The Global Scale of Dysmusia - YouGov Benchmark

Page 1


THE GLOBAL SCALE OF…

Musical

Dyslexia

- Or is it

Dysmusia?

Too complicated vocabulary. Should have used stuff designed for children.

I found remembering the music notes difficult but would have loved to have tried harder.

Because I remember hating it at school

I tried the violin at school, but

I have dislyxia, was young and gave up trying.

I started to learn to play the piano at the age of 12yrs and gave up.

Can’t be bothered as too old

I play and write music every day. It is my main focus in life.

I was told by my teacher I was useless as a child so have never tried again

1 - The Dysruptor Dozen Scale Of $4Bn Impact & $1Tn Opportunity - Research, Books, Tests, Discussion Documents

Introduction

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.

What is Dysmusia?

Dysmusia, a term many are unfamiliar with, highlights the complex challenges associated with music learning and perception. It impacts 20% of the SEND population, contributing to difficulties in music education and broader cognitive development.

The Circle of Dys’

Our research reveals the "Circle of Dys," a new definition of Dysmusia encompassing an inner circle of SEND20% and an outer circle of SEND90% who have never tried or gave up on music making. This also includes everyone with non-SEND needs of all ages and abilities, addressing Sensory Experience Natures and Diversities (SEND).

Survey Insights

The YouGov survey provides quantitative scores from +5 to -5, offering benchmark quantitative analysis to understand the prevalence and impact of Dysmusia. This data is crucial for developing targeted interventions and support systems for those affected.

The $4Bn Opportunity and $1Tn Impact

AI estimates a market size of $4Bn for a new 12th Global Wellness Institute (GWI) sector focused on music making well-being. More importantly, the potential global impact on health and wellness is valued at $1Tn, making this an opportunity that cannot be overlooked.

Triple X Test

The Triple X Test is a comprehensive framework to address Dysmusia through:

1. Tracking & Trending via YouGov Benchmark Survey Circle of Dys'.

2. 16 Types 4 Temperaments with MSTTi Jung/Briggsian + Color + Design Psychology.

3. Teaching and Targeting All Types and Temperaments with X-VAKTOR Multi-SENsory System Visual Auditory Kinesthetic Tone & Time.

The Five Wells' Solutions in Wellenomics Magazine

1. Well-Being: By creating a new sector within the Global Wellness Institute focused on music making well-beings, we can unlock significant economic and wellness benefits.

2. Well-Taught: Music making enhances cognitive development and social interaction. Our system aims to make music education accessible and compulsory, ensuring all students benefit.

3. Well-Versed: With 98% of educators unaware of Dysmusia, our goal is to provide comprehensive training and resources to address this gap, ensuring inclusivity in music education.

4. Well-Enabled: We advocate for the inclusion of music making tools and systems that cater to all learners, including those with SEND, to create an inclusive educational environment.

5. Well-Tech: By developing and integrating innovative tools and technologies, we can support and enhance music education, making it accessible and enjoyable for everyone.

Conclusion

The Dysmusia Foundation calls on policymakers, educators, and stakeholders to recognize the critical role of music in education and therapy. Let us work together to bridge the Chasm of Creativity and build a world where everyone can experience the transformative power of music making.

Join us at the tes SEND Show 2024 to learn more about our innovative approaches and how you can contribute to this important mission. Together, we can create a future where every child, regardless of their abilities, can thrive and reach their full potential through the joy and well-being of music making.

The Wellbeing Of Music Making – In a story….

“Every time, it’s a miracle. Here are all these people, full of heartache or hatred or desire, and we all have our troubles and the school year is filled with vulgarity and triviality and consequence, and there are all these teachers and kids of every shape and size, and there’s this life we’re struggling through full of shouting and tears and laughter and fights and break-ups and dashed hopes and unexpected luck–it all disappears, just like that, when the choir begins to sing.

Everyday life vanishes into song, you are suddenly overcome with a feeling of brotherhood, of deep solidarity, even love, and it diffuses the ugliness of every day life into a spirit of perfect communion.

Even the singers’ faces are transformed….. I see human beings, surrendering to music.”

The Elegance of the Hedgehog by Muriel Barbery

Next: Why it’s a miracle. For Every Age, Ability, Aspiration Level

tes

Dyslexia 5 - Colour White Board

Dysmusia 0 - Would be Awesome for Music Teaching

Dyslexia 5 - Colour White Board

Dysmusia 0 – Zip Do Re Me!

Wellbeing Dysmusia Dyslexia

Latest Neuroscience & Social Neuroscience says…THE Single biggest impact on 1. Cognitive Development 2. Social ‘Connection’ 3. Whole brain & Body 0 0 0

Dysmusia 0 - Would be Awesome for Music Teaching

Dyslexia 13 – Great Resources ABC!

Dyslexia 73

Music and Dyslexia - 10

Dysmusia 0 – It is NOT

Musical Dyslexia

How did you do – From tes 2023 98% “Never heard of it?”

Of these 3 Search Terms – Musical Wellbeing is the Critical one as Music Making Builds Well-Beings – SEND or not - The Solution NOT The Problem

In Alphabetic Order – Notes Where Appropriate - Some Sites no Search Button

SEND – 38

Dyslexia - 1

Dysmusia 0 – What an Opportunity for the $4Bn Muisc Making Market

Dysmusia 0 – “Many neurodivergent people (ADHD, ASD, Dyslexia) have executive function skills challenges.”

Music Making = The No. 1 Executive Function Builder!!! And now Social Neuroscience says so too

Musical Dyslexic 0

Dysmusia 0

Common difficulties

(90% Music Students ‘Give up!)

Literacy and dyslexia

Dyspraxia

Processing speed - Dysgraphia

Language disorder - Behaviour

Attention deficit and concentration

Numeracy​ and dyscalculia

Specific and global learning difficulties

Confidence and self-esteem

Dyslexia – 9 – Tinted Books – Yes!

Dysmusia 0 – Meares Irelns & Music = Visual Stress – Tinted Sheet Music Books – No! What an Opportunity!!!

Dyslexia 45 –

Dysmusia 0 – The $Bn Music Making Market is wide open for SEND

SEND – 91

Dyslexia – 3 –“These (tinted) overlays can help to alleviate visual difficulties that sometimes occur alongside dyslexia……”

Dysmusia 0 – …. And the vast ‘musical dyslexia’ market too!

No Search Button – “Circles for Learning trains teachers to support children develop emotional literacy, resilience, social skills.”

Music Making Well-Beings - Neuroscience & now Social Neuroscience says No. 1 of all. Here’s the opportunity to be among first to offer Social Music Making + Cognitive Development

SEND – 80

Dyslexia 50

Dysmusia 0 – Refer to ABRSM

Dyslexia – Get more time for exam!

Dyslexia 20+

Dysmusia 0 – The complexity of Music Pedagogical terms is off the scale. Assistive technology for word reading (never mind sheet music) for ‘Music Making Dyslexics’ is an open market! 90% of all ‘Give up!’

….”advising parents and carers of children with special educational needs with a successful track record in winning cases to obtain special education provision for children aged up to 25”

Is there a case for Dysmusia – The No. 1 Pedagogical Brain Builder & Social Wellbeing solution? …..42% UK Schools no longer offer GCSE Music. This is a CRIME!!!

Dyscalculia? Music IS Maths!!! “Dynamo Maths Assessment can be used to screen pupils for symptoms of dyscalculia and as an early preventative tool so that pupils can be supported during their early formative years”

Dysmusia – Co-morbidity of Dyscalculia with and Dysmusia SEND issues consign learners to ther 90% Give up! What a marketing opportunity to build in assessment.

1. Intervals

2. Scales 12 of them!

3. Plus Major Minor Modes Blues Jazz etc

4. Chord Progressions ii V I

5. Circle of 5ths

6. Bar Numbers

7. Rhythm ½ ¼ Notes etc

8. Timing 4/4 3/4 6/8

9. Roman Numerals

10. Extensions 7 9 11 13

11. Suspensions Sus2 Sus4 Sus6

12. Additions Aug 4th Dim 5th

13. Slash Chords

14. Drop 2 Drop 4

15. Tablature – 120 Numbers

16. Guitar 6 Strings – 20+ Frets – Weird 2nd

No wonder Jimi Hendrix, Eric Clapton et.al. couldn’t read music or tab –Dyscalculia + Dysmusia = EeeeeK!

I’ll say it again – 20% SEND + 90% Give up = Massive Global Market!!!

Identify Problem – Provide Solution Add benefits of Brain Building & Helping Dyscalculia + SEND = WoW!

Yeehaaa! A music course.... “By creating an inclusive learning environment, specifically designed for SEN students, we rebuild their confidence” YES!...and by adding ‘Dysmusia’ to the SEN solution …. Building Cognitive Development, Neuroplasticity, skills in all other areas, Social Wellbeing and the power of music making wellbeings – for life!!!

“Observation Tracker can be used to easily monitor your pupils, students or trainees to gain insights into how well they are progressing and whether they are achieving their targets. Our Observation Tracker has been created to allow you to customise the system according to the level of education you specialise in. Adapt the system to include your specific curriculum with unique objectives and have the freedom to make your own decisions.” ……And add in the No. 1 Pedagogical Brain Builder of Music Making Well-Beings as well as Music Making Cognitive Development in ALL areas of learning. Then help SEND with dysmusia and non-SEND with music learning complexity – for life!

tes SEND 2024 Organisations Search

Social, Emotional and Mental Health

The Need for the Democratisation of a New SEM+MHW

The Neuroscience Behind a New Look From SEMH To SEM+MHW: Social, Emotional, Mental + Musical Health & Wellbeing

The Triad of Help from un-Wellbeing to Well-Beings

As music education declines in schools evidenced by 42% of UK schools no longer offering Music GCSE there is a pressing need to democratize Social, Emotional, Mental Musical Health & Wellbeing (SEMMHW). This shift necessitates the involvement of therapists, schools, parents, and self-help strategies. With advancements in neuroscience highlighting the profound impact of music on the brain, it is essential to make SEM+MHW accessible to everyone.

The Neuroscience of MHW - Musical Health and Wellbeing

Music's impact on the brain is profound. Engaging in music making activates multiple brain regions, fostering neuroplasticity, and enhancing cognitive functions such as memory, attention, and problem-solving. Music stimulates the release of dopamine, serotonin, and other neurotransmitters associated with pleasure and well-being. Furthermore, music making facilitates social bonding and emotional expression, which are crucial for overall mental health.

The Triad of Help from un-Wellbeing to Well-Beings: Three Levels of Musical Health and Wellbeing

1. Music Therapy - Professionally guided sessions where music is used as a therapeutic tool to address mental health issues, improve emotional regulation, and foster social interaction. Music therapy can offer significant benefits, including reducing anxiety, enhancing mood, and improving cognitive functions. Therapists work with individuals to create personalized interventions that can address specific mental health challenges.

2. Musication! - Self Help: What actually amounts to ‘Self-Medication!’ through Music Making (new term = Musication!) involves engaging with music on a personal level to self-regulate emotions and improve mental health. Activities such as playing an instrument, singing, or composing music can boost dopamine and serotonin levels, reduce stress, and promote a sense of achievement and joy. This form of self-medication allows individuals to harness the healing power of music in their everyday lives.

3. Musimunology! - With the 5 Ways To Music Making Well-Beings From Therapy to All: The democratisation of SEM+MHW involves integrating music into daily routines to enhance overall wellbeing. This includes activities like listening to music while exercising, using music to unwind after a stressful day, or participating in community music events. These practices can significantly contribute to maintaining mental and emotional health. By making music a part of everyday life, we can extend the benefits of music therapy to a broader audience. The net result amounts to both Health + Wellbeing impact – let’s call it Musimunology!

The Impact of eBACC on Music Education + Lack of Recognition of SEM+MHW

The introduction of the English Baccalaureate (eBACC) has had significant repercussions on the state of music education in UK schools. With 42% of schools no longer offering Music GCSE, the onus has shifted to parents, music tutors, charities, and other stakeholders like local communities and charities to fill this critical gap. This reduction in music education opportunities exacerbates the need to address two key areas: understanding Dysmusia and promoting the benefits of Music Making Well-beings = SEM=MHW.

Addressing Dysmusia – Building Wellsicians

Dysmusia, a condition impacting music perception and production, is largely unrecognized. It affects not just those with specific learning difficulties (SEND) but also the broader population who may face barriers to engaging with music. Understanding Dysmusia involves recognizing the co-morbidity with conditions such as dyslexia, dyscalculia, ADHD, and Meares Irlen Syndrome. This comprehensive understanding can lead to better support and more effective music education strategies. Promoting Music Making Well-Beings By Creating Wellsicians

Music making has been shown to have significant benefits for well-being, including reducing stress, enhancing mood, and improving social connections. As music education in schools declines, it becomes increasingly important for parents, music tutors, and charities to promote these benefits actively. This involves creating accessible music-making opportunities that cater to diverse needs and abilities, ensuring that everyone can experience the positive impacts of music.

The Implications for Cognition – A Full Mental Workout – Brain Building + Social Wellbeing No.1

Engaging in music making has been shown to enhance cognitive development significantly. It improves memory, attention, and executive functions, all of which are crucial for academic success and everyday functioning. By incorporating music into the SEMMHW framework, we can leverage these cognitive benefits to support overall mental and emotional well-being.

In Conclusion

Given the significant benefits of music for social, emotional, mental, and musical health, there is an urgent need to integrate music more fully into education and therapy. By recognizing the importance of SEM+MHW, we can create a more inclusive and supportive environment for all individuals, regardless of their abilities or background. In conclusion, the integration of music into SEMH, now redefined as SEM+MHW, is not just beneficial but essential. It addresses a critical gap in our current understanding and support of mental health and well-being. By leveraging the latest neuroscience and embracing a holistic approach, we can make a profound difference in the lives of many, fostering a healthier, more connected, and musically enriched society.

SEMH: Creating a multi-agencyapproachto the development of

Over the past 10 years Electric

Umbrella have been running music sessions across Hertfordshire to combat social isolation and create meaningful experiences for learning disabled people.

Since January 2022 our Crew, made up of our learning disabled adult members and professional musicians, have visited over 150 mainstream primary schools across the South East to impart our message that ‘There is No Such Thing as Normal’, reaching over 40,000 children.

The schools are equipped with the language and social literacy to carry on these hugely important conversations long after our visit in order to witness learning disabled people as leaders, harness inclusion and integration, celebrate difference, reduce prejudice and aspire everyone to be ‘a little more Electric Umbrella’.

“Never heard of it!”

tes SEND 2024 Organisations Search

SEND Search – Lots!

Dyslexia - Under ‘Special Children’

Dysmusia 0 – Add - For helping build ‘Extra-Special Children’?

Our aim is to improve the learning outcomes of children and young people for whom education has been a challenge either through their SEND needs, SEMH needs, or other reasons which may prevent them from fully accessing education. How about adding Dysmusia & SEM+MHW?!

Dysmusia? & SEM+MHW?

