion and community resilience. Music making aligns with global agendas aimed at improving socio-economic development, reducing inequalities, and supporting sustainable community practices.

In summary, making music is not just a leisure activity but a comprehensive wellness strategy that benefits individuals and societies alike. It is imperative that policies support and promote music making as a fundamental aspect of a holistic wellness strategy, ensuring that the benefits of music are accessible to everyone, enhancing well-being and enriching lives across the globe.

What Is Music Making Wellness?

Drawing on insights from both neuroscience and social neuroscience, music making is defined as the active engagement in creating music through singing, playing instruments, or composing, which stimulates various cognitive and emotional processes in the brain.

Neuroscience reveals that music making involves complex brain activity that supports a wide range of cognitive functions including memory, attention, and problem-solving skills.

Social neuroscience extends this understanding by highlighting how music making fosters social connections and empathy by synchronizing brain activity among participants, enhancing group cohesion and interpersonal communication.

The World Health Organization, while primarily focusing on physical activity, indirectly supports activities like music making through its emphasis on regular engagement in activities that require mental and physical involvement.

For children and adolescents, incorporating music activities can enhance developmental processes and improve academic performance. For adults, regular music making can significantly reduce stress, combat depression, and maintain cognitive function as part of a healthy lifestyle.

Based on these perspectives, it is recommended to integrate music making into daily routines, not only as a leisure activity but as a critical component of maintaining overall health and well-being.

Engaging in music for about 45-60 minutes daily can provide significant benefits, from improving mood and mental health to enhancing physical coordination and strength through playing instruments or dancing.

In sum, music making is a powerful, multi-dimensional activity recognized for its profound benefits on human health and social well-being. Supported by both neuroscience and social neuroscience, music making goes beyond mere entertainment to become a vital wellness practice that enriches lives across all ages.

Comparative Analysis: Physical Activity and Music Making for Wellness Policy and Actions

Physical activity has long been recognized as a cornerstone of good health, yet global participation rates have been declining, particularly in higher-income countries. This trend has labeled sedentary behavior as a "global pandemic," with an estimated 27.5% of the world’s adult population not meeting WHO standards for physical activity. This lack of engagement has been exacerbated by the COVID-19 pandemic, which saw a sharp decline in both everyday physical activities and recreational sports. These challenges spotlight the critical need for targeted wellness policies that encourage physical engagement across all demographics.

Similarly, music making as an activity also faces a "Chasm of Creativity" where, despite a growing awareness of its wellness benefits, it remains underutilized in wellness policies. Like physical activity, music making enhances well-being, yet it does not receive the same level of advocacy or integration into public health initiatives. This gap persists even though music making has been shown to improve mental health, foster social bonds, and enhance cognitive functioning.

Key Challenges and Policy Actions for Music Making and Physical Activity

1. Awareness and Accessibility: Both music making and physical activity suffer from a lack of accessibility in many communities. Public policies can bridge this gap by funding programs that provide free or low-cost access to sports facilities and musical instruments, and by creating more public spaces conducive to both physical and musical activities.

2. Integration into Daily Life: For both physical and musical activities, integrating these practices into daily life remains a challenge, particularly amid the busy schedules of modern living. Wellness policies should promote flexible opportunities for engagement, such as incorporating active breaks into the workday and providing music making spaces in community centers and schools.

3. Addressing Inequities: Both fields face significant disparities in participation rates, influenced by gender, age, and socioeconomic status. Policies need to address these inequities, ensuring that programs are inclusive and cater to the needs of diverse populations, including offering programs specifically designed for women, the elderly, and economically disadvantaged groups.

4. Pandemic Recovery and Resilience: The COVID-19 pandemic highlighted the importance of resilience in maintaining wellness practices. Policies should consider the long-term impacts of such crises and develop strategies that can sustain both physical and musical activities through future disruptions, emphasizing the role of these activities in maintaining overall health during stressful times.

5. Cross-sector Collaboration: Effective promotion of both physical and musical activities requires collaboration across multiple sectors, including health, education, urban planning, and the arts. By fostering partnerships between these areas, policies can create a more holistic approach to wellness that recognizes the interconnected benefits of physical activity and music making.

Conclusion

In conclusion, while physical activity is traditionally emphasized in wellness policies, music making also offers substantial benefits for mental, social, and physical health that are often overlooked. By expanding wellness policies to equally prioritize music making, governments and communities can enhance their overall health outcomes and foster a more inclusive approach to wellness that recognizes a variety of activities as essential components of a healthy lifestyle.

Assessing the Economic Impact of Music Making: A

Comparison with Physical Activity

The lack of physical activity is recognized globally as a major health risk, directly linked to an array of chronic noncommunicable diseases (NCDs) such as heart disease, stroke, cancer, diabetes, and chronic lung disease. These diseases are responsible for 74% of deaths worldwide annually. Physical inactivity ranks as the fourth leading cause of death, causing over 5 million preventable deaths each year.

The economic implications of this are staggering, with physical inactivity expected to lead to 500 million new cases of preventable NCDs and $300 billion in treatment costs alone from 2020 to 2030. Additionally, if everyone met the WHO’s recommended levels of physical activity, it is estimated that global GDP could increase by $314-446 billion annually, adding up to $6.0-8.6 trillion cumulatively to global GDP from 2020-2050.

Similarly, the underutilization of music making as an active wellness activity presents both a substantial economic challenge and opportunity. The current underinvestment in musical activities also has profound societal costs, including impacts on mental health, social cohesion, and educational outcomes, akin to the effects seen from physical inactivity.

1. Economic Opportunity in Music Making: Just as increasing physical activity has significant potential economic benefits, investing in music making offers a comparable opportunity. The global music industry itself is vast, with a direct economic contribution (including education, therapy, and technology) estimated to be around $40 billion. However, when considering the broader economic impact, including improved mental health, enhanced cognitive abilities, and increased productivity, the total impact of widespread music engagement could approach $1 trillion.

2. Wellness and Health Benefits: Beyond direct economic contributions, music making enriches wellbeing and has been shown to reduce symptoms in various psychological conditions, improve social skills, and even enhance academic performance. Incorporating music into daily routines is not merely an artistic or cultural enhancement but a significant public health strategy with the potential to alleviate the burden on healthcare systems.

3. Policy Implications and Actions: Addressing the gap in music making can be paralleled with strategies used to combat physical inactivity. Policies that encourage widespread and accessible music education, community music initiatives, and integration of music therapy into healthcare could significantly lower the societal costs associated with mental health issues and other chronic conditions.

4. Building Resilience: Much like physical activity, music making can increase societal resilience to ongoing health crises such as the COVID-19 pandemic. By reducing stress and improving psychological resilience, widespread engagement in music making could bolster the population's ability to cope with current and future public health challenges.

Conclusion

Recognizing music making as a parallel to physical activity in terms of health, societal, and economic impacts provides a compelling case for increased policy focus and investment. Just as with the promotion of physical activity, enhancing accessibility and participation in music making could yield substantial benefits for global health and economic productivity, underscoring the need for a holistic approach to wellness that includes both physical and musical activities.

Three Levels of Policy Action:

Music Making Compared with Physical Activity

Public policy can effectively address the various constraints and factors that influence our interest and ability to engage in regular activities such as physical activity and music making some of which are within our control, and others that are not. By drawing parallels between these two important areas, we can formulate policies that enable and support both physical activity and music making at three distinct levels:

- Micro-level policies: For both physical activity and music making, individual choices about engagement are influenced by similar barriers such as lack of time, motivation, interest, accessible facilities, and energy, as well as physical or health conditions. Policies at this level can make both physical activity and music making more convenient and accessible. For instance, local governments can create more public spaces equipped for both exercise and music events, and employers can offer wellness programs that include gym memberships as well as music classes.

- Meso-level policies: The environmental factors that influence our ability to engage in physical activities are quite similar to those affecting music making. This includes the design of the built environment, availability of natural spaces, and the social environment. Public policies can support infrastructure that promotes both recreational physical activities and music making, such as developing parks that include both fitness equipment and public instruments or amphitheaters. These facilities are particularly crucial for supporting underprivileged, marginalized, and underserved populations and regions.

- Macro-level policies: The broader, macro-level factors influencing levels of physical activity and music engagement include socioeconomic status, education, gender and related discrimination, and general safety. Comprehensive policies addressing these factors will significantly influence participation in both areas. Initiatives could include national health and cultural campaigns that emphasize the benefits of both physical activity and music making, integrating these activities into school curricula across all levels, and establishing community programs that reduce disparities in access to both physical and musical education.

By understanding the synergies between physical activity and music making, policymakers can develop more integrated approaches that consider how enhancements in one area might benefit the other. For instance, enhancing access to public parks can simultaneously increase opportunities for community jogging groups and outdoor concerts, each promoting different aspects of health and wellbeing. Furthermore, recognizing the overlap in the barriers to physical activity and music making can lead to more comprehensive solutions that address multiple aspects of community health and cultural vitality at once.

GWI Disclaimner We acknowledge that macro-level policies – covering the entire range of public policy actions – are vitally important to human health and well-being. In many cases, macrolevel policies (such as reducing poverty, stopping armed conflicts, or addressing climate change) will have a greater impact on physical activity/inactivity than the meso- and micro-level policies targeting individual behaviors and community environments. Topdown policy approaches are critical, but they require long-term, systemic changes, as well as political will and compromises, which can be difficult to achieve. In this toolkit, we focus primarily on micro- and meso-level policies, which can be implemented and have benefits for people immediately, even while we wait for the glacial progress in solving our longterm macro issues.

Who Can Champion Wellness Policy for Music Making

Promoting music making as a core aspect of wellness is not solely the domain of governments. While many policy actions may require government leadership, funding, or mandates, the participation of the private sector, nonprofit organizations, the music industry, educational institutions, and health and social care sectors is also essential. Various actors and stakeholders must collaborate and partner to enhance music making accessibility, integrate it into wellness initiatives, and ultimately improve our societal well-being. It is vital to recognize that the responsibility for initiating and implementing these policies rests with a diverse array of agencies, businesses, organizations, professions, and stakeholders who may not traditionally view themselves as facilitators of music making and wellness.

If you are a national/regional government leader or policymaker:

Opportunities for promoting music making cut across many different government departments and functions. Leaders and policymakers involved with education, culture, urban planning, and community development can play significant roles. For instance, integrating music programs into school curricula, supporting community music spaces, and ensuring that urban development includes accessible public areas for musical performances are crucial steps. Those involved in cultural affairs can advocate for "music for all" initiatives that ensure community-wide access to music education and participation. Health policymakers can explore integrating music therapy within healthcare systems to enhance treatment and patient care.

If you are a local/community leader or nonprofit organization:

Local leaders and nonprofit organizations often drive the regulatory and investment decisions that shape public access to music making activities. It’s crucial that local planners and policymakers recognize their role in enhancing community well-being through music. This includes prioritizing the development of public spaces that support music making, such as outdoor amphitheatres, community music centres, and school music programs. Additionally, local governments and community organizations can create and maintain infrastructure that supports music festivals, public performances, and music education workshops.

If you are part of the private sector or music industry:

Businesses and corporations, especially those in the music industry, have unique opportunities to support music making. This can include sponsoring music events, providing music education scholarships, or partnering with schools and community groups to develop music initiatives. Companies can also consider creating music-friendly environments within the workplace to promote well-being among employees. The music industry itself can drive innovation in music therapy and educational technologies, making music more accessible to all.

If you are an educator or involved in the healthcare sector:

Educators play a pivotal role in nurturing the next generation’s musical abilities and appreciation. Incorporating music into everyday learning and ensuring all students have access to music education are fundamental. In the healthcare sector, professionals can advocate for and implement music therapy programs, which have been shown to significantly aid in treatment and recovery processes for a wide range of conditions.

If you are a member of the research community:

The research community, which includes academia, government entities, and nonprofit organizations, plays a crucial role in advancing our understanding of music making's impact on health and well-being. Groundbreaking research using tools like functional magnetic resonance imaging (fMRI) has deepened our understanding of how music making influences cognitive development. Esteemed contributions such as Anita Collins' TED Talk on "Music and the Brain" and articles on the social neuroscience of music making highlight the profound effects of musical engagement.

Moreover, research like the YouGov Global Scale of Dysmusia has begun to quantify the widespread impact of music making on cognitive and social abilities across demographics. This underscores the need for the research community to integrate more actively with sectors such as government, education, healthcare, urban planning, the arts, and social care. This collaboration is essential to reposition music wellness not just as an academic interest but as a pivotal global population well-being intervention.

Influencing Various Sectors:

1. Government: Researchers can provide data to support the integration of music programs into public health initiatives, showing how music making can reduce healthcare costs by improving mental health and cognitive function.

2. Education: Influencing education policy to integrate music education more comprehensively at all levels can enhance learning abilities and socio-emotional development.

3. Healthcare: Neuroscience evidence can promote music therapy in healthcare settings as a cost-effective treatment for various conditions.

4. Social Care: Research can impact social care strategies for groups such as children, individuals with disabilities, and the elderly, enhancing their quality of life through tailored music programs.

5. Urban Planning and Community Development: Research can guide the design of public spaces that encourage music making, fostering community well-being and cohesion.

6. Arts and Culture: Research supports a vibrant cultural ecosystem where music is accessible, sustaining a creative and cohesive society.

7. The Music Industry: Ironically, the latest research indicates high levels of stress and unwellness among musicians themselves. By incorporating wellness as an essential educational component of musicianship and focusing on ongoing tracking and trending, such as the YouGov 5 Ways to Wellbeing through Music Making, the music industry can address its own need for this new focus. Current issues in musicianship wellness from the stress of exams and practice times to the challenges of memorization highlight the critical need for supportive policies and programs within the industry itself.