All of these impact on Music Pedagogy Singly &/or with Co-Morbidity = Dysmusia = 20% SEND + 90% Give Up Losing The Incredible Power of SEM+MHW!

Dyslexia 4 –Music – 0

Dysmusia 0 – ‘Barriers to learning’ = All SEND IN ONE!

It’s our goal to help you to enable every child to realise their full potential by taking a ‘whole pupil view’ which takes into account ability to achieve, current attainment, and any barriers to learning they may have.

Before we get going! Latest News:

Harnessing the Social Neuroscience of Music Making to Enhance Wellbeing

Measuring – ‘Are You A Wellsician or an un-Wellsician?’

Welcome to ‘The Global Scale of Musical Dyslexia - Or is it Dysmusia?’ The first of a series of discussion documents by The Dysmusia Foundation in the ‘Wellsician’ series. Our groundbreaking exploration of the social neuroscience of music making and its profound connection to wellbeing is framed by the UK Government and the nef New Economics Foundation’s Globally Evidenced Research ‘The 5 Ways to Wellbeing’. LINK to Report

As we delve into this comprehensive report, we begin by understanding how music not only serves as enhancing cognition, for every age and every ability, but we now also know empirically (what Plato knew) as a vital social connector that influences all aspects of human interaction, health, emotional and physical = our collective wellbeing. Yet music making is disappearing off educational agendas. Huh??!! 42% of UK Schools no longer offer GCSE Music.

The social neuroscience of music research uncovers… the dynamic interplay between the 'CONNECT' element of the 5 Ways to Wellbeing and its expansive influence across the remaining dimensions. This field reveals how music making is an integral social activity that extends far beyond the incredible power of cognitive development, entering an even greater realm of emotional and social health. By fostering connections through music, we tap into the source of social, physical, health and psychological enrichment.

The 5 brain functions that music influences are critical in explaining this phenomenon:

1. Empathy Circuits: Music's power to enhance empathy shows how shared musical experiences can deepen our understanding of and connection to others.

2. Oxytocin Secretion: Participating in music groups boosts oxytocin levels, enhancing feelings of bonding and trust within communities such as choirs, bands, and orchestras.

3. Reward and Motivation: Engaging with music releases dopamine, not only enhancing the pleasure of musical activities but also motivating ongoing participation and discussion about music.

4. Language Structures: Music activates brain regions involved in language, which facilitates communication and strengthens learning processes between teachers, students, and peers.

5. Cortisol Reduction: Music's ability to reduce stress through cortisol modulation is essential for maintaining a relaxed and focused mind conducive to learning and performing music.

A new study reveals what goes on in the brain when a person embarks on a musical

collaboration project.

The Social Neuroscience of Music Making

Music is a tool that has accompanied our evolutionary journey and provided a sense of comfort and social connection for millennia. New research published today in the American Psychologist provides a neuroscientific understanding of the social connection with a new map of the brain when playing music.

LINK Neurosciencenews

In each of the 5 Ways to Wellbeing,

CONNECT - Serves as a foundation to build on all our musical and non-musical relationships as we communicate our music making story. How? About all the other 5 Ways….

BE ACTIVE - Music compels us to be active not just physically but socially, as discussions, planning, and collaborations about music with others enrich our learning environment.

TAKE NOTICE - By paying close attention during musical interactions, individuals become more attuned to the nuances of emotion, technique, and the shared experiences that music fosters.

KEEP LEARNING -The pursuit of musical knowledge requires continuous interaction with educators, fellow students, and ensemble members, which enhances the educational journey.

GIVE - At the heart of music's social neuroscience is the act of giving—sharing music, time, and knowledge contributes to the wellbeing of both the giver and the receiver.

The FINAL report building on this tes Show 2024 report called ‘Are You A Wellsician or un-Wellsician?’ builds on this ‘Musical Dyslexia or Dysmusia?’ discussion document.

It will underscore our mission to demonstrate how music making can transform individuals into 'Wellsicians' people of all ages and abilities who use music to enhance their wellbeing and that of others.

A new study reveals what goes on in the brain when a person embarks on a musical collaboration project.

LINK Neurosciencenews ‘Are You A Wellsician or an un-Wellsician?’

The Social Neuroscience of Music Making

As we explore how music making aligns with the scientific foundations of social interaction and the 5 Ways to Wellbeing, we invite you to engage with this exciting and enriching journey into the heart of musical interaction.

Music is a tool that has accompanied our evolutionary journey and provided a sense of comfort and social connection for millennia. New research published today in the American Psychologist provides a neuroscientific understanding of the social connection with a new map of the brain when playing music.

Introducing The Millennium of Music Making innovation Charter

SEND AID! ‘Aim For110% Charter’ Draft For Discussion

Addressing The Global Scale Of Needs For Building Music Making Well-Beings

SEND 20% With Special Educational Needs and Difficulties

+ SEND 90% Who ‘Never Try or Give Up’ Sensory Experience Natures & Differences

= AID! Aim For 110% Accessibility, Inclusivity, Diversity! All Ages, Abilities, Academic Achievement Levels

Stating the Goal first! Please come back to the next page after reading all the awesome insights from all the latest research –

For110% Charter’ The Big Bold Goal of This Report…

Adopted By As Many In The Music Education, Music Industry + Wellbeing Industry As Possible!

Introducing The Millennium of Music Making innovation Charter

SEND AID! ‘Aim For110% Charter’ Draft For Discussion

Addressing The Global Scale Of Needs For Building Music Making Well-Beings

SEND 20% With Special Educational Needs and Difficulties

+ SEND 90% Who ‘Never Try or Give Up’ Sensory Experience Natures & Differences

= AID! Aim For 110% Accessibility, Inclusivity, Diversity! All Ages, Abilities, Academic Achievement Levels

This (Draft) Charter emerges as a direct outcome of this "Global Scale of Dysmusia Research Report," featuring the 12 ‘Key!’ Recommendations crafted by Kevin M Thomson – The Dynamic Dysmusic Dyslexic, following tes SEND Show 2023 inspiring the set-up of the Dysmusia Foundation as a place for assisting both SEND and non-SEND Music Making Well-Beings. With the aid of ChatGPT, these proposed changes in the ‘Aim For 110% Charter’ aim to revolutionize music pedagogy for All Ages, All Abilities & All Academic Achievement Levels by embedding Inclusivity, Accessibility, and Diversity at the core of music education and exams, music making performance and music making pleasure – be it Teaching, Tutoring, Self-Learning, Apps, Training Programmes, Tools, Technology, AI etc.

The ‘Aim For 110% Charter’ is underpinned by a strategic framework we are calling the Teaching, Tutoring, Targeting Triad - Focusing on three critical aspects:

A. SEND Accessibility – Based on current guidelines e.g. BDA creating a framework for 'Reasonable Adjustments’ and beyond!

B. Music Making Neuroscience of Cognitive Development (Brain Building) with Music Making as a core Education & Lifelong Health-Giving Activity

C. Social Neuroscience of Music Making as a 5 Ways To Wellbeing Based Relationship Building Programme for Life

The ‘Aim For 110% Charter’ incorporates the new understanding we have in groundbreaking science in each of the Triad to generate a new approach to music making well-beings for all – for life.

The Global Scale of Change Needed:

1. Inclusive Adjustments - Recognize the needs of SEND learners and ensure 'Reasonable Adjustments' to engage all ages.

2. Wellbeing Integration - Acknowledge music making's role in personal wellbeing and integrate it in school and home-based learning.

3. Complexity and Stress Management - Address the complexity and potential stress of music making by prioritizing personal wellbeing in all teaching forms.

4. Cognitive Development through Music – Utilize the new understandings of music neuroscience to enhance cognitive development across all learner demographics.

5. Building Social Connections - Use new social neuroscience insights to enhance and introduce emotional wellbeing and social bonds through music.

6. Diversity in Music Education - Ensure music-making opportunities are accessible to individuals from all backgrounds.

7. Evidence-Based Practices - Update teaching methods and materials to reflect the latest in music education and neuroscience.

8. Resource Development for Inclusivity - Create and share resources that help educators implement inclusive teaching strategies.

9. Professional Development - Promote professional development for educators to adapt to diverse student needs and latest educational methods.

10. Strategic Development for Global Relevance - Develop strategies that meet the diverse needs of global and local audiences.

11. Technology Integration - Advocate for the use of technology to enhance personalized and accessible music education.

12. Feedback-Driven Improvement - Foster an environment where feedback from the music education community drives innovation.

Commitment to Action:

Joining our Dysmusia Foundation Community and signing up to The SEND AID! 110% Charter signifies a commitment to uphold the Global Scale of Dysmusia SEND & Non-SEND principles and actively work towards a more inclusive, effective, and comprehensive approach to music education. By embracing these goals, we can enrich the musical and overall well-being of learners everywhere, promoting not just artistic, but also cognitive, social, and emotional growth.

Let’s Really Get Going Musical Dyslexia or Dysmusia? By Way Of A SENDsational!

2024 Survey for tes SEND Show

The Music Education & SEND Experts, Apps, LMS’s, Charities Etc. Understanding Or Vastly Underestimating…

The World’s Largest Untapped + Unrecognised + Unrepresented + Unserved + Unaware..

Music Making Markets The 20% SEND who struggle + The 90% non SEND who Give Up or Never Try = The 110% Dysmusia Factor

SEND 20% Statistics Special Educational Needs & Disability Link SEND + Non-SEND 90%“Give up” Quote on LUMI Keys Website

Musical Dyslexia or Dysmusia? By Way Of A SENDsational Survey

Awareness In The Music Education World’s SEND Experts, Apps, Charities.

Music Website Search Results

Dyslexia

Dysmusia

Search

Music Examiners / Institutions

Apps / SEND Specialists tes Show

YouTube Teachers / Charities etc.

Search for Dysmusia

…or even Dyslexia?

Musical Dyslexia or Dysmusia? Awareness Or Lack Of It? A SENDsational Accessibility & Inclusivity …

Survey The Music Education Industry Learning Solution Providers

Dyslexia
Dysmusia
British Kodaly Association

Musical Dyslexia is NOT Dysmusia!

A SENDsational Result…

Awareness By ONE Music Education Expert

Understanding The World’s Largest Untapped + Unrecognised + Underestimated Music Markets

Music Website Search Results Accessibility Inclusivity Awareness Compassion!

Music teachers sometimes come across students that consistently skip notes, don’t keep to the time values, add their own rhythms and find it hard or impossible to keep in time or maintain a steady pulse. You might be tempted to write it off as disinterest, lack of talent or being disorganized, and you may be right, but there are times you will feel like the student really is doing his or her best and is struggling with something else. Some research has been done into what is referred to as musical dyslexia, a learning ability that occurs as a result of the brain being unable to process musical symbols, even when the person has had proper training in reading music. This definition has simply been lifted off the definition for dyslexia, except for dyslexia, the brain is unable to process written words.

Dyslexia

I have played piano in the past but don’t currently have access to play it

Dysmusia Isn’t Musical Dyslexia!

From Micrologus 1026 to Macrologus 2026

A New Millennia Of Multi SENsory Music Making

I have tried in the past to learn the basics but couldn't retain the information for very long and had to keep going back to the information telling me where each note was placed on the lines.

Dysmusician??

SEND or Not!

Join The Very, Very, Very Big Global Band!

The20%SENDWithDifficulty–OrThe90%WhoTried&GaveUp! 20%+90%=The110%DysmusiaFactor

JoinTheFamousMusiciansWhoCouldn’t ReadMusic-ButDidn’tGiveup!!!

“Sheet music - like dots on a page – and the other band members couldn’t read it either.”

Paul McCartney and the Beatles

“I felt so nervous, because I couldn’t read music and they were playing from music sheets on stands.”

EricClapton PlayingwithArethaFranklin

I’m Dyslexic Can’t read the musical language!

I’ve got Meares Irlens Syndrome – visual stress and notes just dance on the page. Try reading that!

“When I want to hear music – I make it” Prince-Despitehisincrediblefeatof playing27instruments,couldnot readsheetmusic.

I’m Dyscalculic. Tablature might as well be hieroglyphics. Chord symbols I IV ii? Huh! I just PLAY!!! Are You A

“No, not at all.” JimiHendrix–When askedaboutreading sheetmusic Yep! It all adds up to us as the EXTRAordinary Dysmusicians!

You Can Quote Me Then To Now!

“Musical training is a more potent instrument than any other in the integration of the human being because rhythm and harmony find their way into the inward places of the soul on which they mightily fasten, imparting grace, and making the soul of him who is rightly educated truly graceful.”

– Plato (Nearly 2,500 years for Social Neuroscience of Music Research to prove it!)

“The power of music to integrate and cure … is quite fundamental. It is the profoundest non-chemical medication.” – Oliver Sacks -British neurologist, historian of science, and writer

“Music is a therapy. It is a communication far more powerful than words, far more immediate, far more efficient.” – Yehudi Menuhin – Violinist & Conductor

"One good thing about music, when it hits you, you feel no pain.“ Bob Marley

“Music doesn't lie. If there is something to be changed in this world, then it can only happen through music.” Jimi Hendrix

"I've come to realize that amidst life's trials, especially with SEND based difficulties, the essence of true fulfilment lies in nurturing our musical well-being.

Music making – not just listening, is a journey often fraught with setbacks, yet nothing surpasses the profound joy and now we know, the cognitive development plus the enhanced well-being it brings.

Despite the staggering number who falter withing a year, or worse, never embark on this path, I believe that if this endeavour about ‘The Global Scale of Dysmusia’ touches even a fraction of those discouraged souls, like the 90% who try and give up, or never try at all, my aspirations will have transcended the boundaries of possibility—fulfilling dreams I once thought unattainable, even in my wildest moments of doubt.“ Kevin M Thomson

PS – If you only read one thing next – for you own Musical Wellbeing PLEASE go to P74

Contents & Sections Summary

The Global Scale of Dysmusia SEND & non SEND

Introducing

The 5 Wells’ Benchmark Survey

Global Dysmusia Discussion Document

Key Findings The Big Picture First!

Quantitative Results 1 to 10 Scores & NPS 79%

In addition to my normal employment, I also teach piano at the weekends to children. My family are also musical, and we love to sing and listen and play together

I have wanted to be able to play an instrument most of my life, but never mastered the art of reading music. I was actively discouraged from learning and reading music at school. I learnt a few basic chords and can play by ear at a basic level, but I do not have the time or patience to practice to better.become .