By highlighting the substantial economic implications of music making, emphasizing the direct $40 billion opportunity within the music industry and the broader $1 trillion impact on global health and wellness, the research community advocates for music making as a significant well-being intervention. This comprehensive approach ensures that the complexity of music making is addressed not just as an artistic or recreational activity but as a fundamental component of a global health and wellness strategy.

Conclusion:

By recognizing and harnessing the diverse roles that various stakeholders, including the research community, play in promoting music making as a wellness activity, we can foster a more musically inclusive society. The involvement of researchers in providing data-driven insights adds a robust foundation to our understanding and advocacy efforts. This multisectoral approach not only enhances individual well-being but also strengthens community bonds and enriches our cultural landscape. Through collaborative efforts across government, education, healthcare, urban planning, the arts, social care, and the music industry itself, we can address the comprehensive needs of all participants in the music ecosystem. This unified strategy ensures that the benefits of music making extend beyond artistic expression to become a pivotal component of global health and wellness.

Policy Actions for Music Making Activity

As recommended in the Physical Activity Toolkit, the same ideas, concepts, and actions can be adapted and applied to promote music making as a wellness activity. This section of the Music Making Well-Beings Toolkit outlines a broad array of policy actions that different stakeholders can pursue to promote participation in and access to music making, mirroring the structured approach used to enhance physical activity. Our aim is to address some of the most pressing issues hindering music making participation; the policies and actions discussed are comprehensive but not exhaustive. The Key Resources section at the end of this report will provide readers with additional detailed resources on policies, strategies, case studies, and research evidence related to music making promotion, reflecting the existing GWI recommendations.

1. Encourage Music Making via Community and Urban Environments

2. Make Recreational Music Making Accessible, Convenient, and Affordable

- Action 1: Design communities and urban areas to facilitate natural music-making spaces and cultural hubs.

- 1.1. Use urban/regional planning to create musical hubs that encourage spontaneous and organized music making.

- 1.2. Incorporate music-friendly design into real estate developments, including soundproofing and communal music spaces.

- Action 2: Invest in infrastructure, facilities, and programs for recreational music making.

- 2.1. Treat recreational music making as an essential public service.

- 2.2. Establish a “music for all” policy framework or music activity action plan.

- 2.3. Create more free and accessible public spaces for performances and gatherings.

- 2.4. Sponsor free music classes, programs, and educational campaigns.

- 2.5. Invest in subsidized and public-private music facilities.

3. Improve Access to Music Making for Underserved Populations

- Action 3: Target music making infrastructure investments to increase access and reduce cost barriers for high-risk populations and underserved communities.

- 3.1. Develop safe and comfortable spaces for women and girls to engage in music making.

- 3.2. Support music options for older adults.

- 3.3. Make music making accessible to persons living with disabilities.

- 3.4. Address racial and ethnic disparities in music making access.

By aligning these policy actions with those recommended for physical activity, this toolkit underscores the universal benefits of integrating wellness activities whether physical or musical into daily life. This approach not only enhances individual well-being but also strengthens community bonds and enriches our cultural landscape, solidifying the importance of music making in global wellness initiatives.

4. Integrate Music Making into the Health System

5. Encourage Youth to Build Lifelong Habits for Music Making

6. Encourage Adults to Engage in Music Making During the Workday

- Action 4: Incorporate music making into prevention and treatment protocols, working in cooperation with the health system.

- 4.1. Implement 'music as medicine' initiatives and music therapy prescription programs.

- 4.2. Develop centres for musical wellness that integrate music therapy into routine healthcare practices.

- Action 5: Increase opportunities for youth to learn and participate in a variety of music activities through schools and community programs.

- 5.1. Ensure that all children receive regular music education in schools.

- 5.2. Encourage musical activities throughout the school day.

- 5.3. Make youth music programs fun, inclusive, and less competitive to foster a lifelong love of music.

- Action 6: Realign company benefits and culture to reduce sedentary behaviour and increase opportunities for music making during the workday.

- 6.1. Provide opportunities for employees to engage in music activities during breaks.

- 6.2. Encourage businesses to develop spaces conducive to music making, such as soundproof rooms and access to musical instruments.

By mirroring the structured approach used in the Physical Activity Toolkit, these additional policy actions for music making highlight the adaptability and relevance of the same strategic concepts to enhance another vital aspect of wellness music making. Integrating these policies will not only improve individual well-being but also foster a healthier, more creative, and cohesive society. This multi-sectoral approach emphasizes the universal benefits of wellness activities and positions music making as an essential component in the global wellness narrative.

Section 1: Encourage Music Making via the Built Environment

Issue 1: Our modern built environment discourages music making.

Just as our modern built environment discourages physical activity, it also limits opportunities for music making. Rapid urban growth and economic development have led to urban spaces that prioritize efficiency and vehicular traffic over cultural and recreational spaces. Urban planning often neglects the integration of areas where people can gather to create and enjoy music, resulting in a lack of accessible venues, rehearsal spaces, and community centres equipped for musical activities. These shortcomings push musical activities to the periphery of daily life, reducing spontaneous and organized music making.

Action 1: Design cities, neighbourhoods, and buildings to facilitate natural music-making spaces and cultural hubs.

1.1 Use urban/regional planning to encourage music making as part of community life.

Over the last couple of decades, numerous planning frameworks and design approaches have emerged to guide policymakers on how to make physical movement more convenient and attractive. These approaches can be adapted to support music making. Key concepts like New Urbanism, Form-Based Codes, Traditional Neighbourhood Development, Active Design Guidelines, Complete Streets policies, Smart Growth policies, and the 15-minute city concept can be modified to include provisions for music making.

For example, “complete street” design can be expanded to include features that encourage musical engagement, such as public performance spaces, street pianos, and areas designated for community concerts. Attractive, people-friendly streetscapes with amenities like street/shade trees, lighting, benches, and wayfinding signs can also include spaces for buskers and small ensembles to perform. Movement-friendly urban planning and zoning that promotes mixed-use development can incorporate music-friendly features, making it easier for people to integrate music making into their daily lives.

Examples and best practices from around the world show how communities have improved public engagement through thoughtful urban design. These features not only enhance physical activity but also promote social interaction and cultural expression through music. Cont..

Section 1: Encourage Music Making via the Built Environment

1.2 Incorporate music-friendly design into real estate developments.

In addition to broad-scale urban planning, individual buildings and real estate developments can be designed to encourage music making. An increasing number of residential, commercial, medical, hospitality, and other types of buildings are beginning to prioritize cultural and recreational activities in their design. Features such as soundproof practice rooms, community music spaces, performance areas, and accessible music studios can be included.

Convenient amenities located within homes, neighborhoods, and workplaces increase the likelihood of regular use. Interior design features that encourage music making include well-located and soundproof practice rooms, accessible common areas for group rehearsals, and amenities that support musical activities. Outside, buildings should maximize connectivity to public transit, parks, plazas, and open spaces where outdoor performances can take place.

While real estate developments and buildings are primarily the domain of the private sector, public policy can encourage music-friendly design through tax and fiscal incentives and regulations (e.g., zoning, building codes, land use regulations) that support cultural developments. Governments can lead by example by incorporating music-friendly features into publicly funded facilities, including schools, government agencies, hospitals, military installations, parks, recreation, and tourism facilities.

The public sector also plays a critical role in promoting the use of music-friendly design in affordable/subsidized housing, schools, and community facilities in underserved and highrisk areas. This can be achieved through partnerships among municipal and public housing authorities, nonprofits, and private developers, as well as through incentive programs for developers. For example, the Healthy Housing Rewards program by Fannie Mae offers financial incentives for incorporating health-promoting features into affordable housing, which could be expanded to include music-friendly features.

By adopting these strategies, policymakers can create environments that support and encourage music making, thereby enhancing community well-being and cultural vitality.

Action 1: Sample Policies to Encourage Music Making via the Built Environment

The following policies demonstrate how music making activity can mirror the principles used to promote physical activity. Both activities require dedicated spaces and supportive environments to thrive. By drawing direct comparisons to the Physical Activity Toolkit, these policies serve as a guide to music making policy and actions.

Invest in Infrastructure Features:

- Physical Activity: Invest in infrastructure features that encourage active transit: complete streets, better connectivity, attractive streetscapes, multi-use trails/greenways, car-free zones, traffic calming/reduction measures, public transit, bike-sharing, etc.

- Music Making: Invest in infrastructure features that encourage musical engagement: develop and maintain public performance spaces, community music centres, outdoor amphitheatres, and soundproof practice rooms. Just as complete streets and better connectivity are essential for physical activity, accessible and well-distributed music spaces encourage both spontaneous and organized musical activities.

Prioritize Building Projects:

- Physical Activity: Prioritize building projects located near walking/cycling routes and public transit.

- Music Making: Prioritize building projects located near cultural hubs: support the development of residential and commercial projects near existing cultural institutions, such as theaters, music schools, and community centres. Similar to prioritizing buildings near walking/cycling routes, proximity to cultural hubs fosters a vibrant environment for music making.

Adjust Zoning and Regulations:

- Physical Activity: Adjust zoning, building codes, and land use regulations to encourage higher density, mixed-use, and other health-promoting features.

- Music Making: Adjust zoning, building codes, and land use regulations to encourage mixed-use and other music-promoting features: amend local regulations to allow for mixed-use developments that include rehearsal studios and performance venues. This is akin to encouraging higher density and mixeduse areas for physical activity, ensuring that cultural activities are an integral part of community design.

Create Regional Master Plans and Budgets:

- Physical Activity: Create regional master plans and dedicated budgets for active transit and physical activity.

- Music Making: Create regional master plans and dedicated budgets for music making: develop comprehensive plans with goals and budgets for supporting music infrastructure. Just as regional plans for active transit are essential, dedicated budgets for music programs and spaces ensure sustained support and development.

Cont..Sample Policies to Encourage Music Making via the Built Environment

Conduct Impact Assessments:

- Physical Activity: Conduct health impact assessments for infrastructure and real estate development projects.

- Music Making: Conduct cultural impact assessments for infrastructure and real estate development projects: evaluate the potential impact of new developments on the local music and cultural scene. This mirrors health impact assessments for physical activity, ensuring new projects enhance music making opportunities.

Expand Research on Outcomes:

- Physical Activity: Expand research on outcomes from infrastructure investments to promote physical activity.

- Music Making: Expand research on outcomes from infrastructure investments to promote music making: fund and conduct research to measure the social, economic, and health benefits of investments in music infrastructure. Similar to physical activity, this research will inform future policy and investment decisions.

Tax Incentives:

- Physical Activity: Tax incentives for commuters using active/public transit.

- Music Making: Tax incentives for music and cultural engagement: offer tax benefits to individuals and businesses that support music making activities. This includes tax deductions for donations to music programs, tax credits for hosting free music events, and incentives for purchasing musical instruments.

Grants and Financial Support:

- Physical Activity: Grants, tax incentives, and special lending instruments for developers incorporating active transit, active design, and other health-promoting features in their projects, especially in high-risk and underserved communities.

- Music Making: Grants, tax incentives, and special lending instruments for developers: provide financial support to developers who incorporate music-friendly features into their projects. This is particularly important in high-risk and underserved communities, where access to music making opportunities may be limited.

Training and Education:

- Physical Activity: Incorporate training on active transit/active design/physical activity into the curricula for professions that plan the built environment (e.g., urban planners, civil engineers, architects, etc.).

- Music Making: Incorporate training on music-friendly urban design into curricula: educate urban planners, civil engineers, architects, and related professionals on the importance of designing cities that support cultural activities, including music making. Integrate these principles into their professional training programs.

By implementing these parallel policies for music making, communities can create a more vibrant, inclusive, and culturally rich environment that promotes well-being and social cohesion, similar to the benefits seen with enhanced physical activity infrastructure.

Our Modern Lifestyles Are Increasingly Sedentary, and We Lack the Time for Music Making

Issue 2: Our Modern Lifestyles Are Increasingly Sedentary, and We Lack the Time for Music Making

For most of human history, music was an integral part of daily life, woven into work, celebrations, and communal activities. People sang while working, played instruments during gatherings, and passed down musical traditions through generations. However, with the advent of modern lifestyles, these organic opportunities for music making have diminished. Urbanization, technological advancements, and the rise of the service economy have created environments where music is often consumed passively rather than created actively.

Today, many people work in jobs that require sitting for most of the day, leaving little time or energy for music making. At home, the conveniences of modern appliances and industrialized entertainment have further reduced the occasions for active music engagement. The digital revolution has enabled us to access music easily, but often as passive listeners rather than active participants.

As the natural integration of music into daily tasks has faded, music making has become more structured and intentional. Systematic reviews of data reveal that while leisure-time engagement in music (such as attending concerts or listening to music) has increased, active participation in music making has not kept pace. In many regions, fewer children are learning to play instruments or participating in school music programs. To remain engaged in music, individuals now have to schedule dedicated time and often spend money on lessons, instruments, and practice spaces.

However, with long working hours, lengthy commutes, dual-income families, and other pressures of modern life, many people find it challenging to make time for music making during their limited leisure hours. Others may find it unaffordable or inconvenient to do so. Research indicates that only a small percentage of the population actively participates in music making on a regular basis. Surveys and studies across various countries reveal that the biggest barriers to music making are a lack of time, followed by a lack of interest among adults, and a lack of convenient facilities or opportunities for children and teens.

To address these challenges, it is crucial to create environments and policies that make music making more accessible, convenient, and integrated into daily life, similar to the strategies used to promote physical activity.

Action 2: Invest in Music Making Infrastructure, Facilities, and Programs

Public investments in community music centers, practice spaces, performance venues, music festivals, free classes, and other musical amenities and programs can significantly enhance the accessibility and affordability of music making. While the global music industry has grown substantially, it often caters primarily to those who already have the time, money, and resources to engage in musical activities. Globally, participation in music making tends to be highest in areas where governments have embraced "music for all" initiatives and actively invest in public music infrastructure.

2.1 Recognize Recreational Music Making as an Essential Public Service

To promote widespread engagement in music making, it is crucial for governments to recognize it as an essential public service. Collaborations with nonprofit and private sectors can help provide high-quality, affordable music facilities. Often, music making infrastructure is seen as a luxury rather than a necessary public asset. This misconception was highlighted during the pandemic, where music venues and programs were among the first to close and the last to reopen in many countries. Music making facilities were categorized alongside leisure venues like bars and restaurants, rather than as essential services that support mental wellness and cultural engagement, which are vital for maintaining good health and community spirit.

Governments need to shift their perspective, viewing music making not as an optional pastime but as a fundamental component of public health and cultural vitality. This approach involves a broad definition of the music making sector, including private, nonprofit, and community-based music facilities, youth and adult amateur music programs, community choirs and bands, outdoor music events, and public spaces designed for music performances.

2.2 Develop a “Music for All” Policy Framework or Music Making Action Plan

Historically, public funding and music programs have concentrated on elite training and high-prestige events, such as conservatories and national orchestras. However, there is a growing recognition of the extensive benefits of music making for overall health and well-being, prompting a shift towards more inclusive “music for all” policies. These policies aim to broaden participation in music across all demographics.

A national “music for all” policy will help allocate resources towards investments, facilities, and programs that benefit the entire population. It will also promote collaborations between public, private, and community organizations to reach diverse and underserved groups. For instance, the United Kingdom's "Get Playing" initiative encourages broader participation by offering programs that engage various groups in music making, redefining "music" to include different forms of musical activities like community choirs, folk music, and casual bands.

Internationally, only a few countries have a standalone national strategy or action plan for music making. Establishing such a strategy is crucial as it provides a framework for public policy action, allocates necessary resources, and enables data collection to monitor progress.

By adapting these strategies from the physical activity sector, we can promote music making as an essential public service, enhancing community well-being and cultural richness.

2.3 Create More Free and Accessible Public Spaces for Music Making

Music making, like physical activity, doesn't require expensive facilities or specialized equipment and can be enjoyed by everyone. Governments, especially at local and municipal levels, can create more outdoor spaces dedicated to music making, increasing access for all citizens. Similar to the concept of free outdoor gyms, there can be public music spaces such as community stages, outdoor pianos, and open-air rehearsal areas.

For example, public pianos installed in parks and plazas in various cities worldwide encourage spontaneous performances and community engagement. These initiatives are especially valuable in places lacking private music venues and can cater to diverse demographics, including seniors and youth.

Public music infrastructure can be as simple as creating well-designed, accessible, and safe open areas where people can gather to make music together. Parks and public squares are already popular venues for community activities and can easily be adapted for music making. In many countries, you can find informal jam sessions, community choirs, and bands performing in public spaces. Adding amenities like seating areas with built-in music stands and shaded performance spaces can support spontaneous outdoor music making, especially when designed with input from community groups and potential users.

2.4 Sponsor Free Music Classes, Programs, and Educational Campaigns

Just as with physical activity, programming, education, and engagement are crucial for promoting music making. Public investments in music spaces, like parks with performance stages, are more effective when combined with programs, community engagement, public awareness campaigns, and access enhancements (such as extended hours).

Community education and communication campaigns are cost-effective ways to promote music making on multiple levels. These campaigns not only raise awareness and encourage behavior change but also stimulate community discussions and influence policy agendas towards better access to music infrastructure and programs.

These activities can take many forms. Some regions have developed campaigns and incentive-based promotions to educate the public and encourage music making, often in partnership with the private sector. For example, local governments could organize annual music festivals, talent shows, and community concerts to boost participation. Schools and local businesses can collaborate to sponsor free music lessons and workshops.

Programs similar to the UK's ParkLives, which offered free exercise activities in local parks, can be adapted to music. Local municipalities could offer free music classes and recreational music activities in parks and community centers. National surveys and studies can track participation rates and the impact of these programs on community engagement and well-being.

Governments across various countries can activate their existing public spaces by sponsoring free and low-cost music classes and activities in community centers, public parks, plazas, shopping malls, and city streets. City-sponsored open mic events, "car-free" days with street performances, and large-scale music festivals are other affordable and effective ways for governments to make music making accessible to all. These public facilities and programs play a significant role in increasing music making participation and fostering local partnerships.

2.5 Invest in Subsidized and Public-Private Music Making Facilities

In many higher-income regions, governments provide subsidized and low-cost public music centers and community facilities for their citizens, either for free or for a nominal fee. Community centers with basic music practice rooms, rehearsal spaces, performance venues, and instrument libraries are common in communities across the United States (typically run by municipal parks and recreation departments), and city-run music centers are also abundant in the Nordic countries, Japan, Singapore, and Hong Kong. In Western European countries, such as Germany and Austria, governments fund and subsidize a massive network of nonprofit music clubs and community orchestras (found in nearly every town, large or small), which provide training and performance opportunities for millions of children and adults across all segments of the population. Fees to join these clubs are very affordable for most people (often just $50-100 per year), and lower-income children/families can get government support or waivers for the fees.

Governments can partner with the private music industry to develop and run their public music and recreation facilities. The United Kingdom, Ireland, and Australia use a public-private model in which music centers and community arts venues are subsidized by national and local governments but often operated by private contractors. The facilities and services in these centers can sometimes rival those of higher-end private music schools, and the private outsourcing helps keep the quality of facilities high when public budgets are under pressure.

In the United Kingdom, public expenditures on these kinds of cultural and music facilities and services are substantial. In Finland, municipalities spend significant amounts each year subsidizing music and arts facilities and clubs. While there have not been extensive, rigorous studies on the impacts of subsidized and free music facilities, similar models in other domains suggest positive outcomes. For example, a study in the northwest of England found that introducing universal free access to leisure facilities, alongside outreach activities, led to increased attendance and participation, especially among the most disadvantaged socioeconomic groups, thereby decreasing inequalities.

As more nations implement “national music and arts” plans, public investments in such infrastructure, programs, and activities will likely increase, expanding accessibility to more people and also supporting the music education and arts industry.

By adopting these strategies, communities can create environments that support and encourage music making, making it an integral part of daily life, much like physical activity. This approach not only enhances cultural richness but also promotes social cohesion and individual well-being through the joy of making music.

Action 2: Sample Policies to Treat Recreational Music Making as an Essential Public Service

- Establish and implement a "music for all" initiative or national music making strategy: Focus resources and initiatives on programs that make music accessible to everyone.

- Invest in community-based music facilities: Create low-cost or free and accessible spaces like public music centers, community rehearsal rooms, performance venues, and instrument libraries.

- Form public-private partnerships: Work with private music schools, studios, and industry players to build and manage community music making facilities.

- Sponsor free or affordable music classes in public areas: Provide accessible music lessons, workshops, and group sessions in parks, community centers, and other public venues.

- Organize "open mic" events and large-scale music gatherings: Host events that encourage community participation in music making, such as street performances, community jam sessions, and music festivals.

- Promote music making through public awareness campaigns and special events: Initiate national music weeks, music making challenges with incentives/prizes, and educational campaigns to raise awareness and encourage participation.

- Enhance government data collection on music making participation: Gather and analyze data to understand engagement levels and identify areas for improvement.

- Conduct research on factors influencing music making participation: Study the impact of different interventions and investments on various populations to inform future policies and programs.

- Improve training and certification for music educators and facilitators: Ensure those working in community and public music programs are well-trained and qualified.

- Provide tax incentives for individual expenditures on music making: Offer financial benefits for purchasing musical instruments, paying for lessons, and joining music programs.

- Encourage the development of community/public music spaces through tax incentives: Support the creation and maintenance of spaces that promote public music making activities.

By implementing these strategies, communities can create environments that support and encourage music making, integrating it into daily life in much the same way as physical activity. This approach enhances cultural richness, social cohesion, and individual well-being through the joy of making music.

3. Improve Access to Music Making for Underserved Populations

Issue 3: The Music Industry Often Leaves Out Marginalized Populations Who Are at Higher Risk for Limited Access to Music Making

Participation in music making is not evenly distributed across all demographic groups. For example, access to music education and opportunities tends to decline from youth to adulthood and can further decrease among older adults. Women and girls often have fewer opportunities to engage in music making compared to men and boys. Globally, certain marginalized groups, including minority ethnic groups, disadvantaged communities, and people living with disabilities and chronic diseases, are more likely to lack access to music making opportunities.

There is a significant divide between individuals who have access to private music lessons and public infrastructure that enable them to engage in music making, and those who do not. The COVID-19 pandemic has highlighted these inequities, emphasizing the importance of addressing them for both personal well-being and public health. Although the global music industry has seen substantial growth, it primarily serves those who are more affluent, educated, and living in major urban centers and wealthy suburban areas.

The music industry often targets demographics that are already likely to participate in music making, leaving out a large portion of the population. For instance, private music lessons and high-quality instruments can be expensive, making them inaccessible to many. Additionally, there are often fewer music programs and facilities available in low-income and rural areas.

Gender and social norms can also discourage female participation in music making in many countries. These norms can prevent women and girls from participating in music activities, especially in co-ed settings, or can prohibit music making for females in general. Surveys often reveal that women cite personal safety and discomfort in male-dominated environments as barriers to music making. For example, in some studies, girls have reported multiple barriers to music participation, such as lack of access to instruments and facilities, lack of money, lack of parental permission, and safety concerns. In contrast, boys are less likely to mention these constraints, with the lack of time being their most significant barrier.

Action 3: Policies to Improve Access to Music Making for Underserved Populations

- Develop Community-Based Music Programs: Create low-cost or free music programs in community centers, libraries, and public schools to ensure everyone has access to music making opportunities.

- Subsidize Music Lessons and Instruments: Provide financial assistance to cover the cost of private music lessons and instruments for low-income families, ensuring that children and adults from all backgrounds can participate in music making.

- Promote Public-Private Partnerships: Collaborate with private music schools, businesses, and non-profits to develop and run community music programs and facilities, leveraging resources and expertise from multiple sectors.

- Create Safe and Inclusive Music Spaces for Women and Girls: Establish womenonly music groups, choirs, and ensembles, and ensure that co-ed programs are safe and welcoming for female participants. Address gender norms and safety concerns through community education and inclusive policies.

- Expand Outreach and Engagement Efforts: Conduct public awareness campaigns and outreach initiatives to promote music making in underserved communities. Highlight the benefits of music making for personal and community well-being.

- Provide Accessible Music Facilities: Invest in accessible music practice rooms, rehearsal spaces, and performance venues in low-income and rural areas to ensure that all community members can engage in music making.

- Enhance Data Collection and Research: Gather data on music making participation rates across different demographics to identify barriers and inform policy decisions. Conduct research on the impact of music making on various populations to support advocacy and funding efforts.

- Offer Tax Incentives for Music Programs: Provide tax incentives for individuals and organizations that support music programs for underserved populations, encouraging more investments in community music making.

By implementing these policies, communities can improve access to music making for marginalized and underserved populations, ensuring that everyone has the opportunity to experience the joy and benefits of engaging in music.

3.1 Develop Safe and Comfortable Spaces for Women and Girls to Make Music

In many countries, social and religious norms, as well as government regulations, can hinder women and girls from engaging in music making. Societal pressures may discourage women from participating in public music activities, and certain policies may prohibit mixed-gender classes or specific types of musical expression. Recognizing the broad benefits of music making, especially for women, some governments are now enacting changes to support greater female participation in these activities.

For instance, in the Middle East, some countries are beginning to lift restrictions that have historically limited women’s access to music making. They are facilitating the creation of segregated, women-only music spaces. Women in countries like Iran, Saudi Arabia, and Oman, who once had limited opportunities to engage in music making, are now accessing dedicated venues where they can freely express themselves through music. In 2017, Saudi Arabia started granting licenses for boutique women-only music centers, where women can learn and practice music in a comfortable environment.

In areas where the fear of harassment or violence discourages women from participating in public music activities, governments can take the initiative to create safe, dedicated spaces for women to engage in music making. For example, in 2012, Lahore, Pakistan, opened its first women-only park, which includes secure areas for musical activities. This park, surrounded by high walls, offers a jogging track, gymnasium, and badminton court, and serves as a safe haven for women to gather and engage in recreational activities, including music making.

Similar women-only parks and music spaces have been developed in India, Saudi Arabia, and Iran. However, these initiatives have not been without criticism. In Iran, for example, some parks designed for women are criticized for being located in secluded suburban areas, making them difficult to access and reinforcing gender segregation.

Action Steps to Promote Music Making Among Women and Girls:

1. Policy Reforms: Advocate for changes in social and religious norms and government policies that restrict women and girls from participating in music making. This includes lifting bans and facilitating the development of women-only music facilities.

2. Safe Spaces: Create dedicated and secure spaces for women to engage in music making. This can include women-only music studios, parks, and community centers where women can practice and perform without fear of harassment or violence.

3. Community Engagement: Involve local communities in designing and supporting these spaces to ensure they meet the needs and preferences of women and girls. This can help create a supportive environment where women feel encouraged to participate in music making.

4. Accessible Locations: Ensure that music making spaces for women are conveniently located and easily accessible. Avoid placing them in secluded areas that are difficult to reach or may feel unsafe.

By implementing these policies, communities can improve access to music making for women and girls, ensuring that everyone has the opportunity to experience the joy and benefits of engaging in music..

3.2

Enhance Music Making Opportunities

for Older Adults

As people live longer and chronic health issues become more prevalent, maintaining mental and emotional engagement through activities such as music making becomes increasingly vital. Despite the numerous benefits, many older adults, particularly those with health challenges or mobility issues, may feel apprehensive about participating in traditional music activities. Barriers such as transportation difficulties, lack of access to facilities, and the cost of lessons often deter participation. Public and nonprofit music programs can bridge this gap by offering inclusive and supportive environments for older adults.