+5 To -5

Dysmusia The Ability To Learn Music

Key Findings The ‘Big Picture’ First! Full Report P71

Quantitative Results 1 to 10 Scores & NPS 79%

CTQ_q1. The following question is about how you engage with music learning and how this may be affected by any learning, visual or other difficulties and/or disabilities. We will present you with a list of statements, which are ranked from positive to negative. Please read through ALL the statements carefully before selecting your answer. Which ONE of the following statements MOST closely reflects you? (If you fall into more than one of these groups, please select the option that applies to you MOST often)

+5 Learning, playing and reading music and music education are a part of my life and I love to share my knowledge and to teach others at home, either singly, in groups or at school [10]

+4 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others [9]

+3 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities [8]

+2 I have started or started again to learn some music even if it is just being able to play songs I like, or messing about on Apps that teach me in a fun way [7]

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can [6]

-1 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more [5]

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming [4]

-3 I have special educational needs - like dyslexia or ADHD and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument [3]

-4 I have visual difficulties/blind and have tried reading or playing music but it was too difficult and I couldn't do it so gave up [2]

-5 I have never tried or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me [1]

None of these [0]

Don't know / prefer not to say [0]

Net: Detractors

Net: Passives

Net: Promoters

Base: All GB adults (2130)

Net: Music Education Promoters = 6%

Net: Music Education Passives = 9%

Net: Music Education Detractors = 85%

Learn, Play, Share, Teach, Read Music Guitar Tabs, Enjoy = 16% %

Can’t, Don’t, Scared, Gave up Never Tried, Too Difficult = 34%

Non-responders - Did not relate to Music Education Questions/Don’t know / Prefer not to say = 51%

The responders creates a significant sample to create a benchmark – while indicative of half the sample not relating to music education as a key finding

Check Your Wellsician Rating!

Check Your Music Making Wellbeing

Score out of 10 – Generally - How you feeling? Now…. _/10

Next - CLICK On The Video

Don’t jus LISTEN - Sing Along, Play Along.. By Yourself. Score Yourself … _/10 My Wellbeing Level Now

Then -Sing Along, Play Along With Others. And Live The 5 Ways To Wellbeing Through Music Making

CONECT, BE ACTIVE, TAKE NOTICE, KEEP LEARNING, GIVE My & Our Wellbeing Levels NOW! _/10

Please Share Results

5 Ways to Make You Feel Better - Music Video

The Music Works – Gloucester UK

5 Ways Song – LINK

What I’ve done for this report for tes SEND Show 2024 Discussion is to link our research into Music Making Well-Beings to Dysmusia Analysis a New C21st Definition to The 5 Ways YouGov UK Benchmark - Kevin

UK Govt. Foresight Report / nef New Economics Foundation Research

Applying the power of Music Making to…

Having strong social relationships, being physically active and being involved in learning are all important influencers of both well-being and ill-being. By contrast, the processes of giving and becoming more aware have been shown to specifically influence well-being in a positive way. A combination of all of these behaviours will help to enhance individual well-being and may have the potential to reduce the total number of people who develop mental health disorders in the longer term.

Because research now puts Music Making as The No. 1 Brain Building Cognitive Development + Social Neuroscience Activity and can also be seen as The No. 1 Wellbeing Activities it…. Encompasses ALL The 5 Ways To Wellbeing.

Ready To Help Brain Build?

Check You Music Making ‘Cognitive Development’ Awareness

How much do you know about the power of Music Making Well Beings + Brain Building NOT just listening? Every Age & Ability? Before The Video _/10 After The Video _/10 Now Apply This To SEND Every Age Every Ability!! = COGnitive Ability

The Incredible Fireworks Impact!

When you listen to music, multiple areas of your brain become engaged and active.

But when you actually play an instrument, that activity becomes more like a full-body brain workout.

What's going on?

Dr. Anita Collins explains the fireworks that go off in musicians' brains when they play and examines some of the long-term positive effects of this mental workout.

MORE Incredible Fireworks Impact of MAKING Music!

CIFAR Senior Fellow Robert Zatorre (McGill University) explores how the brains of musicians are specialized to do their jobs, how we evoke the music stored in our minds to imagine sounds without hearing them and why music gives us pleasure.

The

5

Ways To Music Making Well Beings

Multiplying The Fireworks Impact of MAKING Music Across All 5 Music Making 5 Ways Music Making Well-Beings of All Ages, All Abilities, All Music Making Levels

Our Dysmusia Foundation Goal – To Build The ‘Social & Cognitive Neuroscience of Music Making’ Into Music Makers daily lives via the Globally Evidenced 5 Ways Into.. The 5 Ways To Music Making

Contents & Sections Summary

P7 -Tes SEND Show 2024 Report –Executive Summary – The SEND Whole Gamut

– Lost & Found! The Global (Unknown) 7 Scale of Dysmusia SEND & non-SEND

P9 Introduction - By Kevin M Thomson The Dynamic Dysmusic Dyslexic!

A lifetime of SEND Co-Morbidity Leading to a Decade Of R&D to create the World’s First and Only SEND Music Making System

P From Micrologus 1026 to Macrologus 2026 – Building on a Millennium of Music

Making innovation ready to Celebrate a new era of Multi-SENsory Music

Dysmusia & The Impact of Music Making Frustration – The Hidden SEND issues of Dysmusia creating a Global Market

EmojiPhonics & A Decade of Dysmusic Dyslexia- Creating a unique new MultiSENsory language and learning system with Emoji based Sight Reading, Sight Singing and Playing By E-AR - Emoji Augmented Rainbow

P13 Scale Degree 1 –– The SEND Musical Score – Big Picture

A new look at the YouGov Survey to re-define Dysmusia hidden in the Qualitative Quotes of the Survey

Global Scale of Dysmusia – Unawareness!! The Big Picture - From + 5 to -5 YouGov Survey

Music Industry Education Leaders - Music Site Search Results – Dyslexia +

Dysmusia –The Hidden in plain sight - Dysmusia and the Co-Morbidity Results from Music Educators & Examiners – ABRSM + Trinity + Rock School + Yousician

P17 Scale Degree 2 –Dysmusia It’s About Time! The Case is Building… Dysmusia Research from around the world but no single voice to pull it together

Dysmusia – The PhD – A ‘Sight Reading’ version of Dysmusia

Join The Conversation – How The Brain Reads Music – The Evidence Australian Govt. – Musical Dyslexia or Dysmusia – The SEND Challenges Dysmusia Research & Therapy Dr. Elizabeth Morrow – The Strad Article

British Dyslexia Association - Music And Dyslexia – Dyslexia without acknowledging Dysmusia

The Global Scale of Dysmusia SEND & non SEND

P33 Scale Degree 3–It’s NOT About Music It’s About Music

Making Well-Beings

Unlocking the Triple Dysmusia Whammy: A New Perspective - 1/ Music making pleasure – creator & audience

2/ Emotional well-being

3/ Cognitive development.

The Top 20 Benefits of Music Making Well-Beings: From ChatGPT and me!

20 More from Music Mark – Even more

P39 Scale Degree 4 – The tes Inspired ‘Circle of Dys'’

A new look at all the Dys' that make up Dysmusia from Dyslexia to Dyscalculia and beyond

The Outer & Inner Rings of The Circle of Dys' – The Outer ring of Music Making Complexity creating difficulty –Added to be the Inner Ring of SEND Difficulties creating the Co-Morbidity Impact

The Spectrum of 8 Musical Degrees of Difficulties –Defining the Outer Circle using The YouGov Benchmark Quotes

Take The Test – Discover Your Own Level of Musical Wellbeing – Experience the YouGov Survey yourself and for those you Teach, Mentor, Parent, Lead

Discuss Your Music Making Circle Of Dys' – Reflect,Share, Discussthefindings

The Discussion Format – Outer Circle – How to Discuss the finding to build Musical Well-Beings

The Inner Circle of Dys' – Now the Inner Circle Issues

The SoS Smiles or Stress of SEND – The Test of Music Making Stress

The 5 Ways TO Wellbeing & FROM un-Wellbeing

P71 Scale Degree 5 – The Global Dysmusia YouGov Benchmark

- Results

P107 Scale Degree 6 - Launching The Dysmusia Foundation –2026 & Beyond

P114 Scale Degree 7 – Need More? – Here it is From Music Mark –The Finale

Stopped reading sheet music and now forgotten how to.

Tried guitar but never got the hang of it or had enough time to dedicate to it.

Executive Summary

The Whole Gamut Lost & Found!

In 1026, Guido D’Arezzo introduced a groundbreaking system for learning music through his Micrologus, laying the foundation for music education to come. Though not designed for SEND learners (as it was a millennium ago), his methods proved effective, catering to the diverse needs of young musicians. However, over time, the revolutionary system became obscured by complexities in notation, teaching methods, and the transition to black and white sheet music.

The SEND Whole Gamut of VAK – Visual Auditory Kinaesthetic Learning - The Teaching Triad Of Guido D’Arezzo Guido's system embraced visual, auditory, and kinaesthetic learning, employing color-coded lines, meaningful Solfege, and tactile methods like the Guidonian Hand. These techniques, now resurfacing with modern tools like color-coded music systems and LED keyboards, offer multi-sensory approaches to music education.

The SEND Whole Gamut of VAK – Visual Auditory Kinaesthetic Learning - The Teaching Triad Of Guido D’Arezzo

1. Visual Learning & Teaching - Guido introduced sight reading hexachord lines & spaces which became the Grand Staff, but with his unique SEND learner based multi-sensory approach utilizing color-coded lines of F & C. This method, lost until now, which resurfaces with modern classroom color-coded music systems like Noteflight, Flat-io & Boomwhacker Chroma-Notes and Apps like Yousician with gaming type cascading note playing. With today's technology we even have Scale and Chord Spectrum LEDs like LUMI & Fret Zealot.

2. Auditory Learning & Teaching – Guido’s system incorporated meaningful Solfege based on Latin chants, working with the color-coded scale but has since been lost as a Multi-SENsory teaching system e.g. building Multi-MODEal sight singing and reading for the Greek Mode system.

3. Kinaesthetic Learning & Teaching – The ‘Guidonian Hand’ approach made learning and remembering keys memorable (we now call it the whole Gamut where Gamma=Ut). He did this with a touch-based system ‘at you finger-tips’, but even this comprehensive multi-SENsory method also faded into obscurity - going from learning Scales and Keys by touch to (complex!) Solfege hand signs very few recognise or use but stalwarts like the Kodaly method.

From Micrologus 1026 To The Macrologus 2026 & YouGov Based Benchmark SEND Survey

As we approach the Millennium of Music Making innovation, we face persistent challenges like Dysmusia and SEND-related obstacles, largely overlooked on a global scale. Inspired by personal experiences and frustrations, Kevin M Thomson's decade-long journey led to the creation of the Dysmusia Foundation and a groundbreaking YouGov Survey, calling attention to these issues.

From Music Making To Music Making Well-Beings

This report advocates for the integration of music-making with wellbeing principles, aligning with the UK Government/nef's '5 Ways To Wellbeing'. It underscores the transformative potential of music in promoting well-being, cognitive development, and lifelong happiness, emphasizing inclusion and accessibility for all.

It's time to recognize the power of music-making as a fundamental element of lifelong learning and holistic well-being. By embracing music diversity, accessibility, and inclusion, we can ensure that every individual, regardless of background or ability, has the opportunity to experience the joy and benefits of music-making.

“Natural

My Pilgrimage To Arezzo!

Squiggle

Introducing The ‘Well Versed’ Green Research Section of The 5 Wells' To Music Making Well Beings: A COGnitive Development Approach To Inclusive, Accessible, Multi-SENsory Music Pedagogy Building On A Millennium of Music Making Innovation From Guido D’Arezzo’s Revolutionary Multi-SENsory System.. From The Micrologus of 1026 to the Macrologus of 2026 – Rooted In Science! Learning By Design!

1. Wellbeing by Making Well Beings: At the heart of our approach is a deep commitment to nurturing holistic well-being through music. By integrating music-making activities with the nef 5 Ways To Wellbeing framework, we aim to promote emotional resilience, social connections, and mental wellness among learners of all ages and abilities. Through this holistic approach, participants not only develop musical skills but also cultivate a lifelong love for music that enriches their overall well-being.

2. Well Taught by Being Well Targeted: Personalized instruction lies at the core of effective music education, especially for individuals with diverse learning needs. Drawing insights from The YouGov Based Global Scale of Dysmusia Report, our approach emphasizes targeted teaching strategies that cater to the unique strengths and challenges of each learner. By tailoring instruction to individual learning styles and preferences, educators can create inclusive and engaging learning experiences that empower every participant to succeed.

3. Well Versed with Dysmusia Research: Dysmusia, a lesser-known challenge in music education, presents unique obstacles for learners. Our framework delves into the complexities of Dysmusia pedagogy, offering evidence-based strategies and interventions to support learners with this condition. Informed by The YouGov Based Global Scale of Dysmusia Report, educators gain valuable insights into effective teaching approaches, accommodations, and support mechanisms for learners with Dysmusia, fostering greater understanding and inclusivity in music education.

4. Well Enabled by PLAYing By E AR: Technology plays a pivotal role in enhancing music education and accessibility for learners with diverse needs. Through innovative tools like PLAYing By E-AR – our Emoji-Accessibility Reading, educators can create immersive and engaging learning experiences that cater to diverse learning styles and preferences. By leveraging augmented reality and other digital platforms, we aim to empower educators to create inclusive and accessible music education environments that foster creativity, collaboration, and engagement.

5. Well Tech by Multi SENsory Multi MODEal Multi MEdia: Finally, our framework embraces the power of multi-sensory learning and technology to accommodate diverse learning needs. By integrating various media and modalities, educators can create dynamic and interactive learning experiences that cater to the individual needs and preferences of every learner. Through inclusive technology solutions, we strive to ensure equitable access to music education for all, fostering a community of lifelong learners who are empowered to explore, create, and connect through music.

Dysmusia REALLY Isn’t Musical Dyslexia!

I have low confidence when it comes to being musical because there is nobody musical in the family.

From Micrologus 1026 to Macrologus 2026

A New Millennia Of Multi SENsory Music Making

The Global Evidence Speaks For Itself Just Not been Aggregated Into One Place!

I have concentration difficulties and learning music would be too difficult.

Have You Heard of Dysmusia or Even Musical Dyslexia?

SEND Innovation From Micrologus 1026 to Macrologus 2026 The 110% Dysmusia Factor

Ah, music, the universal language for us all, the bridge that unites hearts and kindles joy from Beethoven to Beyoncé; a realm of infinite possibilities for personal enrichment: And now we know too, the incredible benefits of music making (not just listening) on well-beings and brain building cognitive development.

Yet, within this harmonious tapestry and scientific research data, a discordant note emerges NOT just for individuals like myself and the 20% of the global population with SEND20% Special Educational Needs & Difficulties - who have to contend with Dysmusia and its companions, what I call the 8 Dys': But also, those with a different type of SEND90% = Sensory Experience Natures & Diversities forced not to try or later to give up music making – we ALL have. So, 20% + 90% = The Dysmusia 110% Factor of the global music making market!

Because we all need to contend, not just with the complexities of music making, teaching and learning but with SEND or not and the emotional impact of frustration, failure and fall-out from trying. Not forgetting the 10% who become ‘musicians’ at whatever level!

Is it new? This need for a multi-SENsory, Multi-MODEal, Multi-ABILITY search for a new SYSTEM for all to learn music? NO!

In 2026 it will be the Millenium of Music Making innovation (MoMMi) – A celebration of the way Guido D’Arezzo’s ‘Micrologus’ (simply - Small Manual) of 1026 changed music making forever. We have his legacy of the Music Staff and Solfege, and even Glover/Kodaly hand signs for

Do Re Me teaching – BUT – and it’s a BIG BUT – what has got lost until recently was Guido’s unique Triad of a multi-sensory approach using what we know now as VAK Teaching and Learning 1. Visual = coloured lines on the staff 2. Auditory = Solfege words based on a known rising Latin chant 3. Kinaesthetic = the Guidonian Hand of kinaesthetic learning scales i.e. ‘The Whole Gamut’ of keys at your fingertips.

The Micrologus 1026 to The Macrologus 2026! I believe it is high time now for a science based, design based, targeted learning based and of course technology and AI based solution – a ‘Macrologus’ – for both SEND and non-SEND and the search for a global ‘term’ for it. I’m calling it the new ‘Dysmusia’. It needs defining and recognising before we can do anything about the TOTAL LACK of any SEND based music system. For this research let me focus back on the complexities of his legacy that are intrinsic issues of music learning difficulty – for ALL –Every Age + Every Ability + Every Level of Music Making Aspiration SEND or not.

I do not think I have the aptitude

I played piano as a child, if I had a piano, I would play more often, do play occasionally at parents' house

Monk Guido (Monaco) His Statue in Arezzo
The Micrologus 1026
Guidonian Hand
Solfege Plaque in Arezzo
Guido D’Arezzo Revolutionary Monk Color Coded (Do Re Me) Ut Queant Laxis

Introducing The ‘Well Versed’ Research Section Of The 5 Wells' To Music Making Well Beings: Join Us In Building - A COGnitive Development Approach To Inclusive, Accessible, Multi-SENsory Music Pedagogy

With A Millennium of Music Making Innovation From Guido D’Arezzo’s Revolutionary Multi-SENsory System

From The Micrologus of 1026 to the Macrologus of 2026 – Rooted In Science - Music By Design!

As someone who has struggled mightily (and failed time and again) to traverse the intricate, multifaceted and complex music theory and practice of attempting to learn music, sight read and understand its language over the span of my seven decades, never mind pass exams, I write this from the heart. My aim is to build a Music Sector partnerships to grow an understanding of what is new in the realm of SEND for Teachers, Parents, Educators, Examiners, Tech Creators & Learners – DYSMUSIA. My lifetime goal of the 5 Ways ‘Give’ is to all - the language, knowledge, teaching, tech, tools, Rooted in Science’ by being ‘Well Versed’ in this new SEND area of Dysmusia. New? Nearly 25 year old ‘discovery’ and yet 98% of SEND Specialists at the tes SEND 2023 Show

“Dysmusia? Never heard of it!”

My own SEND story from the age of 5 and after 7 years of piano lessons and exams I ‘gave up – on myself’ as I had grappled and failed in the 1950’s with undiagnosed challenges of dyslexia compounded by dyscalculia, ADHD, and Meares/Irlens Syndrome (visual stress – music notes appearing to 'dance' on the page). These hurdles not only affected my music making pursuits but, as I now fully understand, my overall well-being.

Analysing contemporary research revealed to me the significance of music-making (beyond merely listening) as THE No.1 Way to Wellbeing by incorporating music education and daily involvement into a system using the UK Govt./nef '5 Ways To Wellbeing’. Just as profoundly as ‘music making well-beings’ – and I believe ‘music helping un-Well-Beings’ is the scientific evidence that reveals the profound discovery of the brain-building cognitive benefits of music-making as a holistic experience – see TedTalk and (much!) more research later.

In developing my systems and methods, including EmojiPhonics, conceived over the past decade, yet built on the Millennia old revolution of Guido D'Arezzo's Micrologus, I encountered what was elucidated by Dr. Neil Gordon in 2000 – DYSMUSIA. This revelation set the challenge to overcome my Dysmusic brain and related SEND issues not only for myself but also for the 20% of the SEND community. Moreover, I confronted the significant hurdle posed by non-SEND complexities in music-making, contributing to up to 90% of individuals abandoning music making - within a year – despite the myriad of apps and games available. SEND me a challenge! A Challenge requiring an update on all we know of C21st SEND based teaching – adding in Dysmusia – From The 1026 Micrologus to the 2026 Celebration of Music Making Pedagogy with what I’m calling - The Macrologus. Cont….

Introducing The ‘Well Versed’ Green Research Section Of The 5 Wells' To Music Making Well Beings:

Join Us In Building - A COGnitive Development Approach To Inclusive, Accessible, Multi-SENsory Music Pedagogy

With A Millennium of Music Making Innovation From Guido D’Arezzo’s Revolutionary Multi-SENsory System

From The Micrologus of 1026 to the Macrologus of 2026 – Rooted In Science - Music By Design!

As a Marketing and Communication Professional, I grasp firsthand the impact of tailored, targeted, and inclusive approaches to teaching, learning, and parenting. My journey, characterized by frustration and perseverance (including misguided attempts with countless music books, YouTube videos, apps, and guitars), has ignited my passion for revolutionizing music education. My goal is to build a partnership dedicated to understand, simplify and solve the complex issue of music pedagogy, making it fun, visually appealing, and most of all inclusive for the 21st century – all while adhering to the core principles of the 5 Ways To Wellbeing communication system. Why inclusive? There is NO SEND based music system!

“Dysmusia? Never heard of it!”

My passion and objective are to ensure that every individual, irrespective of age, abilities, or challenges, SEND or not, can access the transformative power of music. The 5 Wells' To Music Making Well-Beings framework is the culmination of my years of research, innovation, and dedication to addressing the diverse needs of learners in music education. Rooted in holistic well-being and inclusive pedagogy, this framework empowers individuals to flourish in their musical journey.

The realization at the tes SEND Show 2023 prompted the establishment of The Dysmusia Foundation to educate and raise awareness about Dysmusia in both SEND and non-SEND communities. Our mission is to promote and build partnerships across the music world to reshape the landscape of music education by advocating not just awareness and need for inclusivity, accessibility, and innovation – but a system and method for measuring, tracking and trending music making and music making well-beings progress. With a fervent commitment to empowering individuals with diverse learning needs, we aim to advance music education through research, advocacy, and community engagement.

Together, we can create a world where every individual has the opportunity to experience the joy and transformative power of music making wellbeings, regardless of their age, abilities or challenges.

Scale Degree 2 About It’s About Time!

The Global Case is Building…

Are You Joining In The Dysmusia SEND Revolution in Music Education

I have played musical instruments since childhood and played on stage, theatres, pubs, festivals in plays, orchestra, bands and alone.

Stopped reading sheet music and now forgotten how to.

“Never heard of it!”

Dysmusia

You Have Now! So, before We Really Get Going A Quick News Flash

Research & Therapy Much More See Later

Dr. Elizabeth Morrow

96.5% said they had experienced students in their programmes or studios who did not or could not learn to read music within the context of standard instruction.

71% said that it was common or somewhat common for these children to already have diagnosed learning differences, and almost 50% affirmed that these children dropped out of their programmes.²

This shouts out there is a problem in need of a solution.

Dysmusia - how dyslexic research and therapy can overcome difficulties in reading music notation - LINK

Cellist and language therapist Dr Elizabeth Morrow describes developmental dysmusia - an inability to read a musical score - and offers guidance for teachers in overcoming the difficulty

About five years ago my professional life took a hard right turn, which has opened up a surprising area of inquiry. As a newly Certified Academic Language Therapist, I found myself in conversation with string teachers on a regular basis who were questioning how to help children who had difficulty learning to read music. It seemed to be a problem particularly in classroom programmes. When presented with such a student myself, I recognised behaviours familiar from Language Therapy – inconsistency, hesitation, lack of retention – that didn’t seem to improve when I applied my standard teaching practices. It appeared that his confusion stemmed from a fundamental lack of understanding about the entire system of note reading. Because there is no universal music-reading mandate, there is scant scientific research into this problem. Accordingly, I began investigating evidence of developmental dysmusia, an inability to read a musical score.¹ In conversation with friends and colleagues over several years, I found this issue to be more common than I had imagined. To expand my understanding, I issued an informal survey to string teachers and directors. Out of 84 respondents, 96.5% said they had experienced students in their programmes or studios who did not or could not learn to read music within the context of standard instruction. 71% said that it was common or somewhat common for these children to already have diagnosed learning differences, and almost 50% affirmed that these children dropped out of their programmes.² This suggests a problem in need of a solution. How can we help these students? The science of dyslexia research can help to inform the problem, and also inspire a solution. Because of our universal mandate for reading, dyslexia has been highly researched and remediation solutions have been developed through an approach known as Multisensory Structured Language Education (MSLE). As a Language Therapist, I use this approach daily to successfully remediate children who teachers and parents thought were incapable of learning. Dyslexia research shows us that there are several parts of the brain that need to communicate with each other in order to be able to read fluently. While dyslexic and non-dyslexic brains have the same basic structure, research has shown that dyslexic brains lack essential wiring that allows certain areas of the brain to intercommunicate, to process understanding, and to store learned information. MSLE can actually build the wiring necessary for the brain to read fluently. What are the problems inherent in our string music education approach that cause students with learning differences to struggle? Could the MSLE approach be a solution? Most string education programmes are taught from the perspective of learning to play the instrument, not how to read music. However, this can confound brains that are not sufficiently wired for reading acquisition.

Dysmusia - how dyslexic research and therapy can overcome difficulties in reading music notation - LINK

A few examples of these problems:

• String students are taught beginning with open strings. From a reading standpoint, there is an immediate disconnect between the first two notes learned, D and A. There is no obvious relationship between these two notes that allows the brain to retain the information. From the very beginning, students must make random associations that don’t support retention in new learning.

•Duration instruction begins with quarter notes (crotchets). For the purpose of beginning playing instruction, it is a logical choice, but from a reading standpoint, it is like learning the alphabet beginning with the letter M. The brain has to process additional learning in two different directions, toward longer and shorter durations, compounding learning challenges.

•For logical reasons, combined classroom programmes typically begin in the key of D major. However, from a reading standpoint this approach doesn’t encourage students to draw upon alphabetic connections. Also, they are learning chromatic alterations without understanding meaning (one of my challenged students told me that a sharp means more fingers!) Acquiring knowledge without understanding the underlying logic makes it very difficult for certain brains to correctly build wiring. A learning system based on MSLE uses all available sensory pathways to enhance memory and learning and contains these principles³:

•Instruction must be systematic and cumulative.

•It follows the natural order of musical language, beginning with the easiest and progressing methodically to subsequent elements, never skipping steps.

•Every element is presented explicitly and directly, and inference is never assumed.

•Each instructional session is diagnostic – the instructor must assess what is appropriate for the next lesson.

•Synthetic and analytical instruction must be integrated into all teaching. Some examples of applying these principles to music reading would be:

•Using discovery learning to build understanding, beginning with the staff (stave), its history, structure, and meaning.

•Learning notes (one at a time) by following the alphabetic principle – beginning with A!

•Teaching accidentals only after students can name and identify at least one octave and have been fully introduced to the concept of half steps and whole steps.

•Beginning duration instruction with the whole note (semibreve), which has the added feature of being different from every other duration, as it has no stem. The whole note cannot be confused with another duration, and the learning of additional durations proceeds in one direction only.

•Practising handwriting notation, as dyslexia research shows 'the effort of manually holding a writing instrument and forming letters engaged the brain’s neural pathways.'4

•Adding new learning incrementally, and only when previous learning is secure.

•Learning simultaneously to read notation and to write notation through dictation. Learning to analyse and to synthesise rhythms (break down and build up from component parts).

My work with struggling string students has demonstrated that this approach aids learning. It is not a quick fix, and it necessarily does NOT align with traditional classroom instruction. What it does do is draw on researched and proven reading systems to create a strong foundation of understanding (not just knowledge) upon which future learning can flourish.

¹Gordon, N. (2000). Developmental Medicine & Child Neurology, 42. ²Anonymous survey sourced from https://www.facebook.com/groups/positiveorchestradirectors/ https://www.facebook.com/groups/todaweb/ (Texas Orchestra Directors)

American String Teachers Association Conference attendees ³http://everyonereading.org/about/about-multisensory-structured-language-education/ 4https://www.laurelschoolprinceton.org/new-handwriting-research/

Scale Degree 2 Section 2.1

Dysmusia (only as Musical Dyslexia) with Dr. Meganne Woronchak

The Interview – The PhD

Exploring the Phenomenon of Dysmusia in Young Piano Students

N.B. This PhD (First of its kind!!) Defines Dysmusia in Narrow Terms of ‘Music Sight Reading’ See Later for The Circle Of Dys' Broad Definition allowing Co-Morbidity e.g. including Meares/Irlens Syndrome etc. to be a significant factor in Dysmusia – also called Musical Dyslexia – see next…..

Scale Degree 2 Section 2.2

Join The Dysmusia Conversation How the brain reads music: the evidence for musical dyslexia

LINK

Due to differences in the physical features of the written systems, it makes sense that the brain would read music and text differently.

How the brain reads music: The evidence for musical dyslexia

Music education in the western world often emphasizes musical literacy, the ability to read musical notation fluently. But this is not always an easy task – even for professional musicians. Which raises the question: Is there such a thing as musical dyslexia?

Dyslexia is a learning disability that occurs when the brain is unable to process written words, even when the person has had proper training in reading. Researchers debate the underlying causes and treatments, but the predominant theory is that people with dyslexia have a problem with phonological processing – the ability to see a symbol (a letter or a phoneme) and relate it to speech sounds. Dyslexia is difficult to diagnose, but it is thought to occur in up to 10% of the population.

In 2000, Neil Gordon, a retired pediatric neurologist, proposed the idea of musical dyslexia (dysmusia), based on growing evidence that the areas of the brain involved in reading music and text differed. The idea that dyslexia could affect the reading of non-language symbols is not new. For instance, dyscalculia is the difficulty reading and understanding mathematical symbols. Recent research supports dyslexia and dyscalculia as separate conditions with unique causes (dyscalculia is thought to be caused by a deficit in spatial processing in the parietal lobe). If the brain processes words and mathematical symbols differently, why not musical symbols too?

Music’s written system

Western music, like language, has a highly evolved coding system. This allows it to be written down and transmitted from composer to performer. But music, unlike language, uses a spatial arrangement for pitch. The page is divided into staffs of five lines each. Basically, the higher a symbol is placed on the staff, the higher the pitch. Unlike letters in text, pitches can be stacked, indicating simultaneous performance (chords). Music also uses a system of symbols to indicate how pitches should be played. Symbols can indicate duration (rhythm), volume (dynamics) and other performance cues. Music also utilizes written words to indicate both the expressive features of the music and the lyrics in vocal music. Lyrics may be in languages not spoken by the performer. Due to differences in the physical features of the written systems, it makes sense that the brain would read music and text differently. This appears to be the case – at least to some extent. Cont.

Reading music and reading text use different systems in the brain.

In the brain, reading music is a widespread, multi-modal activity, meaning that many different areas of the brain are involved at the same time. It includes motor, visual, auditory, audiovisual, somatosensory, parietal and frontal areas in both hemispheres and the cerebellum – making music reading truly a whole brain activity. With training, the neural network strengthens. Even reading a single pitch activates this widespread network in musicians. While text and music reading share some networks, they are largely independent. The pattern of activation for reading musical symbols and letters is different across the brain.