Comparative Example: Physical Activity

In the realm of physical activity, initiatives like public leisure centers in the United Kingdom provide affordable or complimentary exercise classes and memberships specifically for older adults. Similarly, community centers and organizations like YMCAs in the United States offer budget-friendly classes, memberships, and welcoming spaces tailored to this demographic. Programs like SilverSneakers, included in some Medicare plans, provide free access to recreational centers where older adults can engage in physical activities. Studies have shown these programs to significantly enhance the physical, emotional, and social well-being of participants while reducing healthcare costs.

Application to Music Making

Similarly, public and nonprofit music facilities can be established or enhanced to offer free or low-cost music classes and memberships tailored to older adults. Community centers could provide accessible instruments and spaces designed to foster a welcoming atmosphere for music making. Programs could mirror initiatives like SilverSneakers by including music activities in healthcare plans, demonstrating the health benefits and cost savings associated with increased engagement in music.

To address these barriers effectively, music offerings need to be tailored to the preferences and needs of older adults. Research in the UK highlights that older adults drive growth in public leisure sectors but often feel self-conscious, leading to less frequent participation compared to other age groups. A 2021 study by the ukactive Research Institute proposed several strategies to attract older adults to music making activities. These include offering a variety of programs that cater to different abilities and intensities, fostering a welcoming environment, ensuring instructors are skilled in teaching older adults, and creating opportunities for social interaction and intergenerational engagement.

During the pandemic, the UK launched the "10 today" radio campaign, modeled after Japan's popular radio calisthenics, to make music making accessible, enjoyable, and convenient for older adults with limited transportation options.

Comparative Example: Outdoor Physical Activity

In countries with less developed fitness sectors, outdoor recreation infrastructure plays a crucial role in serving the older population. China has installed over 600,000 pieces of exercise equipment in neighborhood parks to encourage outdoor physical activity among older adults. These installations, including jungle gyms, pull-up bars, and exercise pavilions, target older users who may not have space or resources at home for exercise. This concept of "senior playgrounds" originated in China in the 1990s and has spread to Taiwan, Japan, Europe, and North America. In these regions, such facilities are often co-located with children's playgrounds, allowing grandparents to exercise while supervising their grandchildren. Exercising in public spaces also fosters regular social interactions, which are vital for combating loneliness and social isolation among older adults.

Application to Music Making

Similarly, outdoor music installations can be designed to serve the older population. Public parks can be equipped with durable, accessible musical instruments such as outdoor pianos, xylophones, and drums, encouraging music making in a natural, inviting setting. This concept of "senior music playgrounds" can foster intergenerational interactions, with facilities co-located with children's playgrounds, enabling older adults to engage in music making while spending time with their grandchildren. Regular musical activities in public spaces can also promote social interactions, helping to combat loneliness and isolation among older adults.

3.3 Make Music Making Accessible to Persons Living with Disabilities

Music making, like physical activity, requires a similar policy approach to ensure inclusivity and accessibility for individuals with disabilities. Approximately 19% of the world’s population (1.5 billion people) lives with a physical, mental, sensory, or intellectual disability.

Although there is limited data on music participation among this group, it is crucial to recognize and address the barriers they face to fully engage in music making activities.

Individuals with disabilities encounter numerous obstacles to music making, including personal barriers (e.g., self-confidence, self-consciousness about performing in public, physical limitations, pain, perception of music making being too difficult), environmental barriers (e.g., lack of accessible facilities/equipment, lack of transportation), institutional barriers (e.g., untrained staff, lack of accessible classes/programs, discriminatory practices), and social barriers (e.g., family support, stereotypes).

The music industry has historically overlooked and underfunded the needs of the disabled population in terms of research, support, and programming.

Few public policy initiatives, strategies, communication campaigns, and infrastructure projects focusing on music making have prioritized accommodating individuals with disabilities.

However, addressing these barriers can significantly enhance the well-being of individuals with disabilities, meeting all the criteria of the nef UK Government Foresight Report on The 5 Ways to Wellbeing connect, be active, take notice, keep learning, and give applicable to all abilities and ages.

Key Areas for Policy Action:

Education and Awareness: Highlight the disparities in access to music making for individuals with disabilities. Design communication strategies that are inclusive, avoiding ableist language and ensuring materials are accessible to all.

Accessible Infrastructure: Guarantee that music making venues, facilities, equipment, and services adhere to universal design principles, making them accessible and welcoming to individuals with disabilities. This includes ensuring that transportation and associated infrastructure are also accessible.

Inclusive Programming: Develop and implement community music programs that specifically accommodate and adapt to the needs of individuals with disabilities. Invest in initiatives that provide specialized instruments and adaptive music programs.

Professional Training: Enhance the training of all professionals involved in music making to equip them with the knowledge and skills needed to support individuals with disabilities. This training should extend to music teachers, facility staff, program coordinators, and caregivers. Ensure that dedicated disability support staff are integrated into music programs and facilities.

Collaborative Partnerships: Involve individuals with disabilities and disability advocacy organizations in the creation and development of music programs aimed at this population.

Research and Data: Increase efforts to gather and analyze data on music making and disability, including participation rates, challenges, guidelines, and the effectiveness of interventions. Use this research to inform and refine policy solutions.

It is also crucial to approach music making not just from a physical point of view, but as an activity that meets all the criteria of the nef UK Government Foresight Report on The 5 Ways to Wellbeing – for all abilities and ages:

1.Connect: Music making provides opportunities for social interaction, fostering connections among participants. For people with disabilities, this can be a vital way to combat social isolation and build relationships.

2.Be Active: Engaging in music making can be a physical activity, especially when it involves playing instruments, dancing, or participating in group performances.

3.Take Notice: Music making encourages mindfulness and presence, helping individuals to engage deeply with the activity and the people around them.

4.Keep Learning: Learning to play an instrument or sing can stimulate cognitive functions and provide a sense of accomplishment and progress.

5.Give: Participating in music making can offer individuals the opportunity to share their talents and bring joy to others, enhancing their sense of purpose and self-worth.

By implementing these policies and aligning them with the 5 Ways to Wellbeing framework, communities can improve access to music making for marginalized and underserved populations, ensuring that everyone has the opportunity to experience the joy and benefits of engaging in music.

By adopting these policy toolkit strategies, we can create a more inclusive environment for music making that benefits individuals with disabilities, providing them with opportunities for personal expression, social connection, and overall well-being.

3.4 Address Racial and Ethnic Disparities in Music Making

Whilst the cultural heritage of music listening provides easy access to global music styles from Reggae to Rachmaninov, the irony of music making is that, across the globe, racial and ethnic minority populations often face significant barriers to participating in actual music making activities.

These challenges stem from a lack of funding, education, suitable environments, and more. These communities frequently reside in lowerincome and resource-poor urban and rural areas where opportunities and facilities for music making are limited.

Additionally, factors such as lack of disposable income, insufficient leisure time, unsafe environments, cultural norms, discrimination, and language differences contribute to disparities in music making participation rates.

These challenges can lead to a cycle of reduced cultural engagement and missed opportunities for personal and communal well-being.

To bridge these gaps and enhance health outcomes, music making policies must specifically cater to the needs of racial and ethnic minority populations.

Effective strategies include educating these communities about the benefits of music making, increasing their access to safe and affordable music making opportunities, and ensuring funding for inclusive programs.

Here are various approaches that have proven successful:

Targeted Programs: Local governments and community organizations can create and promote programs aimed at reducing disparities. For instance, the Race Equality First (REF) program in Wales strives to ensure equal opportunities and participation in music and arts for Black and minority ethnic communities, particularly Muslim women and girls. The program offers a range of free events, including women’s choir sessions, music workshops, and family and women-only singing groups.

Cultural Relevance: To enhance effectiveness, reduce stigma, and boost engagement, targeted music making programs and policies should be culturally relevant, incorporating the social norms, languages, and customs of specific groups.

For example, in Singapore, government agencies collaborate with mosques, temples, and other religious organizations to develop community-based music programs aimed at ethnic groups. They also disseminate educational materials about music making in multiple languages.

Studies indicate that creating culturally specific information and learning opportunities and focusing on the social norms and family dynamics of ethnic and racial minorities, help reduce disparities.

Music initiatives that include family and community events, such as group cultural performances or public music sessions, often achieve greater success.

Geographic Relevance: Providing music making opportunities for indigenous populations that can easily adapt to rural settings, such as traditional drumming circles or outdoor music gatherings, can also promote participation in these communities.

For example, the Pan American Health Organization, recognizing the disparities faced by indigenous and Afro-descendent minorities, emphasizes an intercultural policy approach. This approach seeks to integrate various traditions, value systems, and social structures into music program design and implementation.

Lack of representation in program and policy design often results in unequal access and poorly targeted initiatives. Community leaders, local music venues, and policymakers can work together to shape music making opportunities and messaging for these populations.

Groups representing marginalized minority communities can partner with local governments and policymakers to assess the quality and accessibility of music making opportunities and identify areas for improvement.

Engaging groups already active in specific racial and ethnic communities can increase the likelihood of program success. The Inter-American Development Bank has leveraged such partnerships to bring music programs to nearly 90,000 people in 18 member nations across Latin America and the Caribbean. One of its initiatives, “A Ganar,” collaborates with companies and development organizations to provide music programs to marginalized youth, including indigenous and ethnic communities in Brazil and Ecuador.

Action 3: Sample Policies to Improve Access to Music Making for Underserved

Populations

To ensure that everyone has the opportunity to engage in music making, particularly those in underserved populations, the following policy actions are recommended. These actions can be combined with physical activity initiatives to create a holistic approach to well-being:

- Prioritize underserved populationsand regions for investments in active design and active transit infrastructure: This includes creating safe and accessible pathways to community music centers and outdoor music venues, similar to the infrastructure needed for physical activities.

- Establish dedicated budgets and initiatives targeting underserved populations within existing music and recreation policies/programs and "music for all" plans: Allocate specific funds and resources to support music making in underserved communities.

- Prioritize underserved populationsand regions for investments in community-based music infrastructure: Develop community music centers, outdoor performance spaces, and facilities that offer free or low-cost music classes and programs, much like community-based exercise/sports/recreation infrastructure.

- Ensure that members of underserved communities are involved in designing the music programs that target them: Engage local communities in the planning and implementation process to ensure that the programs are culturally relevant and meet their needs.

- Promote laws and regulations designed to decrease music making disparities: Draft local government regulations that require the provision of equal quality services, venues, and music facilities for all neighborhoods, akin to regulations for physical activity disparities.

- Establish joint-use agreements for community members to use schoolbased music facilities in regions that do not have other public-access facilities: Allow community access to school music rooms, instruments, and performance spaces during non-school hours.

- Provide free access to community-funded music facilities and programs (or subsidized access to private facilities) for youth, older adults, and other underserved populations: Ensure that everyone has the opportunity to participate in music making, regardless of financial constraints.

- Cont..

Action 3: Sample Policies to Improve Access to Music Making for Underserved Populations

- Ensure that public music facilities and programs are accessible for persons with disabilities: Design facilities and programs with universal accessibility in mind, including adaptive instruments and supportive environments.

- Ensure that programs targeting racial and ethnic minority populations are culturally relevant and language specific: Develop music programs that reflect the cultural heritage and languages of the communities they serve, similar to culturally relevant physical activity programs.

- Support people of diverse backgrounds to become trained music making professionals: Encourage and provide pathways for individuals from underserved communities to train and work as music teachers, conductors, and program coordinators.

- Educate music making professionals on addressing biases, in order to better serve underserved populations: Provide training on cultural competency and inclusivity for all music educators and program staff.

- Improve training of music making professionals to work with older adults and persons with disabilities: Develop specialized training programs for working with these populations, ensuring that music making activities are safe, accessible, and enjoyable for all.

- Support/train caregivers and staff in assisted living/nursing facilities and rehab centers to deliver music programs safely for these populations: Equip caregivers with the skills to incorporate music making into their care routines.

- Expand research on music making for persons with disabilities, including participation rates, guidelines, barriers/constraints, health benefits, and effective interventions: Conduct comprehensive studies to inform better policy solutions and program designs.

- Promote data collection, research, and information dissemination on the disparities, pressing needs, and factors affecting music making participation for racial and ethnic minorities: Collect and analyze data to identify gaps and develop targeted interventions.

By implementing these policies, communities can enhance access to music making for marginalized and underserved populations, ensuring that everyone can experience the joy and benefits of engaging in music. Integrating these actions with physical activity initiatives can further enrich community well-being.

Integrate music making into the health system.

Issue 4: The health system is disconnected from the music making sector.

The health system has historically focused on treating illnesses rather than promoting overall well-being.

Music making and physical activity are interlinked in numerous ways and can both play significant roles in enhancing health and wellness. According to the WHO, “primary health and other health and social care professionals are at the forefront of direct, faceto-face patient assessment and are ideally positioned to provide effective interventions on physical activity for the prevention and management of chronic diseases and mental health.”

Similarly, promoting music making as part of routine patient care is especially important for those at risk of chronic disease and related disabilities.

Currently, only 40% of countries report having evidence-based national protocols or standards for addressing physical inactivity within primary care, and even within those countries, the protocols are not being applied at the majority of primary health care facilities.

The same gap exists in the integration of music making into healthcare, where the benefits of music are often underutilized.

Within the fitness and exercise sector, the activities and facilities that exist today mainly serve people who are already active or are capable of physical activity.

Surveys and studies across over 60 countries found that one of the top barriers for adults not engaging in regular physical activity is physical conditions such as poor health/illness and disability. They may feel uncomfortable in a mainstream fitness facility, where the staff are not trained to support or instruct those with physical/health conditions, or they may be unsure how to exercise on their own safely given their physical/health issues.

This means that many individuals are not engaging in regular exercise that may help to alleviate their symptoms, improve mobility, and slow the progression or even help to eliminate a chronic health condition.

Issue 4: The health system is disconnected from the music making sector.