Brain damage, especially if it is widespread, as was the case with the composer Maurice Ravel, (perhaps best known for Boléro), will likely impair both text and music reading abilities. Ravel had a form of frontotemporal lobe dementia. However, there have been cases where a more limited brain injury impaired reading of one coding system and spared the other.

Ian McDonald, a neurologist and amateur pianist, documented the loss and recovery of his own ability to read music after a stroke, though his ability to read text was unaffected. Oliver Sacks described the case of a professional pianist who, through a degenerative brain disease (Posterior Cortical Atrophy), first lost her ability to read music while retaining her text reading for many years. In another case, showing the opposite pattern, a musician lost his ability to read text, but retained his ability to read music.

Cases where music and language seem to be differently affected by brain damage have fascinated researchers for centuries. The earliest reported case of someone who was unable to speak, but retained his ability to sing, was in the 1745 article, On a Mute who Can Sing.

More recently, the Russian composer, Vissarion Shebalin, lost his language abilities after a severe stroke, but retained his ability to compose. Maintaining the ability to sing in the absence of language has led to the creation of a therapeutic treatment called Melodic Intonation Therapy that essentially replaces speech with song. This allows the patient to communicate verbally. These cases and many others demonstrate that music and language are to some extent separate neurological processes. Differences in reading ability can occur even within musical notation. Cases have been reported where musicians have lost their ability to read pitch, but retained their ability to read rhythm, and vice versa. fMRI studies have confirmed that the brain processes pitch (spatial information) and rhythm (symbol recognition) differently.

Musical dyslexia

The research starts to imply how a specifically musical dyslexia could occur. This deficit may be centered on pitch or musical symbols or both. No conclusive case of musical dyslexia has yet been reported (though Hébert and colleagues have come close) and efforts to determine the effects of dyslexia on reading musical notation have been inconclusive. Children in western cultures are taught to read text, but not always taught to read music. Even when they are, inabilities to read music are not generally treated as a serious concern. Many gifted musicians are able to function at a professional level purely learning music by ear. Among musicians, there is a wide range of music reading proficiencies. This is especially apparent with sight reading (the first performance of a notated piece).

Identifying musical dyslexia could help explain why some musicians read well and others don’t.

Section 2.3

Musical dyslexia or dysmusia? A Global Recognised Phenomenon?

What are some of the challenges for people with musical dyslexia or dysmusia?

Musical dyslexia or dysmusia

Musical dyslexia or dysmusia was coined by retired paediatric neurologist Dr Neil Gordon in 2000. This was based on growing evidence that, like dyscalculia, the brain processes words and symbols differently in people with dyslexia.

Because dyslexia is a neurodevelopmental condition, the parts of the brain responsible for phonological awareness and decoding required for reading are also used for learning music. In fact, the action of making music involves phonological, kinaesthetic, and rhythmic aspects and uses the whole brain.

While there is a rich body of work on research and practice strategies around dyslexia and other learning disabilities, similar conditions such as dysgraphia, dyscalculia and particularly dysmusia are less researched.

Dyslexia impacts about 10% of the Australian population but researchers suggest this might be a conservative estimate due to lack of early detection. In the case of dysmusia it may be harder to identify because of the multi-modal ways children and adults may learn music. Musicians may be able to compensate or adapt to the challenges of dyslexia and dysmusia by playing by ear or developing strategies to memorise musical scores.

What are some of the challenges for people with musical dyslexia or dysmusia?

Educators advocate the benefits of musical education for people with dyslexia but note that there are some additional challenges that should be addressed as part of a person's learning experience.

Modern Western music notation is full of words and symbols and has largely stayed the same since the 17th century. The more complex the piece of music, the more complex the musical score. Dyslexia can also impact visual and auditory processing, spatial orientation, sequencing and motor abilities, and for that reason people with Dyslexia may experience additional challenges if they are involved in music. Some considerations for people with dyslexia learning and reading music may include:

•a new vocabulary of musical terms e.g., note, key, sharp, flat, octave, chord

•commonly used terms in language other than English e.g., arpeggio, staccato, adagio

•symbols and words denoting things such as pitch, volume, tempo, and rhythm

•subtle differences in notes e.g., whether notes have tails and whether they go up and down to denote pitch

•visual tracking of sheet music

•holding a working memory of musical information

•difficulties in processing large quantities of information at once

•difficulties with sequencing (e.g., difficulties playing notes in the correct order or following a sequence of instructions)

•physical coordination if using hands and feet to play instruments. Cont.

Supporting students of music with dyslexia or dysmusia

The action of making music involves phonological, kinaesthetic, and rhythmic aspects and this can be leveraged to assist in managing some of the challenges of dyslexia and dysmusia.

Students may have a dyslexia diagnosis but not dysmusia and many of the reasonable adjustments for dyslexia may apply.

•Reasonable Adjustments for Specific Learning Disability

•Inclusive Teaching Strategies for Specific Learning Disability

Other recommendations for reasonable adjustments and teaching strategies may also include:

Teaching strategies include:

•clearly defining weekly learning outcomes

•organising instructions into manageable 'chunks' of information to help memory and organisation

•support practical sessions which are usually based on spoken word with text, diagrams, movement, and other visual and tactile materials

•accessibility of learning materials

•regular encouragement and feedback

•modifying musical scores including changes to font, enlarging scores, visually spacing or isolating parts and voicings, using coloured paper

•colour coding musical notations e.g., colour to highlight score instructions

•using circles or lines to clarify musical notations

•proving terminology in multiple modes of representation such as text, drawings and images

•allowing students to sing and play

•using audio recordings to highlight tempo, pitch, rhythm

•learning by ear

•using musical notation programs and software

•providing peer and teacher support through one-on-one and small group interactions for activities and performances

•physical position of student within classroom and in performance settings.

Some researchers have also suggested common musical pedagological practice such the Suzuki Method or the Kodály Method.

Reasonable adjustments include:

•flexible assessment options where students are given a choice e.g., paper or computer-based exams, or take-home assignments to demonstrate their knowledge. The take-home assignments may require a combination of word responses (text or audio), representations of music (notation, DAW sessions), and music (performed, recorded, or produced). Encourage students to use assistive technology as well as traditional notation; and utilise their instruments to employ the knowledge in their own music practice

•modifying assessment materials and scores e.g., larger print, different coloured pages and/or notations, modified stave and font notation, digital, audio-visual

•provision of additional time prior to examinations for computer and software set up

•provision of additional time for perusal in examinations

•provision of additional time within examinations due to reduced processing speeds

•allow students to add additional notations to their score

•allow students to use digital eReaders or apps

•allow options for small ensemble and/or solo performances.

Reasonable adjustments for practical exams may include:

•examiners and invigilators briefed about reasonable adjustments

•allowing the student to be examined on the components of the exam in the candidate’s preferred order

•provide instructions in written form as well as verbal instruction

•splitting aural memory tests into shorter sections

•providing modified assessment materials and scores e.g., larger print, different coloured pages and/or notations, modified stave and font notation

•allow students to use digital eReaders or apps

•provision of additional time prior to examinations for computer and software set up provision of additional time for perusal for sight-reading and aural

•provision of additional time within examinations due to reduced processing speeds

•allow students to add additional notations to their score

•provision of a support person. Cont.

Assistive technologies

There is a wide range of music notation software (for purchase and free) that may assist students with dysmusia. This software can help to display the musical score to the student's needs by adjusting visual elements such as size, font, staff height, space between staff, make notes, colour code notations etc. Some software can also display the musical notes of a score on a virtual instrument such as a keyboard or finger positions on a guitar, and create a musical score directly from what is played on the keyboard. There is a wide variety of software that can be used across different devices - desktop, tablet, mobile and this may be useful in classroom, performance spaces, and exam conditions (where appropriate).

Musical notation software may already be embedded in the curriculum so students with dyslexia may need to explore additional accessibility and formatting features of the software to assist with the challenges of sight reading. Institutions may need to provide licences for students needing music notation software for the purpose of reasonable adjustment.

Below are links to reviews of various options but ADCET does not endorse any particular software.Digital music notation software

Further resources

These links below take you to external resources of interest.

•Dysmusia - how dyslexic research and therapy can overcome difficulties in reading music notation

•Teaching Music to Students Who Have Dyslexia

•How the brain reads music: the evidence for musical dyslexia

•Multimodal learning for dyslexic musicians: Practical applications for adults

•Music and Dyslexia - British Dyslexia Association

•The Exam Board of the Royal Schools of Music

•What Musicians Can Tell Us About Dyslexia and the Brain

•eReaders for music

•Free music notation software

•The best score-reading apps for classical musicians References

•Dysmusia - how dyslexic research and therapy can overcome difficulties in reading music notation

•Teaching Music to Students Who Have Dyslexia

•Music and dyslexia - British Dyslexia Association

•Multimodal learning for dyslexic musicians: Practical applications for adults

•Tertiary Music Education for People with Disability: A Framework for Access

Section 2.5

Current View - From The BDA – British Dyslexia Association

Music + Dyslexia = Not Dysmusia??

Please Note – This Advice is one of only a few Global ‘Suggestions’ about Music & Dyslexia And Applies to the way to help Dyslexic Teaching & Support.

Yet with no inclusion of other SEND issues / Co-morbidity issues– or specifically ‘Dysmusia’ – discovered in 2002

Whilst the advice is a guide it highlights the fact that there is no SEND Music Education ‘System’ in Mainstream Teaching / Apps / Composing / Exam Syllabus & Systems

From The BDA – British Dyslexia Association –

Music And Dyslexia Pt 1

Individual musicians with dyslexia can be successful and positive, but...Dyslexia can affect musical activities

Although some individuals with dyslexia may find taking part in musical activities challenging, such involvement can actively help. It can boost self-esteem and it is also thought to help develop areas that they may find challenging, such as sequencing, organisation, motor-coordination, memory and concentration. Possible challenges can include

Sight reading music Remembering instructions in lessons, exams and/or aural work

De-coding information – for example: in music theory Organisation

Taking longer to learn pieces and exercises, and so on...

Suggestions

If music teachers, parents and musicians understand dyslexia and are willing to be flexible in their approach, there are strategies that the learner and the teacher can put in place to help overcome challenges:

1) Find a teacher who understands dyslexia.

Crucially the most important aspect is that the teacher builds a good working relationship with students so that they feel confident to say when they don’t understand. The BDA Music Committee holds a small database of teachers who are aware of neurodiverse conditions including dyslexia and dyspraxia. The BDA doesn't endorse any teacher but can pass on contact details.

Contact the BDA Music Committee at info@musicdyslexia-spld.co.uk. To find out more, read the BDA’s finding a dyslexia aware music teacher.

2) Request reasonable adjustments in any music exams – these can make life easier.

Read more about reasonable adjustments in music exams.

3) Look at alternative exam syllabuses, which may not include sight-reading or aural, for example. If exams are a problem, decide whether exams are really necessary for you or your pupil.

All music examination boards provide access arrangements for candidates with dyslexia and other specific learning differences. These adjustments enable students to perform on a 'level playing field'. (See more detail under the heading ‘Exam Boards’.)

See the BDA’s Guide to exams from the four main boards in the UK.

4) Consider the most appropriate instrument for each student.

Richard Crozier’s Musical Instruments for Children: Choosing what’s right for your child or The Right Instrument for your child by Atarah Ben-Tovim, might be useful here.

5) Use multi-sensory approaches, that is hearing, vision and movement.

For example: use colour, pictures, demonstration, listening to explanations, recordings, discussion, written text (yes – some dyslexic people like it!), hands-on exploration and so on. Music is excellent for multi-sensory approaches as it involves DOING. Find what works for you or your student.

7) Try different approaches to teaching a piece of music.

See the ‘whole picture’ and/or look for patterns, for example. Read the following: A Pianist's Story

8) Consider possible alternatives to ‘traditional’ music notation in your situation, if this is proving a stumbling block. For example, the use of improvisation and playing by ear can be equally rewarding techniques and are used by many musicians.

9) Consider asking the music teacher to make an audio recording of key information and musical examples on a mobile phone. Some specific difficulties

(a) Visual difficulties

From The BDA – British Dyslexia Association –

Music And Dyslexia Pt 2

Some individuals can also experience visual discomfort, although this is not a feature of dyslexia. This may lead to a problem with seeing music on the page. If text or music seems to move or blur on the page, this can impact sight-reading and/or switching view from conductor to written score. An assessment by an optometrist is essential if there seems to be problems. Find out more on the BDA visual difficulties webpage. Suggestions

Any individual having visual difficulties must be referred to a specialist optometrist. Coloured overlays and/or tinted paper may be used to help. It is legal to photocopy music in order to make reading easier for dyslexic individuals (see Music Publishers Association Code of Fair Practice, clause 11).

Tips to ensure your printed resources are dyslexia-friendly are outlined in the BDA’s Dyslexia Friendly Style Guide (2022). (b) Organisation

Difficulty with organisation can impact on many areas of learning, from attending lessons with the right music and equipment, to the ability to practise and rehearse alone. Suggestions

•Remind your student to make notes or set personal reminders for times/dates of performances and lessons and what equipment will be needed. Students can use a mobile phone perhaps, or a label tied to the music case.

•Consider a ‘grab and go’ folder with everything that the student needs in order: pieces, scales and theory as well as a practice sheet at the beginning on suitable colour paper if necessary.

•Erasable highlighter pens can be useful so that any markings can be removed and thus support mechanisms gradually withdrawn.

(c) Short term memory

It can be difficult for a dyslexic learner to remember instructions from one lesson to the next, and to learn and remember music theory. A poor short-term memory can also make instructions in aural exams, lessons and rehearsals difficult. Suggestions

•Keep instructions short, clear and simple.

•Structure lessons and 'chunk' information. For example, begin the lesson with a summary of what the lesson will cover; during the lesson, repeat and recap key points and end the lesson with a summary of what has been covered.

•Ensure that the student understands what practice is expected to be done for the next lesson and (if age appropriate) provide a 'homework' notebook, perhaps on a mobile phone, for notes and reminders.

(d) Concentration

Many dyslexic learners struggle with sustained concentration. Suggestions

•'Chunk' information; repeat and revise points.

•Use different approaches to maintain the student’s interest.

•Encourage the student to take regular breaks.

Scale Degree 3 About

It’s NOT About Music It’s About Music Making Well Beings

Joining In - Music Making Well Beings - In Music Education

I have played musical instruments since childhood and played on stage, theatres, pubs, festivals in plays, orchestra, bands and alone.

Stopped reading sheet music and now forgotten how to.

Section 3.1

Unlocking the Triple Dysmusia Whammy: A New Perspective

The Dysmusia discussion is a vital tool for understanding and addressing these challenges. A YouGov survey, with its quantitative depth and qualitative breadth, allows participants to connect on the No. 1 way to well-being and brain building - music. It's a gateway to unlocking the Triple Music Making Whammy:

1/ Music making pleasure – creator & audience

2/ Emotional & Social well-being

3/ Cognitive development.

The Power of Music to Connect and Foster Well being

Research by the New Economics Foundation (nef) for the UK Government Foresight Project has highlighted the Five Ways to Wellbeing, with "Connect" being a fundamental aspect of our happiness and relationship building. Music-making, beyond just listening, is THE most powerful vehicle to achieve this connection. Choirs, bands, and music groups bring people together, fostering a sense of belonging and social interaction.

Imagine a child with Dysmusia finding their place in a school choir, connecting with peers through shared melodies, and building a sense of self-worth. Picture an adult with Dysmusia joining a community band, forging new friendships, and experiencing the joy of being part of a musical ensemble. These are the transformative effects of music that reach far beyond the boundaries of traditional well-being practices.

By acknowledging the complex issues associated with Dysmusia and its 8 Dys', we can create personalized music teaching plans, develop inclusive music education environments, and offer support to individuals on their musical journey. This newfound awareness can transform music from a mere pastime into a powerful tool for enhancing well-being and building resilient brains, irrespective of age or ability.

In a world where music can be a sanctuary, let's ensure that the joy of music-making is accessible to all, and that it continues to be the No. 1 way to well-being and brain building, turning every obstacle into a musical triumph.

Section 3.2 The Top 20 Benefits of Music Making Well-Beings: A Pathway to Holistic Development

In recent years, a wealth of research has emerged, illuminating the profound impact of music-making on individuals of all ages and abilities. From enhancing cognitive development to fostering social connections, the benefits of engaging in musical activities extend far beyond the realm of pleasure and skill acquisition. Drawing inspiration from the 5 Ways to Wellbeing framework, we present the top 20 benefits of music-making wellbeings, backed by the latest research, including MRI studies, and underscored by its potential to revolutionize education, parenting, and governance.

1. Enhanced Cognitive Development: MRI studies reveal that music-making stimulates multiple regions of the brain, promoting neural connectivity and enhancing cognitive abilities such as memory, attention, and executive function.

2. Improved Emotional Regulation: Engaging in musical expression allows individuals to channel and express their emotions, leading to greater emotional awareness and regulation.

3. Boosted Social Connections: Collaborative music-making fosters a sense of belonging and camaraderie, strengthening social bonds and promoting inclusivity among participants.

4. Physical Well-Being: Active music-making activities, such as playing instruments or dancing, promote physical fitness, coordination, and overall well-being.

5. Mindfulness and Stress Reduction: Immersion in musical activities encourages mindfulness and presence in the moment, serving as a powerful tool for stress reduction and relaxation.

6. Continuous Learning and Skill Development: Music-making offers endless opportunities for learning and growth, encouraging individuals to explore new techniques, styles, and instruments.

7. Promotion of Creativity: The improvisational nature of music-making encourages creative expression, fostering innovation and problem-solving skills.

8. Cultural Appreciation and Diversity: Through exposure to diverse musical traditions and styles, participants develop a greater appreciation for cultural diversity and heritage.

9. Sense of Achievement: Mastering musical skills and achieving performance milestones instils a sense of pride and accomplishment, boosting selfesteem and confidence.

10. Community Engagement and Service: Music-making provides a platform for community engagement and service, whether through performances for local charities or music therapy initiatives for underserved populations.

Unlocking the Top 20 Benefits of Music Making Well-Beings: A Pathway to

Holistic Development

11. Enhanced Communication Skills: Collaborative music-making requires effective communication and teamwork, improving verbal and nonverbal communication skills among participants.

12. Emotional Expression and Catharsis: Music-making serves as a vehicle for emotional expression and catharsis, allowing individuals to process and release pent-up emotions in a healthy manner.

13. Empathy and Perspective-Taking: Immersion in musical experiences cultivates empathy and perspective-taking, as participants learn to understand and appreciate others' unique perspectives and experiences.

14. Resilience and Adaptability: Navigating the challenges of learning and performing music builds resilience and adaptability, equipping individuals with valuable coping skills for life's adversities.

15. Cognitive Reserve and Aging: Engaging in lifelong musical activities contributes to cognitive reserve, reducing the risk of cognitive decline and enhancing brain health as individuals age.

16. Promotion of Positive Mental Health: Music-making has been linked to reduced symptoms of anxiety, depression, and loneliness, promoting overall mental well-being and resilience.

17. Strengthened Parent-Child Bonds: Shared musical experiences between parents and children strengthen parent-child bonds, fostering a sense of closeness and connection.

18. Inclusive Learning Environment: Integrating music-making into educational curricula promotes inclusivity and accommodates diverse learning styles and abilities, creating a more equitable learning environment.

19. Civic Engagement and Social Justice: Music-making initiatives that address social issues and promote advocacy inspire civic engagement and activism among participants, driving positive social change.

20. Lifelong Well-Being: Embracing music-making as a lifelong pursuit promotes holistic well-being across the lifespan, enriching individuals' lives and fostering a deeper sense of fulfillment and purpose.

As we delve deeper into the multifaceted benefits of music-making well-beings, it becomes evident that harnessing the power of music has the potential to revolutionize education, parenting, and governance paradigms. By prioritizing music-making as a cornerstone of well-being initiatives, schools, parents, and governments can unlock the full potential of individuals and communities, paving the way for a brighter, more harmonious future for all.

Section 3.3

20 MORE! Here’s 1 – 10

Important Benefits of Music Education & Links To Each – Music Mark

Music Mark - Link- Nearly everyone enjoys music, whether by listening to it, singing, or playing an instrument. But despite this almost universal interest, many schools are having to do away with their music education programs. This is a mistake, with schools losing not only an enjoyable subject, but a subject that can enrich students' lives and education. Read on to learn why music education is so important, and how it offers benefits even beyond itself.

1.Musical training helps develop language and reasoning: Students who have early musical training will develop the areas of the brain related to language and reasoning. The left side of the brain is better developed with music, and songs can help imprint information on young minds.

2.A mastery of memorization: Even when performing with sheet music, student musicians are constantly using their memory to perform. The skill of memorization can serve students well in education and beyond.

3.Students learn to improve their work: Learning music promotes craftsmanship, and students learn to want to create good work instead of mediocre work. This desire can be applied to all subjects of study.

4.Increased coordination: Students who practice with musical instruments can improve their hand-eye coordination. Just like playing sports, children can develop motor skills when playing music.

5.A sense of achievement: Learning to play pieces of music on a new instrument can be a challenging, but achievable goal. Students who master even the smallest goal in music will be able to feel proud of their achievement.

6.Kids stay engaged in school: An enjoyable subject like music can keep kids interested and engaged in school. Student musicians are likely to stay in school to achieve in other subjects.

7.Success in society: Music is the fabric of our society, and music can shape abilities and character. Students in band or orchestra are less likely to abuse substances over their lifetime. Musical education can greatly contribute to children's intellectual development as well.

8.Emotional development: Students of music can be more emotionally developed, with empathy towards other cultures They also tend to have higher self esteem and are better at coping with anxiety.

9.Students learn pattern recognition: Children can develop their math and pattern-recognition skills with the help of musical education. Playing music offers repetition in a fun format.

10.Better SAT scores: Students who have experience with music performance or appreciation score higher on the SAT. One report indicates 63 points higher on verbal and 44 points higher on math for students in music appreciation courses. .

20

Important Benefits of Music Education & Links To Each – Music Mark

11.Fine-tuned auditory skills: Musicians can better detect meaningful, information-bearing elements in sounds, like the emotional meaning in a baby's cry. Students who practice music can have better auditory attention, and pick out predictable patterns from surrounding noise.

12.Music builds imagination and intellectual curiosity: Introducing music in the early childhood years can help foster a positive attitude toward learning and curiosity. Artistic education develops the whole brain and develops a child's imagination.

13.Music can be relaxing: Students can fight stress by learning to play music. Soothing music is especially helpful in helping kids relax.

14.Musical instruments can teach discipline: Kids who learn to play an instrument can learn a valuable lesson in discipline. They will have to set time aside to practice and rise to the challenge of learning with discipline to master playing their instrument.

15.Preparation for the creative economy: Investing in creative education can prepare students for the 21st century workforce. The new economy has created more artistic careers, and these jobs may grow faster than others in the future.

16.Development in creative thinking: Kids who study the arts can learn to think creatively. This kind of education can help them solve problems by thinking outside the box and realizing that there may be more than one right answer.

17.Music can develop spatial intelligence: Students who study music can improve the development of spatial intelligence, which allows them to perceive the world accurately and form mental pictures. Spatial intelligence is helpful for advanced mathematics and more.

18.Kids can learn teamwork: Many musical education programs require teamwork as part of a band or orchestra. In these groups, students will learn how to work together and build camaraderie.

19.Responsible risk-taking: Performing a musical piece can bring fear and anxiety. Doing so teaches kids how to take risks and deal with fear, which will help them become successful and reach their potential.

20.Better self-confidence: With encouragement from teachers and parents, students playing a musical instrument can build pride and confidence. Musical education is also likely to develop better communication for students.

Scale Degree 4

The Outer & Inner Rings of The Dysmusia Circle of Dys'

Implications of the tes SEND Show Research 2023 98% of SEN-D Specialists

“Never Heard of Dysmusia” 20% SEND + 90% Give up or Never = 110%

Section 4.1

The Outer & Inner Rings of The Circle of Dys'

Inspired By the tes SEND Show 2023

A new definition of ‘Dysmusia’

Derived from YouGov UK Benchmark

Based on The CONNECTest

From The 5 Ways To Wellbeing UK Govt / nef Foresight Report

Global Evidence Based Research

The Inner & Outer Circle of Dys' The Dysmusia 20% + 90% = 100% Factor

We apply the criteria of both the inner and outer Circle of Dys' to update our YouGov UK Benchmark to create a new criteria for Dysmusia For both SEND & non-SEND Audiences

Section 4.2

The Definition of Dys'

The Spectrum of 8 Musical Degrees of Difficulties

The De-Motiv8ors of Music Making, Learning, Teaching, Parenting - NOT just Sight-Reading Difficulties: Navigating the Music Learning Spectrum

Music, a harmonious world of melodies, has the power to inspire and uplift. However, until now there has been no single reference point for BOTH the 1. inherent difficulties of this complex system of the triple negative whammy of complex of theory, practice and language. 2. inclusivity difficulties of what has been called ‘musical dyslexia’, now researched as a separate SEND issue called ‘dysmusia’. However, the concept of ‘dysmusia’ has been confined to its sight-reading equivalent of dyslexia. The aim is to define what the ‘Dys’ actually means in ‘dysmusia’ to qualify its definition as a wider issue of music making difficulty for both SEN-D and non-SEN-D.

We start with the Wiktionary defined 7 areas of SEND Difficulties & Disabilities - and put our YouGov Qualitative Survey Results against each one to show the depth as well as breadth of a holistic Dysmusia Definition. Unlike Dyslexia for example which means dys = difficulty lexia = reading, spelling words. It has been assumed that ‘Musical Dyslexia’ = Difficulty with Sight Reading. Dr. Neil Gordon’s discovery and naming of the ‘Dysmusia Syndrome’ and Prof. Elizabeth Morrow research all follow the ‘dyslexia’ definition of ‘reading difficulty’. However, looking back on the YouGov Musical Wellbeing UK Benchmark Survey and putting the Wikipedia list to use as the way to segment the Responses we now have a ‘bottom up’ i.e. user-based definition of ‘Dys-musia’ and examples to demonstrate it below. The complete YouGov NPS (Net Promoter Score) and 1 to 10 Scores are matched with the 7 Dys' – to which the 8th Dys of the actual Dys-abilities Differences can then be measures against the Benchmark Scale of Dysmusia.

The 8th Dys' I define as the X-Factor of The X-VAKTOR – The co-Multiplication of co-Morbidity = a combination of one, some, more of the any or all of the Outer and/or Inner Circle of the Dys' - like Dyslexia, Dyscalculia and Dyspraxia acting on a difficult part of any learning e.g. Tabs with Dyscalculia and ADHD i.e. when trying to engage with music, learning, making, memory etc. for individuals with Special Educational Needs and Disabilities (SENDys'). We know the path to musical proficiency can be riddled with challenges. In this overall exploration, we'll delve into "The Dys' 8 De-Motiv8ors –With or Without SEN-D"

My goal is to shed light on the obstacles these aspiring musicians face on their musical journey. From Dyslexia to Dyscalculia, Dyspraxia to ADHD, Synaesthesia to Meares Irlen Syndrome, and beyond, we'll navigate the complexities that often impede their progress. It's an invitation to understand, empathize, and uplift those whose music emerges from the depths of SEN-Dys', where perseverance transforms obstacles into musical triumphs.

The 7 Dys' of Wikipedia Definition – Spectrum of Dys' Colour Coded – Each of these can have an impact on 100% of people who try to engage with music making of any ability, any age and any aspiration – from learning the ‘4 chord’ trick to aiming to join a Symphony Orchestra or Choir.

1. Difficult (Difficulty in Learning Music)

2. Bad at (Difficulty in Playing Music)

3. Abnormal (Physiological Barriers)

4. To Fail (Giving Up Despite Efforts)

5. Inability / Unable (Perceived Lack of Skill)

6. Malady / Disease (Health Related Barriers)

7. Not (Identity and Self Perception)

8. The X Factor co morbidity of Multiplying 7X Multi Sensory Music Learning Difficulties

Section 4.3

Dysmusical Me! Take the Test

Dysmusical You?? - Music Making, Learning, Teaching, Practising, Performing, Remembering, Understanding Theory, Sight Reading, Sight Singing, Time Consuming, Cost, Exams and more create a very complex picture for everyone.

Add on top of this the ‘hidden differences’ of the DYS Syndromes like Dyslexia, Dyscalculia, Dyspraxia – and now we know Dysmusia – which is NOT Musical Dyslexia the picture gets more complex – OR far more exciting to explore.

Before we start on our Dysmusical Me Journey where we Discover the newly found Syndrome of Dysmusia…

1. Take the YouGov UK Musical Wellbeing Test – Think about the implications for yourself

2. Share The Test - Think about the implications for your Teaching, Parenting, Mentoring, Band and Orchestra Leading – and your Wellbeing – and those you care for.

3. Discover and Discuss the implication in this, the world’s first Discussion Document

4. Where are you on the The Inner & Outer ‘Circle Of Dys'’

5. The Music Circle of Dys' is there for you to help recognising the KEYS to unleashing your Musical You!

Tried guitar but never got the hang of it or had enough time to dedicate to it. Stopped reading sheet music and now forgotten how to.

The DYSmusical Me YouGov Based Benchmark Test

The ‘Scale’ My Of DYSmusical Me Perceptions & Difficulties Choose ONE Statement That Best Describes Your Music Making

10 Learning, playing and reading music and music education are a part of my life and I love to share my knowledge and to teach others at home, either singly, in groups or at school □

9 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others □

8 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities □

7 have started or started again to learn some music even if it is just being able to play songs I like, or messing about on Apps that teach me in a fun way □

6 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can □

5 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more □

4 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming □

3 I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument □

2 I have visual difficulties/blind and have tried reading or playing music but it was too difficult and I couldn't do it so gave up □

1 I have never tried; or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me □

0 None of these □

0 Don't know / prefer not to say □

Q1. Why did you give it this Score?