Action 4: Incorporate music making into prevention and treatment protocols, working in cooperation with the health system.

4.1 Implement music as medicine and music prescription initiatives.

Public health authorities and publicly funded healthcare systems can be leaders in prescribing music making as part of patient care for those whose health conditions are partly caused or exacerbated by a lack of physical and emotional activity.

The WHO has developed a toolkit to support countries in developing protocols for addressing physical activity within primary care, and it is developing a free online training course for policymakers and healthcare providers. Similar initiatives can be adopted for music making.

Examples:

1. Therapeutic Music Programs:

Therapeutic music programs can be integrated into various healthcare settings, from hospitals to rehabilitation centers, to provide patients with the emotional and physical benefits of music making.

These programs can include activities such as group drumming sessions, choir participation, and instrumental ensembles, which have been shown to improve mood, reduce pain perception, and enhance overall quality of life.

For instance, the Louis Armstrong Center for Music and Medicine in New York offers integrative music therapy as part of its clinical services, aiming to address both physical and psychological needs of patients.

2. Music and Wellness Centers:

Similar to medical fitness centers, music and wellness centers can serve as a bridge between traditional healthcare and creative arts. These centers can provide a continuum of care from music therapy and rehabilitation to general wellness and community engagement.

The UK’s Nordoff Robbins Music Therapy Centers are an example, offering specialized music therapy to individuals of all ages and abilities, including those with neurological disorders, mental health issues, and developmental disabilities. These centers often work in collaboration with hospitals, schools, and community organizations to extend their reach.

3. Music Prescriptions for Mental Health:

Healthcare providers can prescribe music making as a part of treatment plans for patients with mental health conditions. Programs like the Music & Memory initiative in the United States provide personalized music playlists to individuals suffering from Alzheimer's and other forms of dementia, leading to significant improvements in mood, memory recall, and cognitive function. Such prescriptions can be tailored to individual preferences and needs, ensuring that the therapeutic benefits of music are maximized.

Issue 4: The health system is disconnected from the music making sector.

4. Community-Based Music Making Initiatives:

Community-based initiatives can promote music making as a form of preventive healthcare, encouraging broader participation across different demographics. Programs like Australia’s Sing Your Heart Out (SYHO) have demonstrated success in reducing symptoms of anxiety and depression through group singing sessions.

These community programs can be supported by public health funding and partnerships with local arts organizations, making them accessible to a wider population, including those in underserved areas.By incorporating these initiatives into healthcare systems, we can create a more holistic approach to well-being that leverages the power of music making. This not only enhances the physical and mental health of individuals but also fosters community engagement and social cohesion.

Action 4: Sample policies to integrate music making into the health system.

• Adopt a “Music is Medicine” platform within the health system.

• Make music making a key “vital sign” that health professionals monitor and discuss with patients and integrate music making promotion into clinical guidelines.

• Develop music prescriptions and referral programs (e.g., as a partnership between health systems and public/community/nonprofit music making facilities and programs).

• Develop music and wellness centers and/or co-locate music making and healthcare facilities.

• Fund or subsidize people’s music making activities through the health system or health insurance.

• Expand research on the outcomes and cost effectiveness/ROI of promoting music making for those with chronic conditions or specific health risks.

• Train health professionals on how to counsel patients and integrate music making into patient care (e.g., include this training in medical school curricula, licensing/certification exams, etc.).

• Train music making professionals to work in the context of healthcare and music prescription systems for patients with medical conditions.

• Train caregivers (e.g., assisted living/nursing homes, rehab facilities, home-based care, etc.) on how to deliver music making programs safely for these populations.

Chronic health conditions, illness, and injury can discourage many people of all ages from engaging in music making, and when they do so, they often need to proceed with supervision and care.

Continuing the theme of mirroring the actions for Physical Activity and adapting them to meet the needs of Music Making Well-Beings, let’s consider the development of medical music centers.

Just as chronic health conditions, illness, and injury can discourage many people from physical activity, these same issues can also prevent individuals from engaging in music making.

For many, music making can serve as a therapeutic and rehabilitative activity, providing both physical and mental health benefits.

Here’s how we can adapt the model of medical fitness centers to create medical music centers that support music making well-being.

Develop Medical Music Centers

Chronic health conditions, illness, and injury can discourage many people of all ages from engaging in music making. When they do participate, they may need to proceed with supervision and care, similar to physical activity.

Medical music centers – typically established by, or in partnership with, hospital systems – can provide a continuum of care from music therapy and rehabilitation to supervised music activities and preventive care.

In the United States, medical fitness centers have emerged to bridge the gap and provide comprehensive care from rehabilitation and physical therapy to physiciansupervised exercise and preventive care.

Medical fitness centers have grown steadily, exceeding 1,400 in 2018, and are helping to reach an important demographic not well served by the commercial fitness market.

According to the Medical Fitness Association, 40-50% of individuals who join a medical fitness center have never been a member of any type of fitness center before; 60-70% of participants in transitional/specialized medical/fitness programs will become full fitness club members.

Members of medical fitness centers also tend to be older, averaging 49.3 years old, versus 37 years for traditional multipurpose gyms.

In 2016, the UK launched a public-private partnership between ukactive/Sport England and the National Health Service to transform its publicly funded leisure centers into “community wellness hubs” that combine exercise/sport/recreational facilities with primary healthcare centers, libraries, and other public services.

Co-locating physical activity and health services under one roof makes it easier for physicians to prescribe exercise for patients with chronic conditions and connect them with the right services. It also enables these centers to better serve the inactive population, older adults, and those with disabilities.

A separate pilot initiative is creating musculoskeletal (MSK) health hubs at community leisure centers, swimming pools, and gyms across the UK, as a partnership between ukactive, Orthopaedic Research UK, and other organizations.

The program aims to provide individualized exercise, rehab, and education to patients before and after surgery for persons with arthritis, knee replacements, and other MSK conditions, which are the primary cause of disability among older adults and often cause them to enter nursing care homes early.

The MSK program launched at 15 sites in 2022 and is expanding to 85 additional leisure centers and swimming pools in 2023. Both programs in the UK are examples of how the fitness sector can partner with the health system to expand value-added services, address health inequities, improve quality of life, and reduce burdens on acute healthcare facilities and social services.

Adapting these concepts, music centers can similarly collaborate with health systems to offer music therapy and supervised music making as part of a comprehensive health and wellness strategy.

For example, Florida’s Orlando Health has partnered with CrossFit coaches to adapt workouts for patients with spinal cord injuries, creating an inclusive, non-intimidating, and safe community where patients can continue their rehabilitation and build strength in a mainstream gym setting.

There are many opportunities for publicly supported healthcare systems to partner with the private sector to implement medical music centers and programs. These centers could reduce health expenditures and positively impact patients by integrating music making into therapeutic and rehabilitative processes.

Long-term studies of medical fitness centers in Canada found that membership was associated with a 60% lower risk of all-cause mortality and a 13% lower risk of hospitalization compared to non-members. Similar benefits could be seen with medical music centers.

Action 4: Sample Policies to Integrate Music Making into the Health System

- Adopt a "Music is Medicine" platform within the health system.

- Make music making a key "vital sign" that health professionals monitor and discuss with patients, and integrate music making promotion into clinical guidelines.

- Develop music prescriptions and referral programs (e.g., as a partnership between health systems and public/community/nonprofit music making facilities and programs).

- Develop music and wellness centers and/or co-locate music making and healthcare facilities.

- Fund or subsidize people’s music making activities through the health system or health insurance.

- Expand research on the outcomes and cost effectiveness/ROI of promoting music making for those with chronic conditions or specific health risks.

- Train health professionals on how to counsel patients and integrate music making into patient care (e.g., include this training in medical school curricula, licensing/certification exams, etc.).

- Train music making professionals to work in the context of healthcare and music prescription systems for patients with medical conditions.

- Train caregivers (e.g., assisted living/nursing homes, rehab facilities, home-based care, etc.) on how to deliver music making programs safely for these populations.

Additional Actions for Music Making Well-Beings Based on The 5 Ways To Wellbeing – nef/UK Government Foresight Project

- Research Music Making via The nef UK Government Foresight 5 Ways to Wellbeing: Conduct studies and gather data on how music making fulfills the five ways to wellbeing – Connect, Be Active, Take Notice, Keep Learning, and Give.

- Develop and Promote Music Wellbeing Apps: Create and disseminate apps that encourage music making, track progress, and provide personalized music-making activities.

- LMS Training and Accreditation for Care Workers: Develop Learning Management Systems (LMS) for training and accrediting care workers in music making, both for their own well-being and to better serve those they care for.

- Global Adoption of the 5 Ways to Wellbeing: Advocate for the integration of music making into the 5 Ways to Wellbeing framework already adopted by countries like Australia and New Zealand.

- Create Programs for Charities, Schools, and Businesses: Implement "5 Ways to Music Making Well-Beings" programs across various sectors to promote mental, physical, and social health.

- Adopt Benchmarks like The YouGov 5 Ways Music Making Benchmark: Utilize established benchmarks to measure and improve the impact of music making on well-being.

By implementing these policies and actions, communities can enhance access to music making for marginalized and underserved populations, ensuring that everyone has the opportunity to experience the joy and benefits of engaging in music.

Action 4: Sample policies to integrate music making into the health system

- Adopt a "Music is Medicine" platform within the health system.

- Make music making a key "vital sign" that health professionals monitor and discuss with patients, and integrate music making promotion into clinical guidelines.

- Develop music making referrals/prescription programs (e.g., as a partnership between health systems and public/community/nonprofit music facilities and programs).

- Establish medical music centers and/or co-locate music making and healthcare facilities.

- Fund or subsidize people’s music making activities through the health system or health insurance.

- Expand research on the outcomes and cost effectiveness/ROI of promoting music making for those with chronic conditions or specific health risks.

- Train health professionals on how to counsel patients and integrate music making into patient care (e.g., include this training in medical school curricula, licensing/certification exams, etc.).

- Train music professionals to work in the context of healthcare and music making referral systems for patients with medical conditions.

- Train caregivers (e.g., assisted living/nursing homes, rehab facilities, home-based care, etc.) on how to deliver music making programs safely for these populations.

- Cont..

Action 4: Sample policies to integrate music making into the health system

The 5 Ways to Musical Wellbeing Actions:

- Connect: Encourage group music making activities, such as choirs, bands, and drumming circles, to foster social connections and combat loneliness.

- Be Active: Integrate music making with physical activity, such as dance classes, movement-based music sessions, and rhythm exercises that promote physical engagement.

- Take Notice: Use music therapy to help individuals be mindful and present, focusing on the sensations and emotions that arise during music making activities.

- Keep Learning: Promote lifelong learning opportunities in music, from basic instrument lessons to advanced music theory classes, ensuring accessibility for all age groups.

Encourage community service through music, such as performing at local events, teaching music to underserved populations, and participating in charity music projects.

Additional Specific Actions:

- Research and Develop Music Making via The 5 Ways to Musical Wellbeing: Conduct studies and implement programs based on The nef UK Government Foresight 5 Ways to Wellbeing framework to explore how music making impacts well-being.

- Music Wellbeing Apps: Develop and promote apps that facilitate music making and track its impact on well-being.

- LMS Training and Accreditation: Offer training and accreditation for care workers in music making, both for their own well-being and to support those they serve.

- Global Adoption: Encourage the worldwide adoption of The 5 Ways to Musical Wellbeing framework, similar to its uptake in Australia and New Zealand.

- Create Programs for Various Sectors: Develop and implement The 5 Ways to Music Making Wellbeings programs tailored for charities, schools, businesses, and community organizations.

- Adopt Benchmarks: Use benchmarks like The YouGov 5 Ways Music Making Benchmark to measure and improve the effectiveness of music making programs.

This is a sample of policies that can be used to encourage music making, but not an exhaustive list.

Encourage Youth to Build Lifelong Habits for Music Making

Issue 5: Youth are increasingly disengaged from music making and are not participating in sufficient musical activities.

While the cultural heritage of music listening provides easy access to global music styles from Reggae to Rachmaninov, the irony of music making is that, across the globe, racial and ethnic minority populations often face significant barriers to participating in actual music making activities due to lack of funding, education, and supportive environments.

Much like physical activity, engagement in music making among children and teens is declining. Studies indicate that active participation in music tends to decrease as children progress through school, with a notable drop during the teenage years.

This trend is concerning as music making contributes significantly to the healthy cognitive, emotional, and social development of adolescents. Furthermore, a lack of engagement in music making during youth often results in continued disengagement into adulthood, missing out on the lifelong benefits that music making can provide.

Several factors contribute to this trend:

- Both at home and at school, children and teens are spending more time on passive entertainment, such as watching screens, rather than engaging in active music making.

- Parental influence plays a significant role, with studies showing that the musical engagement of parents often correlates with that of their children. Inactive parents are less likely to encourage their children to engage in music making.

- The decline in school music programs and insufficient frequency of music education, especially for girls and teens, exacerbates the problem.

- While organized music programs should provide important opportunities for youth, these activities are often too competitive, scheduled, and privatized, leaving little room for unstructured musical play.

- Many youth drop out of music programs in their teen years, and in many regions, they simply do not have the resources or opportunities to participate in organized music making at all. For instance, there is a growing "musical divide" in some countries: children from high-income families are much more likely to participate in music programs than those from lowincome families.

All of the policy initiatives proposed in this toolkit aim to encourage increased participation in music making among children and teens. These initiatives also capitalize on family influences, as musically engaged parents help foster a similar engagement in their children. Additionally, there are several specific policy initiatives targeting youth that can be implemented in schools and youth music programs.

5.1 Ensure that all children receive regular music education in school. Music education in schools is crucial for building awareness, skills, and lifelong habits of music making. It also contributes to better mental wellness, social development, academic performance, and school outcomes. Governments and educational authorities need to ensure that music education is a compulsory part of the curriculum and is delivered regularly, with a focus on inclusivity and accessibility for all students.