Q2. How long have you felt like this?

Q3. Where do you want to be?

Q4. What would have to change?

Q5. How has it affected your life?

10 Learning, playing and reading music and music education are a part of my life and I love to share my knowledge and to teach others at home, either singly, in groups or at school

9 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others

8 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

7 have started or started again to learn some music even if it is just being able to play songs I like, or messing about on Apps that teach me in a fun way

6 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

5 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more

4 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

3 I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument

2 I have visual difficulties/blind and have tried reading or playing music but it was too difficult and I couldn't do it so gave up

1 I have never tried; or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me

0 None of these

Discuss Your

Music Making Circle Of Dys'

Outer Circle of Dys' = Music Making Difficulty For All of Us

Inner Circle of Dys' = Music Makers Difficulties & Disabilities For 1 in 5 of Us

I was told I was NOT Good At It I believed them

I’m too ill, old or incapacity to make music is my.. MALADY

I’m unable I just don’t have the ABILITY

JTFD - It’s Just Too Flippin’ Difficult!

DYSpraxia

DYScalculia

DYSmusia

I’m BAD at it

ADH-DYSorder

I’m not made for thisABNORMAL

Irlens SYNdrome SYNaesthesia

Multi-SENsory AUDitory

We apply the criteria of BOTH Circles Of Dys' to the Responses to the YouGov Benchmark

Tried and Tried but I’m not made for this and FAILED

DYSlexia

Discuss Your Music Making OUTER Circle Of Dys'

Outer Circle of Dys' = Music Making Difficulty For All of Us

The Outer Circle of Dys' Types of Challenges We Apply To The Complexities of Music Making JTFD - It’s Just Too Flippin’ Difficult! I’m BAD at it I’m not made for thisABNORMAL

Tried and Tried but I’m not made for this and FAILED

Q1. Which, if any of these do you feel reflects how you feel about music making?

Q2. How long have you felt like this?

Q3. Where do you want to be?

Q4. What would have to change?

Q5. How has it affected your life as well as music?

Section 4.5 The Dysmusia Discussion Format

The 7 Meanings of Dys! The Outer Circle

Here's an introductory explanation of the Dysmusia Discussion format using 1. Sample Quotes for a generic look at each definition to establish each of the Dysmusia Definitions 2. using quotes from the lowest YouGov Surveyfor specific UK Benchmark examples.

The KEY Point is to use each quote and Analysis to CONNECT with yourself or with others as Teachers, Parents, Mentors, Examiners, Band members, Choir and Orchestra Leaders – to…

1. Ask – about any issued

2. To Analyse

3. To Agree a Way Forward

4. To Act

5. To Assess

6. To Amend

7. To Absorb – Into Everyday Life!

The Dysmusia Discussion format is designed to foster open and meaningful conversations about the challenges and experiences individuals face in music learning.

By exploring the Dys areas identified by our survey, participants can gain a deeper understanding of the complexities of Dysmusia. This format encourages reflection, connection, and a shared journey toward personalized music teaching plans.

Participants can use the provided quotes and analysis as examples to complete the Dysmusia Discussion format for each of the 8 Dys areas. This format encourages participants to consider their own experiences and connect with others facing similar challenges, fostering a deeper understanding of Dysmusia and its impact on music learning.

I often feel overwhelmed by the amount of practice needed to improve my musical skills

My hands are too small to comfortably play the guitar."

Outer Circle of Dys' Music Making Difficulty For All of Us

1. Difficult

- Definition: Characterized by complexity or challenge; not easy to accomplish or understand.

- Look out for these types of statements:

1. "Learning to play the piano has been so difficult for me I just can't seem to get the hang of it."

2. "Sight-reading sheet music feels incredibly difficult, especially when there are so many notes on the page."

3. "Remembering all the chords and progressions in a song is difficult for me I always seem to forget halfway through."

4. "Music theory classes are difficult to grasp I struggle to understand all the concepts and terminology."

5. "It's difficult to find the time to practice regularly with my busy schedule.“

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "Learning to read music takes me significantly more time compared to my peers."

- This response suggests a time-related challenge over academic levels yet may be more to do with a SEND issue undetected.

- "I often feel overwhelmed by the amount of practice needed to improve my musical skills."

- Feeling overwhelmed indicates a significant difficulty not just in time management and practice but an emotional issue of stress that may be caused by the complexity of learning in general or a specific piece - SEND or not.

- "I struggle to keep up with the pace of music lessons in school."

- Falling behind in school suggests a notable challenge regarding time given in music education and may be an academic ability issue or again SEND related –especially for older generations who were neve aware of SEND issues or tested for any.

Outer Circle of Dys' Music Making Difficulty For All of Us

2. Bad at (Playing Music)

- Definition: To perform poorly or ineffectively; to struggle with a particular task or skill.

- Sample Quotes:

1. "I'm really bad at playing by ear I can never seem to pick out the right notes."

2. "I feel like I’m failing at reading music I can't seem to make sense of the notes on the page."

3. "I've always been bad at rhythm I struggle to keep time when playing with others."

4. "I'm batting at remembering lyrics I always forget the words when I try to sing along."

5. "I'm just bad at music theory I can't wrap my head around all the concepts and rules.“

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "Bad at playing the piano; I can never get the hand coordination right." Coordination challenges are evident, making it a significant issue turning to self-criticism – not about music education complexities.

- "I feel like I have two left hands when I try to play the guitar."

The quote vividly illustrates a high level of motor skills issues blamed in playing the guitar effectively – which may be overcome with guidance or more time and mentoring on not feeling ‘bad at’. This is an issues which may create another of the 90% who simply give up.

- "My fingers just won't cooperate when I attempt to play the trumpet." Finger coordination issues are mentioned, suggesting a notable challenge – a kinaesthetic one – SNND – or not.. .

Outer Circle of Dys' Music Making Difficulty For All of Us

3. Abnormal (Physiological Barriers)

- Definition: Deviating from the norm or standard; not typical or usual.

- Sample Quotes:

1. "My struggles with memorizing songs feel abnormal I see others effortlessly recall lyrics and melodies."

2. "Feeling overwhelmed by music theory seems abnormal my friends seem to grasp it much more easily."

3. "My difficulty with rhythm feels abnormal compared to my peers who can effortlessly keep time."

4. "It's abnormal how much I struggle with tuning my instrument I just can't seem to get it right."

5. "Finding music challenging at my age seems abnormal—I thought I'd have it all figured out by now.“

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "My hands are too small to comfortably play the guitar." Having small hands presents a challenge but not an extreme one. Django Reinhart has only two fingers. The wider benefits of music making well-beings and mentoring would be applicable.

- "My back pain makes it hard to sit and practice the drums for long."

Back pain can significantly hinder extended practice sessions pacing is an issue – or adding another instrument like guitar to build the wellbeing and joy of music element.

- "My arthritis makes it painful to practice the violin."

Arthritis-induced pain can be a significant barrier to playing the violin effectively. Less may be more – or again any other music making activity – singing?!

Outer Circle of Dys' Music Making Difficulty For All of Us

4. To Fail (Giving Up Despite Efforts)

- Definition: To be unsuccessful in achieving a desired outcome or goal; to experience a lack of success.

- Sample Quotes:

1. "I feel like I'm failing at learning the guitar I can't seem to progress beyond basic chords."

2. "My attempts at sight-reading music always end in failure—I can never get through a piece without stumbling."

3. "I'm failing to connect emotionally with my music I can play the notes, but it lacks feeling."

4. "Every time I try to improvise, I end up feeling like a failure I just can't seem to find the right notes."

5. "I'm failing to enjoy music as much as I used to—it feels more like a chore than a passion."

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "I tried to learn the violin, but I eventually gave up."

Giving up after trying suggests persistent challenges,yet persistent attempts signifying desire – exploring the issues and building the lifelong benefits would create a mentoring / teaching / parenting time to Connect – The No.1 ay to Wellbeing of the 5 Ways to Wellbeing.

- "I practiced the trumpet for months, but I couldn't get any better, so I quit."

Quitting after months of practice indicates notable difficulty. Yet giving up music altogether is not the issue or may not be the real issue which needs exploring to lead anyone to a lifetime of music making wellbeing.

- "I attempted to learn the drums, but I felt too frustrated to continue."

Frustration led to discontinuation, indicating a reasonable level of difficulty. Yet again is this the real issue. Frustration with what?

Outer Circle of Dys' Music Making Difficulty For All of Us

5. Inability / Unable (Perceived Lack of Skill)

- Definition: Lack of capacity or skill; the state of being unable to perform a particular task or action.

- Sample Quotes:

1. "My inability to read sheet music makes learning new songs incredibly challenging."

2. "I struggle with an inability to stay focused during practice I get easily distracted and lose motivation."

3. "My inability to match pitch accurately makes singing in tune a constant struggle."

4. "I've always had an inability to play by ear I can't seem to translate what I hear in my head to the instrument."

5. "Dealing with my inability to play certain genres of music is frustrating I feel limited in my creative expression.“

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "I just can't sing; it feels like I have no musical talent."

The perception of lacking talent suggests a significant difficulty in self-confidence. Or is it a lack of praise or even criticism. Time to Connect! Music making is too precious an activity to give up through perceived confidence. What about playing an instrument?

- "No matter how hard I try, I can't seem to play any song on the flute."

Persistent struggle despite sincere efforts indicates notable difficulty. But at what level and with the right instrument? Praise for the ‘trying hard’ and mentoring on what else is behind this – or what else to try.

- "I feel like a failure because I can't play the keyboard like my peers."

Feeling like a failure due to the inability to keep up with peers is a significant emotional challenge needing addressing. Who and why the comparisons and what else can be done. More time. More tutoring. More praise?

Outer Circle of Dys' Music Making Difficulty For All of Us

6. Malady / Disease (Health Related Barriers)

- Definition: A disorder or ailment; a condition that causes distress or impairment.

- Sample Quotes:

1. "My inability to remember melodies feels like a musical malady I'm constantly forgetting tunes."

2. "Dealing with rhythm issues is like battling a musical malady I feel like I'm always offbeat."

3. "Sight-reading feels like a musical malady I can't seem to process the notes quickly enough."

4. "My struggles with tuning my instrument are a constant musical malady I can never seem to get it right."

5. "Music theory feels like a malady I'm overwhelmed by all the rules and concepts."

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "My arthritis makes it painful to practice the guitar for extended periods."

Arthritis-induced pain during extended practice presents a significant barrier. The benefits of playing for shorter periods are worth the effort of overall wellbeing – and praise for overcoming any pain to make music a pleasure for yourself and others.

- "Living with tinnitus has made playing any musical instrument unbearable."

Unbearable tinnitus significantly hinders the ability to play any instrument. For some actually playing like in the film ‘Baby Driver’ may be a cure – albeit temporary – and worth exploring. Or professional help.

- "My visual impairment affects my ability to read sheet music effectively."

Visual impairment is a challenge in music reading. This may be a SEND issue that requires help e.g. Meares/Irlens, Glasses – or simply if too difficult for all its benefits playing be ear may be a solution. The message in all of these so far – PLEASE don’t give up!

Outer Circle of Dys' Music Making Difficulty For All of Us

7. Not (Identity and Self Perception)

- Sample Quotes:

- Definition: Lacking the necessary skill or capability to perform a task; unable to achieve a desired outcome.

1. "I feel not able to keep up with the tempo of fast-paced songs it's like my fingers can't move quickly enough."

2. "Not being able to improvise on the spot makes me feel limited as a musician I envy those who can play off the cuff."

3. "My struggles with timing make me feel not able to play in sync with other musicians I always seem to lag behind

4. "Not being able to read music fluently hinders my progress I spend more time deciphering notes than playing."

5. "Feeling not able to express myself musically is frustrating I have all these ideas, but I can't execute them.“

YouGov UK Specific Quotes as real life examples and potential issues to explore

- "I've never been musical; it's just not in my nature."

The self-perception of not being musical is a challenge but not unusual. With music making a complex and time-consuming hobby or goal it may be easier to blame your inherent ability and not look for the real issues – or appreciate the awesome benefits of music making

- "Music has always been for 'talented' people, and I don't consider myself one."

Feeling excluded from the category of "talented" suggests a difficulty in self-perception. Talent comes from time and perseverance. Worth it at every level of music making and ability. The issue here may be one of looking into the self-perception via mentoring and working on making the most of every effort and time spent at music making – regardless of comparisons with others – who may have put in the oft quoted 10,000 hours1

- "I never thought I could play any instrument because I'm just not that kind of person."

Self-perception as not being a musical person is a challenge like perception of talent. The psychology of music making and listening is a fascinating issue for learner, teacher and parent alike.

Outer Circle of Dys' Music Making Difficulty For All of Us

8. Combining & Multiplying The Complexities of Learning, Self-Perception & All Other

Constraints on Music Making – Which May Have SEND Issues – Discovered or Not

Definition: The intricate interplay of various challenges or difficulties, unrelated to specific SEND conditions, which intersect and compound one another, creating intricate obstacles in learning, understanding, and performing music.

1. "Balancing a demanding job and family commitments alongside learning to play an instrument creates complexities of learning that leave me feeling overwhelmed."

2. "Struggling to find motivation and facing a lack of support from peers adds to the complexities of learning music as an adult."

3. "Juggling multiple hobbies and interests alongside music practice creates complexities of learning that make it challenging to progress."

4. "Dealing with perfectionism and a fear of failure together creates complexities of learning that hold me back from enjoying the process of learning music."

5. "Managing stress from work and personal life alongside music practice leads to complexities of learning that affect my ability to focus and progress."

6. "Coping with self-doubt and negative self-talk in addition to learning music as an adult creates complexities of learning that undermine my confidence."

7. "Struggling with time management and procrastination alongside music practice creates complexities of learning that make it hard to maintain consistency."

8. "Dealing with performance anxiety and a lack of self-discipline together creates complexities of learning that inhibit my progress and enjoyment of music."

Section 4.6

Discuss Your Music Making INNER Circle Of Dys'

Meares / Irlen Syndrome (Visual Stress) 7. Auditory Processing Disorder (Sound Perception) 8. Sensory Processing Disorder (Overwhelming Sensory Input)

DYSmusia may include a combination of any of these in BOTH Circles of Dys' – It is NOT Musical Dyslexia = just a sight-reading issue!

We will apply the criteria of BOTH Circles Of Dys' to the Responses to the YouGov Benchmark

Inner Circle of Dys' = Music Makers Difficulties & Disabilities For The 20% 1 in 5 of Us

Q1. Which, if any of these do you feel reflects how you learn about music making? Which? ____________ Why?___________

Q2. How long have you recognised this?

Q3. What do you think you need to do to overcome any difficulties

Q4. What would have to change?

Q5. How has it affected your life as well as music?