5.2 Encourage music making throughout the school day.

School-based music education classes alone are not sufficient. Schools should integrate music making into other parts of the school day, such as during breaks, before and after school programs, and through incorporating music into other subjects. Initiatives like "Music in the Classroom," where teachers use songs and instruments to enhance lessons in other subjects, can help normalize music making as a daily activity.

5.3 Put the "play" back into youth music programs.

Outside of formal music education, music programs should emphasize fun and creativity over competition. Community centers, schools, and nonprofits can offer informal music making opportunities, such as open jam sessions, songwriting workshops, and community choirs. Ensuring these programs are low-cost or free, especially in underserved areas, is critical.

5.4 Utilize technology to make music making accessible.

Leveraging technology can help engage youth in music making. Schools and community programs can use music apps and software to teach music production, songwriting, and instrument skills. Online platforms can provide access to music lessons and virtual ensembles, making music making more accessible to those who cannot participate in person.

5.5 Engage families in music making.

Programs that involve families in music making can reinforce the importance of music as a shared activity. Family-oriented music events, parent-child music classes, and family music nights at community centers can help create a culture of music making at home.

5.6 Foster community partnerships.

Schools and community organizations should collaborate with local musicians, music schools, and cultural institutions to provide more opportunities for youth to engage in music making. Partnerships can bring in resources, expertise, and additional programs that schools alone might not be able to offer.

5.7 Expand research and data collection on youth music making. It is important to gather data on music making participation rates, barriers, and outcomes to inform better policy solutions and interventions. Research can help identify what works best in different contexts and for different groups of children and teens.

The 'Me, You & Us Programme' for 5 Ways to Music Making Well-Being

To further enhance youth engagement in music making, here is provided an example only of a potential youth programme calling it the 'Me, You & Us Programme’.

This is included as a sample idea to show how to integrate the principles of the 5 Ways To Wellbeing nef framework to Music Making Well-Being and demonstrate the 5 Ways evidence grounded research and YouGov Survey into a comprehensive initiative.

This approach ensures that all key components of a holistic approach to wellbeing are covered, addressing not just music education but also its broader impacts on physical, emotional, social, and mental health.

By embedding these principles into the framework, the programme creates a model that can be adapted for any youth or other Music Making Well-Beings initiative. It emphasizes that music making is not just an educational activity but a powerful tool for fostering overall well-being.

The 5 Ways framework provides a structured yet flexible foundation, ensuring that participants engage in meaningful, fulfilling, and health-enhancing musical experiences. This holistic approach supports lifelong engagement in music, enriching lives and communities through the universal language of music.

1. At Home:

- Connect: Organize family music sessions where everyone can participate, fostering bonds through shared musical activities.

- Be Active : Promote active music making with instruments or singing, encouraging physical engagement.

- Take Notice: Practice mindfulness through music by listening carefully and reflecting on the emotions and stories in songs.

- Keep Learning : Provide resources for self-paced learning, such as online tutorials or music apps, to encourage continuous musical growth.

- Give: Encourage sharing musical talents with family members, perhaps by performing at family gatherings.

2. At School:

- Connect : Create music clubs that bring students together to collaborate on musical projects.

- Be Active : Ensure regular music classes that include movement-based activities like dance or percussion.

- Take Notice : Integrate music appreciation into the curriculum, encouraging students to explore different genres and cultures.

- Keep Learning : Offer diverse music programs that teach various instruments and musical styles, ensuring inclusive learning opportunities.

- Give : Create opportunities for students to perform at school events, boosting their confidence and sense of contribution.

Action 5: Increase Opportunities for Youth to Learn and Participate in a Variety of Music Making Activities

The 'Me, You & Us Programme' for 5 Ways to Music Making Well-Being perform at school events, boosting their confidence and sense of contribution.

3. With Friends:

- Connect : Encourage forming bands or ensembles where friends can play and create music together.

- Be Active : Participate in community music events or performances that involve active participation.

- Take Notice : Share and discuss favorite songs or new music discoveries, fostering a deeper appreciation for music.

- Keep Learning: Organize workshops or masterclasses with local musicians to inspire and educate young music makers.

- Give: Engage in group music projects that contribute to the community, such as charity concerts or music therapy sessions.

4. In a Choir, Band, or Orchestra:

- Connect : Support structured music programs that provide a sense of community and belonging.

- Be Active : Promote regular rehearsals and performances that keep participants actively engaged in music making.

- Take Notice : Encourage members to be mindful of their contributions to the group’s overall sound and performance.

- Keep Learning : Provide opportunities for skill development and musical growth through consistent practice and guidance.

- Give : Organize performances for community events or underserved populations to share the joy of music.

5. As a 'Give' for Our Community:

- Connect : Foster connections with community members through shared musical experiences.

- Be Active: Participate in music making activities that require physical involvement, such as playing instruments or dancing.

- Take Notice : Be mindful of the impact of music on the community, recognizing the joy and comfort it brings to others.

- Keep Learning : Continue to learn new music and improve skills to provide highquality performances and teaching.

- Give : Use musical talents to give back to the community by performing at local events, participating in music therapy programs, or volunteering to teach music to younger children or underserved populations.

By incorporating these actions into the 'Me, You & Us Programme,' communities can create a supportive environment that nurtures youth engagement in music making, helping them build lifelong habits that enhance their well-being.

Action 5: Increase Opportunities for Youth to Learn and Participate in a Variety of Music Making Activities

Sample Policies to Encourage Youth to Build Lifelong Habits for Music Making

- Prioritize investments in music education infrastructure within schools, ensuring access to instruments, music rooms, and technology for music making.

- Provide free or subsidized access to community music facilities and programs for youth, particularly in underserved regions.

- Establish dedicated budgets and initiatives within existing education and arts policies to support youth music making.

- Involve youth in the design of music programs to ensure they are relevant and engaging for the intended participants.

- Promote laws and regulations that require equitable access to music education and facilities across all neighbourhoods.

- Support the training of music teachers and program leaders to deliver inclusive, engaging, and culturally relevant music education.

- Develop partnerships with cultural institutions and local musicians to enhance music making opportunities for youth.

- Leverage technology to provide innovative and accessible music making experiences.

- Expand research and data collection on youth music making to inform policies and programs effectively.

By implementing these policies, communities can help ensure that all youth have the opportunity to experience the joy and benefits of music making, fostering a lifelong habit that contributes to their overall well-being.

Action 5: Increase Opportunities for Youth to Learn and Participate in a Variety of

Music Making Activities

All of the policy initiatives proposed in Action 1 and Action 2 of this toolkit (e.g., integrating music into urban planning, creating accessible public spaces for musical activities, offering free music classes and programs, subsidizing and promoting public-private music facilities) can be used to encourage increased engagement in music making among children and teens.

These initiatives also capitalize on family influences, in the sense that musically active parents help encourage musically active children. In addition, there are a number of policy initiatives specifically targeting youth that can be implemented in schools and community music programs.

5.1 Ensure that all children receive music education (ME) classes regularly in school.

Music education (ME) classes in schools are recognized as essential for helping children build awareness, skills, and lifelong habits of music making; they also contribute to better mental wellness, social development, academic performance, and school outcomes.

However, there has been a significant decline in the provision of music education in some regions. For example, in the UK, as of 2024, 42% of state schools no longer enter students for GCSE Music exams, highlighting a troubling trend in diminishing access to music education.

This decline can have long-term impacts on students' engagement with music and their overall well-being. [Link to report](https://www.musicteachermagazine.co.uk/news/article/report-finds-42of-state-schools-no-longer-entering-students-for-gcse-music)

According to a global study by UNESCO, 97% of countries have legal or de facto requirements for some provision of ME in schools.

But in spite of these official commitments, actual provision of and access to school-based ME is lacking in many places, and in 29% of countries, ME is not being delivered in accordance with national requirements or expectations.

This gap is due to many factors, including prioritization of academic subjects, financial constraints, a lack of qualified teachers, and inadequate facilities and equipment.

Cont..

Action 5: Increase

Opportunities for Youth to Learn and Participate in a Variety of Music Making Activities

Cont..

For example, in Asia, the culture of academic achievement and testing often relegates ME to a lower status than academic subjects, thereby giving ME a lower priority in terms of teacher training, funding, facilities, and consistency of holding classes.

The quality of ME facilities is reportedly inadequate in 40% of the Asian countries surveyed by UNESCO. In 2022, only 69% of schools in India had a music room on the school premises, and 80-83% had any musical instruments available at all.

Even in the United States, the music facilities are considered to be in fair to poor condition in one-quarter to one-third of public schools.

It is also important to ensure gender equity and inclusion in music education, as some regions do not allow girls to participate or have significant inequities in the amount, quality, and content of ME programs at school.

In many places, the ME curriculum focuses on performance- and competitionbased high-skill music, which can be intimidating for many children and does not necessarily build useful lifelong skills.

In addition, ME requirements are typically lower in secondary schools than in primary schools, tapering off just at the age when youth music engagement levels start to decline and become more alarming.

For example, in Myanmar, the ME requirements drop from 100 minutes per week in primary school to 25 minutes in secondary school.

For children and teens who do not have access to ME classes at school, the only way to formally learn music skills would be through private music schools and clubs, which are unaffordable for many people around the world.

As governments in many countries start to become alarmed about the crisis of declining music engagement, many are putting a new focus on the provision of ME in schools.

One region where ME has been in the spotlight is the Middle East. In 2017, Saudi Arabia lifted its ban on music education and programs for girls in public schools, while in 2018, Egypt’s president called for mandated ME in schools (currently Egyptian public schools only pay lip service to ME classes; it is not a priority for schools or parents, and both staffing and facilities are considered to be abysmal).

There is extensive research and analysis available on good practices in schoolbased music education. Given that many children and teens do not have access to private music schools and activities, placing more emphasis on ME and investing more resources in the public education system may be one of the most broadbased ways to increase music engagement among youth and to build lifelong habits.

5.2 Integrate Music Making Throughout the School Day

School-based music education classes alone do not provide a sufficient level of music engagement for children. On average, schools around the world allocate limited time per week to music education, which is far less than the immersive experience needed to foster a deep connection with music. As time for music and creative arts has decreased in schools across many regions, some are experimenting with ways to incorporate music and creative expression throughout the school day. Most of these efforts are easily accessible for schools with very limited financial resources.

Moving away from the traditional model where children sit quietly at desks, teachers are now encouraging more interaction with music around the classroom. They are developing music-infused lessons, scheduling music breaks, and incorporating music-related activities and equipment into the classroom (e.g., rhythm instruments, digital music tools, sing-along sessions).

In the United States, various schools have adopted initiatives similar to the Active Schools initiative but focused on integrating music into daily routines. These programs encourage schools to include music in morning routines, transitions between classes, and even as background to other learning activities.

Finland’s government launched its national Finnish Schools on the Move initiative, which, while primarily focused on physical activity, also includes components where music and movement are combined to create a holistic approach to engaging students throughout the school day.

The Daily Music initiative, inspired by the success of the Daily Mile, encourages primary school students to take a 15-minute break every school day (outside of formal music classes) to engage in music-related activities. The initiative has been praised for its simplicity and inclusiveness, helping children experience the joy of music without any special equipment, funding, or training required of the schools and teachers.

Some regions in Europe are focusing on integrating music into the school commute. For example, Portugal’s “Musical CicloExpresso” program, launched in 2015, organizes groups of students to sing and play instruments as they walk or cycle to school, accompanied by a supervising parent or teacher.

The “walking school band” concept, similar to the “walking school bus,” encourages groups of children to make music together along a set route to school, with designated “music stops” and “jam sessions” similar to bus stops. Over the last 20 years, this concept has spread to hundreds of schools across the United Kingdom, Australia, New Zealand, Europe, and North America. Public schools can lead by sponsoring new models like these to help children develop a habit of incorporating music into their daily lives.

5.3 Put the “Play” Back into

Youth Music Making

Outside of formal music education in schools, informal music making is crucial for children to develop musical skills and foster a lifelong love for music. Anyone, anywhere can make music with minimal resources; even just a simple instrument or their voice can suffice. In developing countries and lower-income regions, youth music activities are typically informal and free – they are simply enjoyable, spontaneous activities that children engage in during their free time. In wealthier regions, particularly across Europe and North America, youth music activities tend to be more structured, costly, and performance-focused, often organized through music schools, private lessons, and competitions.

However, the high-skill, high-pressure, highly specialized, and increasingly privatized nature of youth music programs in some places, notably the United States, is not the most effective way of keeping large numbers of kids involved and engaged. One study found that 70% of U.S. children discontinue formal music lessons by age 13. Additionally, high participation costs, parental time commitments, lack of transportation, and lack of access to facilities can all be significant barriers for lower-income and minority children, who have lower participation rates in music programs than their wealthier and white counterparts.

While informal music making has largely become less common in many middle- and upper-income communities, research has shown that free/unstructured music making can lead to higher levels of engagement and creativity than formal lessons. Informal music sessions allow children to experiment, improvise, and explore music without the constraints of structured programs.

In the United States, initiatives similar to the Aspen Institute’s Project Play, but focused on music, could work to reintroduce the joy of informal music making, reduce dropout rates, and increase music participation among disadvantaged populations. Strategies could include community music festivals, open mic events, and neighborhood music workshops, which help make music more accessible and enjoyable for all children.

Globally, the Nordic countries are often praised for their approach to youth music education, treating it as a significant public health and welfare concern. In Norway, for example, music participation rates among all age groups (children, teens, adults) are among the highest in the world, and the participation gap between boys and girls is minimal or non-existent. Factors contributing to this success include the popularity of community-based music activities and significant government investment in music facilities and programs.

Norwegian music clubs and community centers follow policies similar to the 1987 “Children’s Rights in Sport” doctrine, which prioritizes fun, inclusivity, and creativity over competition and performance. These policies result in more children engaging in music for enjoyment, leading to higher overall levels of music participation among youth and a greater likelihood of maintaining musical interests into adulthood.

By adopting these inclusive and supportive approaches, communities can ensure that youth have ample opportunities to explore and enjoy music, laying the foundation for a lifelong connection to musical well-being.

Action 5: Sample Policies to Encourage Youth to Build Lifelong Habits for Music Making Well-Beings

- Establish a youth music making plan to prioritize resources/programs for youth music participation and promotion.

- Invest in school-based music education, infrastructure, facilities, equipment, and programming.

- Incorporate music making spaces and resources into schools and childcare centers

- Provide youth (especially in disadvantaged populations/regions) with free or subsidized access to community music making facilities and programs.

- Provide youth with free access to school-based music making facilities during school holidays and vacation periods.

- Increase funding for community-based and extracurricular school-based youth music programs (especially in underserved areas).

- Maintain/expand music education as a compulsory subject in school, with sufficient minutes dedicated each day/week.

- Integrate music making as a priority in national/regional curriculum guidelines.

- Develop community music initiatives such as neighborhood bands, choirs, and orchestras.

- Expand training for school-based music teachers.

- Train schoolteachers on integrating music making into daily classroom activities.

- Expand training for youth music instructors, music professionals, and school staff on how to offer safe, inclusive, developmentally/culturally appropriate, and positive music making programs.

- Develop and implement the 5 Ways to Music Making Well-Beings programs, focusing on holistic musical engagement for youth.

- Sample Program: The 'Me, You & Us Programme' – An initiative that integrates the principles of the 5 Ways to Wellbeing into music making, providing structured activities for home, school, and community engagement. This program includes family music nights, school music clubs, social music making groups, and community performance opportunities.

These policies are designed to foster a comprehensive and inclusive approach to encouraging lifelong engagement in music making, ensuring that all youth have the opportunity to experience the benefits of musical wellbeing.

The Impact of Modern Work on Stress and Sedentary Lifestyles

Issue 6: The Impact of Modern Work on Stress and Sedentary Lifestyles

Our modern work environments often exacerbate stress and reduce opportunities for engaging in wellness activities like music making.

Historically, jobs required more physical exertion, but today, with the rise of service-oriented and desk-based jobs, there's been a marked increase in sedentary behavior

Research in the United States highlighted that while nearly half of private industry jobs involved moderate physical activity in 1960, by 2008, this had plummeted to less than 20%.

This shift has significant implications not only for physical health but also for overall well-being.

The consequences of prolonged sitting and sedentary lifestyles are welldocumented. They include heightened risks of chronic illnesses such as heart disease, diabetes, and cancer. But beyond these physical health concerns, the constant pressures and demands of modern jobs also significantly elevate stress levels.

With the rise of an "always-on" work culture, finding time for restorative activities like music making has become increasingly difficult.

The Global Wellness Institute’s studies across over 60 countries reveal that the most common barrier to engaging in wellness activities is a lack of time.

To combat the stresses of contemporary work life and promote overall wellness, organizations should realign their policies and workplace culture to support music making as a stress-relieving and creative outlet. Here are some innovative strategies:

Action 6: Enhance Workplace Culture and Benefits to Foster Music Making and Reduce Stress

1. Introduce Flexible Working Hours and Music Breaks: Allow employees to take short breaks for music making during the workday. Flexible work schedules can enable employees to integrate music into their routines, much like traditional lunch breaks. Providing paid time off specifically for music-related activities can encourage employees to engage in these beneficial practices.

2. Create Music-Friendly Workspaces: Invest in soundproof rooms or designated areas where employees can practice music without disturbing others. These spaces can serve as quiet zones for relaxation and creativity. Offering facilities for group music sessions, like singing or playing instruments, can enhance team bonding and reduce stress.

3. Incorporate Music Programs into Employee Benefits: Offer music lessons, instrument rentals, or subscriptions to music streaming services as part of employee wellness programs. Subsidizing these activities can make music more accessible to all employees, encouraging them to explore and enjoy its benefits.

4. Design Active and Creative Work Environments: Encourage movement and creativity through office design. Incorporate elements like standing desks, treadmill desks, and balance balls. Dedicated quiet rooms can also double as spaces for meditation and music making, providing employees with a sanctuary for mental rejuvenation.

5. Implement Music-Based Wellness Programs: Develop initiatives that use music as a tool for stress management and relaxation. This can include music therapy sessions, mindfulness workshops that incorporate music, and opportunities for employees to engage in collective music making activities.

6. Cultivate a Music-Positive Culture: Promote a workplace culture that values and encourages music. Regular music events, such as lunchtime concerts, talent showcases, and collaborative music projects, can foster a sense of community and enhance overall workplace morale. Encouraging employees to share their musical interests and talents can help build a more connected and supportive work environment.

By adopting these strategies, companies can create a workplace atmosphere that not only reduces stress but also promotes music making as a vital component of employee wellness. This holistic approach to workplace wellness can lead to improved mental health, greater creativity, and a more positive and productive work environment.

Employee Communication: The 5x5 Key Messages for Music Making Well-Beings

To ensure the successful integration of music making into workplace wellness initiatives, clear and consistent communication is essential. Below are the key messages structured around the 5 Ways to Wellbeing and organizational strategies for fostering a music-positive environment.

The 5 Ways to Wellbeing: Music Making Programme

1. Connect

- Encourage employees to engage in music making as a way to build stronger connections with colleagues, family, and friends.

- Promote group music activities such as choirs, bands, or informal jam sessions to enhance social bonds.

- Highlight the benefits of shared musical experiences in improving communication and teamwork.

2. Be Active

- Incorporate music making into physical activities; drumming, dancing, and playing certain instruments can provide physical exercise.

- Offer music and movement classes that combine physical activity with music for a fun and engaging way to stay active.

- Encourage regular breaks for music making to keep the mind and body active throughout the day.

3. Take Notice

- Encourage mindfulness through music; listening to and creating music can enhance focus and awareness.

- Use music to help employees decompress and be present, reducing stress and improving mental clarity.

- Promote reflective practices like journaling about music experiences or listening to music as a form of relaxation.

4. Keep Learning

- Provide opportunities for employees to learn new musical skills, whether through formal lessons or self-guided exploration.

- Encourage continuous development by offering resources and support for music education.

- Highlight the cognitive benefits of learning music, such as improved memory, concentration, and problem-solving skills.

5. Give

- Foster a culture of giving by encouraging employees to share their musical talents with the community, such as through performances or teaching.

- Promote volunteer opportunities that involve music, such as playing at local events or participating in music therapy programs.

- Emphasize the joy and fulfillment that comes from using music to make a positive impact on others.

Employee Communication: The 5x5 Key Messages for Music Making WellBeings

5 Organizational Strategies for Wellness at Work

1. Company Values

- Message: Empower employees to build cognitive and social wellness through music making, supported by the latest research in neuroscience and social neuroscience.

- Action: Integrate music making into the company's core values and communicate its importance in employee handbooks, onboarding materials, and regular communications.

2. Company Mission

- Message: Build strong social networks and team cohesion through joint music making activities, such as company choirs and group performances.

- Action: Organize regular music events and encourage team participation in musicrelated activities to strengthen workplace relationships and morale.

3. Company Policy

- Message: Adopt the 5 Ways to Wellbeing, including Music Making Wellbeing, as part of the company’s wellness education and benefits programs.

- Action: Develop policies that support music making as a wellness activity, ensuring it is recognized alongside physical activity for its holistic benefits.

4. Tracking and Trending

- Message: Implement a methodology for tracking wellness trends and provide a private feedback mechanism for employees to report unwellness, such as stress.

- Action: Use surveys, wellness apps, and regular check-ins to monitor employee wellness, with specific questions about music making and its impact.

5. Well-Tech Solutions

- Message: Leverage technology to support individual Music Making Wellness alongside other Employee Benefits (EB) and Employee Assistance (EA) schemes.

- Action: Offer apps and Learning Management Systems (LMS) that provide resources for music making, such as tutorials, virtual music lessons, and platforms for sharing music experiences.

By embedding these messages and strategies into the company culture, organizations can create an environment where music making is a key component of overall wellness, enhancing both individual and collective wellbeing. .

Action 6: Realign

Company Benefits and Culture to Foster Music Making and Reduce Workplace Stress

The nature of modern jobs often leads to increased stress and a lack of creative outlets, which can negatively impact both individual and collective well-being.

An effective way to address this crisis is to integrate music making into our workplaces, providing a creative and therapeutic outlet during the workday. Unlike other policy areas, this initiative largely depends on voluntary action by companies and employers rather than government mandates.

However, governments can still play a crucial role by offering incentives and support for workplace-based music making initiatives and funding research on effective practices. The public sector, being a significant employer, can also set a best practice example by implementing the following actions for government employees and workplaces.

Workplace-based music making initiatives are increasingly common in large and multinational corporations, but the majority of workers worldwide are employed in small- and medium-sized enterprises (SMEs).

Most SMEs lack the resources to offer these benefits or access support on implementing them. In 2021-2022, the United Kingdom’s ukactive and Sport England collaborated with the Confederation of British Industry and the Federation of Small Business to conduct national research on this issue.

The resulting report, "The Active Workforce," provides specific recommendations on how SMEs, the government, the health sector, and the fitness/music sectors can all play a role in promoting music making during the workday.

It’s also important to note that the majority of the world's workers are not in secure jobs at companies, whether large or small. GWI estimates that in 2020, only 38% of the world's workers were in “permanent contract” jobs, with the rest in informal, temporary, contract, gig, and family-based jobs that offer no benefits.

While the initiatives discussed below can be impactful for certain workers, their reach is limited. The broader workforce will continue to rely on public investments in community-based and low-cost/free music making infrastructure to engage in these activities during their leisure time.

Action 6: Sample Policies to Encourage Music Making During the Workday

- Incorporate Music Making into Employee Benefits:

- Provide employees with access to onsite or subsidized music facilities and classes, similar to gym memberships and exercise programs.

- Create soundproof rooms or "music rooms" similar to meditation or quiet rooms, where employees can play instruments or engage in musical activities during breaks.

- Encourage Flexible Scheduling for Music Making:

- Allow employees to take guilt-free, flexible time off during the workday for music making activities to reduce stress and enhance creativity.

- Integrate Music Making into Workplace Culture:

- Include music making as a core part of company culture, promoting it through employee handbooks, onboarding materials, and regular communications.

- Organize company-wide music events, such as talent shows or music-themed teambuilding activities, to foster a sense of community and enhance employee engagement.

- Support for Small- and Medium-Sized Enterprises (SMEs):

- Provide SMEs with resources, advice, and support to implement music making initiatives for their employees.

- Offer grants or tax incentives to SMEs that adopt music making as part of their employee wellness programs.

- Public Sector Leadership:

- Governments can set an example by implementing music making initiatives for public sector employees and promoting these practices across other sectors.

- Invest in public research to explore the benefits and best practices of integrating music making into workplace wellness programs.

- Well-Tech Solutions:

- Develop and promote apps and digital platforms that facilitate music making for employees, providing access to virtual music lessons, practice sessions, and community music forums.

- Integrate these digital solutions into existing Employee Benefits (EB) and Employee Assistance (EA) schemes to support individual music making wellness.

By embedding these music making initiatives into workplace culture and benefits, companies can create a more holistic and supportive environment for employee wellbeing, reducing stress and enhancing creativity and productivity.

The 5 W's of Music Making Well-Beings - For Our Employees, Family, Friends, Community, and Our Own Organisation

To give an example of how to promote a holistic approach to well-being in the workplace, the following program sample idea titled "The 5 W's of Music Making Well-Beings" integrates music making into the fabric of the organization. This type of initiative is designed to show how to enhance employee wellness through music, addressing physical, emotional, social, and mental health needs. It targets employees, their families, friends, the community, and the organization itself.

The 5 W's Framework: Why? Who? When? What? Which? Ways to Workplace WellBeings

Why?

The Importance of Music Making for Well-Being

Purpose: To understand and communicate the significance of music making in improving overall well-being, enhancing cognitive and social skills, reducing stress, and fostering creativity.

Benefits:

- Cognitive Development: Enhances memory, attention, and problem-solving skills.

- Emotional Health: Reduces stress and anxiety, boosts mood, and promotes emotional expression.

- Social Connection: Strengthens bonds with family, friends, and colleagues through shared musical activities.

- Physical Health: Encourages physical movement, coordination, and respiratory health through singing and playing instruments.

Who? Target Audiences

Employees:

- Offer workshops, classes, and access to musical instruments.

- Encourage participation in company choirs or bands.

Family:

- Organize family music nights and parent-child music classes.

- Provide resources for home-based music activities.

Friends:

- Promote social music making through group activities like band or choir formations.

- Encourage friends to join community music events.

Community:

- Conduct community music workshops and performances.

- Encourage employees to volunteer in local music programs.

Organisation:

- Create a supportive culture that values music making as part of the corporate wellness strategy.

- Provide facilities and resources for music making within the workplace.

Cont..

The 5 W's of Music Making Well-Beings - For Our Employees, Family, Friends, Community, and Our Own Organisation

When? Integrating Music Making into Daily Routines

At Work:

- Music Breaks: Encourage short music breaks during the workday for relaxation and stress relief.

- Scheduled Sessions: Offer regular music making sessions as part of the workday routine.

At Home:

- Family Time: Promote music making as a regular family activity in the evenings or weekends.

- Personal Time: Encourage employees to take time for personal music practice and enjoyment.

Community Events:

- Weekend Workshops: Organize community music making events on weekends.

- Public Performances: Schedule public performances and invite employees and their families to participate.

What? Types of Music Making Activities

Workshops and Classes:

- Beginner Instrument Lessons: Classes for various instruments, catering to different skill levels.

- Vocal Training: Singing lessons to improve vocal skills and confidence.

- Music Theory and Composition: Basics of music theory and songwriting.

Group Activities:

- Company Choir/Band: Form company choirs or bands to foster teamwork and social interaction.

- Family Music Nights: Interactive sessions for families to learn and play together.

Community Outreach:

- Music Workshops: Conduct workshops to promote music making among different age groups.

- Volunteering: Encourage employees to volunteer in local music programs.

The 5 W's of Music Making Well-Beings - For Our Employees, Family, Friends, Community, and Our Own Organisation

Which? Choosing the Right Resources and Support

Facilities and Equipment:

- Music Rooms: Designate soundproof rooms or music-friendly spaces within the workplace.

- Instruments: Provide access to musical instruments and other necessary materials.

Professional Development:

- Music Therapy Techniques: Train employees in basic music therapy techniques.

- Leadership Through Music: Workshops on using music for leadership and team-building skills.

Supportive Policies:

- Flexible Scheduling: Allow flexible work hours to accommodate music making activities.

- Wellness Programs: Integrate music making into broader wellness programs and employee benefits.

Key Messages for Employee Communication

The 5 W's of Music Making Well-Beings - For Our Employees, Family, Friends, Community, and Our Own Organisation

5x5 Key Messages for Music Making Well-Beings

1. Connect: Emphasize the social benefits of music making through group activities and performances.

2. Be Active: Highlight the physical aspects of playing instruments and dancing.

3. Take Notice: Promote mindfulness and stress reduction through music.

4. Keep Learning: Encourage continuous learning of new musical skills.

5. Give: Foster a sense of community by sharing musical talents.

Organisational Strategies for Wellness at Work

1. Company Values:

- Empowering Employees: Use music making to enhance cognitive and social skills.

- Promoting Well-Being: Make music making a core component of employee wellness.

2. Company Mission:

- Building Social Networks: Develop team-building activities through music making.

3. Company Policy:

- Adopt the 5 Ways to Wellbeing: Include music making and physical activity in employee benefits.

4. Tracking and Feedback:

- Wellness Monitoring: Implement methods to track participation and trends, and provide feedback mechanisms for employee wellness.

5. Well-Tech Solutions:

- Music Apps and Platforms: Develop digital tools to support music making alongside other wellness benefits.

By embedding music making into workplace culture and benefits, companies can create a more supportive environment for employee well-being, reducing stress, and fostering creativity and productivity.

### Employee Newsletter: Introducing The 5 W's Programme - The Hidden Power of Music Making Well-Beings

#### Welcome to The 5 W's Programme!

Dear Team,

We are thrilled to introduce our new initiative, "The 5 W's of Music Making Well-Beings," aimed at enhancing our overall well-being through the power of music. This program is designed to integrate music making into our daily lives, benefiting not just our employees but also their families, friends, and the broader community.

#### Why? The Importance of Music Making for Well-Beings

Objective:

Music making is more than just an enjoyable activity; it is a powerful tool for improving cognitive functions, social engagement, emotional health, physical fitness, and spiritual fulfillment. Our goal is to harness these benefits to create a healthier, happier, and more productive workplace.

#### Who? Our Target Audiences

Employees:

This program is designed for everyone in our organization, regardless of musical ability or experience. Whether you are a seasoned musician or a complete beginner, there is something for you.

Families and Friends:

We encourage you to share this journey with your loved ones. Music making can strengthen family bonds and create joyful experiences with friends.

Community:

We aim to extend the benefits of music making beyond our workplace, fostering a sense of community and social cohesion.

#### When? Implementation Timeline

Starting Now:

We will begin with a series of pilot workshops and training sessions to introduce the basics of music making. These will be followed by regular activities and events throughout the year.

Ongoing Engagement:

Look out for monthly updates and schedules for upcoming music making activities, family events, and community performances.

#### What? Activities and Programs

Workshops and Training:

Join our music making workshops and training sessions tailored to different skill levels. Learn to play an instrument, sing in a choir, or even create your own music.

Family Involvement:

Participate in family music nights and parent-child music classes designed to create memorable experiences at home.

Community Engagement:

Take part in community music events and performances. Let’s bring music to public spaces and share the joy with our neighbors.

Employee Newsletter: Introducing The 5 W's Programme - The Hidden Power of Music Making Well-Beings

Welcome to The 5 W's Programme!

Dear Team,

We are thrilled to introduce our new initiative, "The 5 W's of Music Making WellBeings," aimed at enhancing our overall well-being through the power of music. This program is designed to integrate music making into our daily lives, benefiting not just our employees but also their families, friends, and the broader community.

Why? The Importance of Music Making for Well-Beings

Objective:

Who? Our Target Audiences

Employees:

This program is designed for everyone in our organization, regardless of musical ability or experience. Whether you are a seasoned musician or a complete beginner, there is something for you.

Families and Friends:

We encourage you to share this journey with your loved ones. Music making can strengthen family bonds and create joyful experiences with friends.

Community:

We aim to extend the benefits of music making beyond our workplace, fostering a sense of community and social cohesion. When? Implementation Timeline

Starting Now:

We will begin with a series of pilot workshops and training sessions to introduce the basics of music making. These will be followed by regular activities and events throughout the year.

Ongoing Engagement:

Look out for monthly updates and schedules for upcoming music making activities, family events, and community performances.

Employee Newsletter: Introducing The 5 W's Programme - The Hidden Power of Music Making Well-Beings

What? Activities and Programs

Workshops and Training:

Join our music making workshops and training sessions tailored to different skill levels. Learn to play an instrument, sing in a choir, or even create your own music.

Family Involvement:

Participate in family music nights and parent-child music classes designed to create memorable experiences at home.

Community Engagement:

Take part in community music events and performances. Let’s bring music to public spaces and share the joy with our neighbors.

Employee Choirs/Bands:

Form or join an employee choir or band. This is a great way to connect with colleagues, develop teamwork skills, and have fun.

Which? Resources and Tools

Soundproof Rooms:

We are setting up dedicated music making spaces within the office, equipped with instruments and soundproofing to ensure a comfortable environment for all.

Music Apps and LMS:

Access music learning apps and our Learning Management System (LMS) for continuous development. These tools are available to help you practice and improve at your own pace.

Employee Benefits:

Music making activities will be integrated into our Employee Benefits (EB) and Employee Assistance (EA) schemes, recognizing the importance of well-being for overall job satisfaction and performance.

WIIFM! What's In It For Me?

To help you understand the personal benefits of participating in this program, here’s a quick checklist:

- Boost Cognitive Functions: Enhance your brain’s processing power through learning and playing music.

- Improve Emotional Health: Experience reduced stress, anxiety, and depression by engaging in creative activities.

- Strengthen Social Bonds: Build deeper connections with colleagues, friends, and family through shared musical experiences.

- Enhance Physical Fitness: Improve your physical health through active music making activities, such as drumming or dancing.

- Achieve Personal Fulfillment: Gain a sense of accomplishment and joy from mastering a new skill and creating music.

The Programme 5 W's

Here are the Programme 5 W's as a sneak preview of this revolutionary approach. We now know from all the latest research on Music Making Cognitive Development for all ages and abilities and Music Making Social Neuroscience on Relationship Making as the No. 1 Way to Well-Being:

- Why?

Music making enhances cognitive functions, boosts emotional health, and strengthens social bonds.

- Who?

Everyone in the organization, their families, and the broader community.

- When?

Starting now with pilot workshops, followed by regular activities and events.

- What?

Workshops, family involvement, community engagement, and employee choirs/bands.

- Which?

Resources include soundproof rooms, music apps, and LMS, integrated into EB and EA schemes.

We look forward to embarking on this musical journey with you. Stay tuned for more details and upcoming events!

Best regards, [Your Company’s Name] Employee Well-Being Team

Employers can:

- Provide employees with wellness benefits such as free/subsidized/onsite music making facilities and classes, incentives for joining music groups or choirs, and related programs that encourage music making (working in partnership with music educators and wellness providers).

- Provide employees with guilt-free/flexible time to engage in music making activities during their workday.

- Adjust company practices and habits to incorporate music making during the workday (e.g., music breaks, musical team-building activities, etc.).

- Invest in workplace design that encourages music making (e.g., soundproof rooms, music-friendly workspaces).

- Educate employees on the benefits of music making for stress reduction, cognitive enhancement, and emotional well-being.

- Ensure that wellness programs are a positive, authentic part of company culture and care for employees, and are modeled and embraced by management.

- Ensure that employee benefits and policies on breaks, time off, flexible scheduling, work outside of non-work hours, etc. support employees’ work-life balance and ability to engage in music making outside of work hours.

Governments can:

- Be best-practice employers by implementing music making initiatives/benefits in public sector workplaces.

- Provide tax incentives for companies to offer music making programs/benefits to employees.

- Provide targeted resources and support to SMEs for implementing music making programs/benefits for their employees.

- Expand public health messaging on the benefits of music making for overall wellbeing.

- Ensure that nationwide social benefits related to time off, breaks, childcare, and related issues support workers’ work-life balance and ability to engage in music making outside of work hours.

This is a sample of policies that can be used to encourage music making, but not an exhaustive list.

5 W's - Employee and Employee Communication Programme

- Why? Promote overall well-being through the cognitive, emotional, and social benefits of music making.

- Who? All employees, their families, friends, and the wider community.

- When? During work hours with flexible scheduling, and outside of work hours as part of work-life balance initiatives.

- What? Workshops, classes, group activities, and personal music making opportunities.

- Which? Utilize tools such as apps, LMS (Learning Management Systems), and feedback mechanisms to track and support music making activities.

Key Resources for Further Study and Potential Inclusion In Revisions of The Proposed Document

1. Bailes, F. (2023). MA in Music and Wellbeing, University of Leeds.

2. Canadian Association for Music Therapy, https://www.musictherapy.ca/

3. Canadian Network for Arts & Learning. Impact of Arts Education, https://www.eduarts.ca/

4. Chorus America. The Chorus Impact Study, https://chorusamerica.org/

5. Creative Health: The Arts for Health and Wellbeing, UK All-Party Parliamentary Group on Arts, Health and Wellbeing, https://www.artshealthandwellbeing.org.uk/appg-inquiry/

6. Harvard Medical School. The Health Benefits of Music, https://www.health.harvard.edu/newsletter_article/the-healing-power-of-music

7. International Journal of Music Education, https://journals.sagepub.com/home/ijm

8. Mind Charity. Mental Health and Music Resources, https://www.mind.org.uk/

9. Music and Neuroscience Research, https://www.music-neuroscience.org/

10. Music for All Foundation, https://www.musicforall.org/

11. National Endowment for the Arts. Arts Education and Access, https://www.arts.gov/

12. New Economics Foundation (NEF). The 5 Ways to Wellbeing, https://neweconomics.org/2008/10/five-ways-to-wellbeing

13. Nordoff Robbins. Music Therapy, https://www.nordoff-robbins.org.uk/

14. Opera North. The Health Benefits of Singing, https://www.operanorth.co.uk/news/10-reasons-singing-is-good-for-you/

15. Royal College of Music. Centre for Performance Science, https://www.rcm.ac.uk/research/centres/performance/

16. Sing Up Foundation. Singing for Wellbeing, https://www.singupfoundation.org/ 17. SoundSense. Community Music and Wellbeing, https://www.soundsense.org/

18. The British Journal of Music Therapy, https://journals.sagepub.com/home/bjm

19. The Royal Society of Public Health. Arts, Health and Wellbeing, https://www.rsph.org.uk/

20. UK Music Education Research, https://www.ukmusiceducation.org/

21. UK National Health Service. Music and Dementia, https://www.nhs.uk/conditions/dementia/daily-living/musical-activities/

22. UNESCO. The Contribution of Music to Social and Emotional Learning, https://en.unesco.org/

23. University of Melbourne. Music, Mind and Wellbeing, https://research.unimelb.edu.au/

24. US National Institutes of Health. Music and Health Initiative, https://www.nih.gov/research-training/medical-research-initiatives/music-health

25. World Federation of Music Therapy, https://www.musictherapyworld.net/

26. Yale Center for Emotional Intelligence. Music and Emotions, https://www.ycei.org/

Key Resources for Further Study and Potential Inclusion In Revisions of The Proposed Document

26. Yale Center for Emotional Intelligence. Music and Emotions, https://www.ycei.org/

27. Books:

- Sacks, O. (2007). *Musicophilia: Tales of Music and the Brain*. Vintage Books.

- Levitin, D. J. (2007). *This Is Your Brain on Music: The Science of a Human Obsession*. Dutton.

- MacDonald, R., Kreutz, G., & Mitchell, L. (Eds.). (2013). *Music, Health, and Wellbeing*. Oxford University Press.

- Altenmüller, E., Finger, S., & Boller, F. (Eds.). (2015). *Music, Neurology, and Neuroscience: Evolution, the Musical Brain, Medical Conditions, and Therapies*. Elsevier.

- Gouk, P., et al. (Eds.). (2020). *The Routledge Companion to Music, Mind, and Well-being: Historical and Scientific Perspectives*. Routledge.

28. TED Talks and YouTube:

- TED Talk by Anita Collins: "How playing an instrument benefits your brain"

- TED Talk by Victor Wooten: "Music as a Language"

- YouTube: "The Transformative Power of Classical Music" by Benjamin Zander

- YouTube: "Music and Emotion Through Time" by Michael Tilson Thomas

- YouTube: "Music is Medicine" by Deforia Lane

29. Articles in the Press:

- The Guardian: "Why making music matters: a life-saving opportunity"

- The New York Times: "The Secret to a Longer Life? Music"

- BBC News: "The Healing Power of Music"

- The Telegraph: "How music can benefit your mental health"

- Forbes: "Music As Medicine: The impact of healing harmonies"

This list provides a comprehensive starting point for further exploration and inclusion of music making as a critical component of wellbeing initiatives.

A PROPOSED GLOBAL SCALE FRAMEWORK

By Kevin M Thomson