Learning

The Inner Circle of Dys' Navigating the Spectrum: How SEN Dys' Impact Music

Music is often described as a universal language, but for individuals with Special Educational Needs and Disabilities (SEN-Dys'), it can sometimes feel like a challenging dialect to decode. While the term 'Dysmusia' has emerged to describe difficulties in music learning and making, it's essential to recognize that other 'SEN-Dys'' can significantly affect the journey of aspiring musicians. Let's explore how conditions like Dyslexia, Dyscalculia, Dyspraxia, ADHD, and more can introduce unique challenges into the world of music.

1. Dyslexia: Decoding the Language of Music

Dyslexia, often associated with reading and language difficulties, can impact music learning profoundly. Sheet music, with its intricate symbols and notations, can appear as cryptic as any text. Dyslexic individuals may struggle with reading musical scores, understanding complex music theory, and following instructions. This can lead to frustration and hinder progress.

2. Dyscalculia: Navigating the Musical Mathematics

Just as Dyscalculia affects numerical comprehension, it can also pose challenges in music. Whether it's following tablature, understanding chord progressions, deciphering time signatures, or grasping note lengths measured in numbers, individuals with Dyscalculia may find these mathematical aspects of music particularly daunting.

3. Dyspraxia: The Art of Physical Coordination

Dyspraxia affects muscle coordination and fine motor skills, which are crucial in music-making. Fingering on instruments demands precision, and muscle memory retention plays a significant role. Individuals with Dyspraxia may struggle with finger dexterity, making it challenging to master instruments or even turn pages of sheet music efficiently.

4. ADHD: Concentration and the Musical Flow

Attention Deficit Hyperactivity Disorder (ADHD) can influence the concentration required for music learning. Music demands sustained focus, especially in forward sight reading and the ability to stick with the learning process over time. For individuals with ADHD, maintaining this concentration can be a real hurdle.

5. Synaesthesia: Where Senses Intersect in Music

Synaesthesia, a unique sensory condition, can lead to remarkable and sometimes challenging experiences in music. Some individuals with Synaesthesia may perceive music as a visual or tactile experience. While this can enhance creativity, it may also introduce sensory distractions that impact their musical journey.

6. Meares Irlen Syndrome: Visual Stress in Music Reading A Dysmusia Symptom

Meares Irlen Syndrome, also known as Visual Stress Syndrome, or simply Irlen Syndrome (by its founder Helen Irlen), can affect the way individuals perceive text, including musical scores. The visual distortions caused by this condition can create additional challenges when reading sheet music and interpreting musical notations.

7. The Interplay of Multiple SEN Dys' And The Distress Demons

While Dyslexia, Dyscalculia, Dyspraxia, ADHD, Synaesthesia, and Meares Irlen Syndrome are some of the SEN-Dys' impacting music learning, it's crucial to acknowledge that individuals may navigate a complex combination of these conditions. This multifaceted interplay adds layers of complexity to their musical journey. With or without SEND Music Learning is a Stressful Activity. The ‘Distress Demons can take hols at any time. Recognising their impact and occurrences will assist in any Music Pedagogy situation.

8. Other SEN Dys' and Music

Beyond the aforementioned SEN-Dys', other conditions, such as Dysgraphia (affecting writing ability), Auditory Processing Disorder (challenges in processing auditory information), and Sensory Processing Disorder (sensory hypersensitivity), can also influence music learning. These conditions can manifest differently in various individuals, adding to the diversity of experiences within the music-learning community.

Supporting Musicians with SEN-Dys' -Recognizing the impact of SEN-Dys', including Synaesthesia and Meares Irlen Syndrome (Irlen Syndrome), on music learning is the first step toward creating an inclusive and supportive environment for aspiring musicians. Music educators, parents, and mentors can play a pivotal role in tailoring their approaches to address the unique needs of SEN-Dys individuals. Adaptive teaching methods, accessible resources, and patience are invaluable tools in helping these musicians overcome challenges and unlock their musical potential. By fostering an understanding of how SEN-Dys' intersect with the world of music, we can celebrate the diversity of talents and contributions within the musical community and ensure that no one is left behind in the pursuit of harmonious melodies.

Scale Degree 5 Section 5.1

In addition to my normal employment, I also teach piano at the weekends to children. My family are also musical, and we love to sing and listen and play together

Global Scale of Dysmusia The Full Report

Quantitative Results 1 to 10 Scores & NPS 79%

I have wanted to be able to play an instrument most of my life, but never mastered the art of reading music. I was actively discouraged from learning and reading music at school. I learnt a few basic chords and can play by ear at a basic level, but I do not have the time or patience to practice to become better. .

+5 To -5

The 5 Ways TO Wellbeing -UK Government Office For Science -

The 5 Ways to Wellbeing LINK

The basis for the YouGov Survey was the power and strength of all the research that shows the impact of Music Education on our Health, Happiness, Wellbeing – and as (or is it more!?) importantly our educational and lifelong skills and abilities. We’ve put these together under the core research concept of ‘Keep Learning’. Together with the format of seeking information on the 3D’s of learning for people with and without difficulties we have a picture of the adult population of the UK that gives an insight into the What, Why, How and How Many people are engaged – or otherwise in Music Learning and Education. Here’s more about the 5 Ways form nef – the New Economics Foundation…

NEF was commissioned by the Government’s Foresight Project on Mental Capital and Wellbeing to develop a set of evidence-based actions to improve personal wellbeing. In this report, NEF presents the evidence and rationale between each of the actions, drawing on a wealth of psychological and economic literature.

The 2008 Mental Capital and Wellbeing Project aims to analyse the most important drivers of mental capital and wellbeing to develop a long-term vision for maximising mental capital and wellbeing in the UK for the benefits of society and the individual.

The concept of wellbeing comprises two main elements: feeling good and functioning well. Feelings of happiness, contentment, enjoyment, curiosity and engagement are characteristic of someone who has a positive experience of their life. Equally important for wellbeing is our functioning in the world. Experiencing positive relationships, having some control over one’s life and having a sense of purpose are all important attributes of wellbeing

The 5 Ways TO Wellbeing & The 5 Ways FROM UnWellbeing

Coming soon in Happy MiiNDS The Book

The Democratization of Music Pedagogy + Wellbeing For All + Music Therapeutics

The transformative power of music extends far beyond entertainment; it's a potent tool for promoting wellbeing and aiding recovery in times of distress.

Despite the effectiveness of music therapy, the specialized training required to become a certified music therapist often at a master’s degree level means that these benefits are out of reach for the vast majority. However, the UK Government Office for Science's 'Foresight' 5 Ways to Wellbeing provides a versatile framework that can democratize access to the therapeutic benefits of music.

This framework is not only approachable for music therapists but also adaptable by teachers, parents, and mentors, making it possible to foster wellbeing and address Un-Wellbeing through everyday interactions.

The 5 Ways to Wellbeing Connect, Be Active, Take Notice, Keep Learning, and Give serve as a foundation for both enhancing wellbeing through music and mitigating the factors of Un-Wellbeing. This framework is integrated seamlessly into everyday activities, where music becomes the medium through which individuals can engage with each of these 5 areas.

Connect: Music sessions can foster deeper connections between individuals, enhancing communicative abilities and emotional empathy, vital for those suffering from social isolation or communicative impairments.

Be Active: Engaging physically with music, whether through playing instruments or movement, can improve physical health and coordination, crucial for those recovering from physical ailments or seeking to maintain physical health

Take Notice: Music encourages a mindful appreciation of the present moment, helping individuals become more aware of their emotional state and environment, which is essential for managing symptoms of anxiety and depression.

Keep Learning: Learning music can stimulate cognitive development and maintain cognitive functions, offering a valuable tool for those facing cognitive decline or seeking mental enrichment.

Give: Participating in musical activities provides opportunities to share experiences and skills with others, fostering a sense of community and purpose, particularly beneficial for those feeling a lack of direction or isolation.

By incorporating the 5 Ways to Wellbeing into daily practices through music, teachers, parents, and mentors can unlock a vast potential for enhancing the quality of life and addressing various aspects of Un-Wellbeing.

This approach provides a practical and inclusive way to harness the benefits of music therapy techniques, making them accessible to all, regardless of professional training in music therapy. Through this integration, we can empower individuals to not only achieve but also maintain their wellbeing through the universal language of music.

Global Dysmusia Key Findings The ‘Big Picture’ First!

Quantitative Results 1 to 10 Scores & NPS 79%

CTQ_q1. The following question is about how you engage with music learning and how this may be affected by any learning, visual or other difficulties and/or disabilities. We will present you with a list of statements, which are ranked from positive to negative. Please read through ALL the statements carefully before selecting your answer. Which ONE of the following statements MOST closely reflects you? (If you fall into more than one of these groups, please select the option that applies to you MOST often)

+5 Learning, playing and reading music and music education are a part of my life and I love to share my knowledge and to teach others at home, either singly, in groups or at school [10]

+4 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others [9]

+3 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities [8]

+2 I have started or started again to learn some music even if it is just being able to play songs I like, or messing about on Apps that teach me in a fun way [7]

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can [6]

-1 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more [5]

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming [4]

-3 I have special educational needs - like dyslexia or ADHD and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument [3]

-4 I have visual difficulties/blind and have tried reading or playing music but it was too difficult and I couldn't do it so gave up [2]

-5 I have never tried or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me [1]

None of these [0]

Don't know / prefer not to say [0]

Net: Detractors

Net: Passives

Net: Promoters

Base: All GB adults (2130)

Net: Music Education Promoters = 6%

Net: Music Education Passives = 9%

Net: Music Education Detractors = 85%

Learn, Play, Share, Teach, Read Music Guitar Tabs, Enjoy = 16% %

Can’t, Don’t, Scared, Gave up Never Tried, Too Difficult = 34%

Non-responders - Did not relate to Music Education Questions/Don’t know / Prefer not to say = 51%

The responders creates a significant sample to create a benchmark – while indicative of half the sample not relating to music education as a key finding

+5 Learning, playing and reading music and music education are a part of my life and I love to share my knowledge and to teach others at home, either singly, in groups or at school

In addition to my normal employment, I also teach piano at the weekends to children. My family are also musical, and we love to sing and listen and play together

I have been a musician and singer for most of my life. I have shared my knowledge with people in the past and still put my music out there now

+5 Learning, playing and reading music and music education are a part of my life and I love to share my knowledge and to teach others at home, either singly, in groups or at school

Music and the playing of instruments has always been an important element in my life from being very young. I am enthusiastic about teaching music and being involved in musical projects and events in the school I work in and singing and being musical with my children at home.

I am a music teacher with a private teaching practice from my home including groups and I teach music at a Special Needs School three days a week hence the above statement applying to me.

I love music leaned to play as a child love to share with grandchicden

I play various instruments and I used to teach music at school

I play in several bands and teach my children

I enjoy it

Love music

I have been a musician and singer for most of my life. I have shared my knowledge with people in the past and still put my music out there now

I can play violin, piano and can sing and am a primary school teacher so enjoy teaching this

I have played musical instruments since childhood and played on stage, theatres, pubs, festivals in plays, orchestra, bands and alone.

Enjoyment with no pressure

Because Sharing is a great experience

It has been my life

I play guitar and piano. I passed grade 6 theory and have studied advanced theory especially learning jazz harmony. I teach anyone who wants to learn but am not a paid professional. I do not often play socially but am very interested in doing so.

I am RnB singer, and I also play different instruments, recently am learning new singing patterns with so much joy

Pass on talents

I am currently training as a classical singer at a Conservatoire and have experience of teaching music

I'm a musician

Music is an integral part of my life. I used to play in orchestras and sign in choirs. I am not so active now due to increasing age and disability, but I still listen to music regularly.

I did a masters in music. It is more than a hobby but I don’t teach

I'm a freelance musician and music teacher.

I enjoy it

I am a piano teacher, piano accompanist, choir member, involved in teacher training and have been involved in music education all my working life

I like to sing

Because that is me

Becuase it it eternal and without a classification to be available to all states of mind and to the soul tthat is present in the now and future moments that will be recalled in future lives

I studied music to degree level, and thoroughly enjoyed it

I love my music. Listen to it a lot which means I learn the words and sing with others

I have a masters degree in music performance and teach music in local community organisations

I just enjoy singing

Because I play guitar

In addition to my normal employment I also teach piano at the weekends to children. ,my family are also musical and we love to sing and listen and play together

I am a music teacher already

I am a teacher

Making music is an important part of life, and the opportunity to participate should be available to all.

I learnt music as a child, because my mother is a music teacher. I recently have started a part time job as a cello and violin teacher singer, and I also play different instruments, recently am learning new singing patterns with so much joy

+4 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others

I am attending College doing a second guitar for beginers group course having had to leave previous course halfway due to health problem and have a private Tutor who I attend for a one to one lesson once a week

My favourite hobby is singing with a choir that performs with an orchestra at least 3 times per year. We learn on average 15 different songs every term of all styles, by heart, so although I do not play an instrument as such, it is one of my greatest passions and helps keep my brain working.

+4
I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others

In school music was a huge and dominant part of my life, but as a PhD student in physics I no longer have as much time to play or teach. I still make an effort to play piano and teach music as a hobby so I would consider it a large part of my life, but I do miss being in choirs etc

That’s my nature

I play and write music every day. It is my main focus in life.

I play the piano and have done since I was a small child. I practice mainly for my own enjoyment and self-improvement.

I am a member of a local choir and we are improving rapidly under the care of our new conductor

Music is a very important part of my life i love music

It fits me closest

I play whenever I can and have helped others quite a lot

I play in a brass band and therefore regular practice and group practice are necessary to maintain a good standard

My favourite hobby is singing with a choir that performs with an orchestra at least 3 times per year. We learn on average 15 different songs every term of all styles, by heart, so although I do not play an instrument as such, it is one of my greatest passions and helps keep my brain working.

Music is one of life's greatest pleasures and I am eternally grateful to my parents that I had piano lessons from an early age. This has enabled me to learn other instruments, sing in choirs and teach new songs to groups I am involved in, such as GirlGuides.

Music is a great love of mine.

I have played guitar for 50 years. My wife plays flute. We have recently started playing together in a folk ensemble. I have also begun learning ukulele and octave mandola. I have joined a ukulele club which meets monthly. I am learning to sight read. I am 73.

I am learning as I love music

I am attending College doing a second guitar for beginers group course having had to leave previous course halfway due to health problem and have a private Tutor who I attend for a one to one lesson once a week

calming

i play guitar, bass, piano, uke, harmonica and jam with friends

Because I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others

it sounds good

I play Ululele and practise and Gig with a local group

I'm in a band, we practice every week and play live. I also play music at work to relax with colleagues

I play in two bands .

I play guitars and have many musical friends. I occasionally perform live

I am a musician and an entertainer and it's what I do best

I play guitar in band that records and plays live.

I play in my local orchestra who give regular concerts

Music is relaxing and creative. I do it in a community group

Just have fun

+4 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others

I play 6 musical instruments (cello, viola, clarinet, oboe, recorder, tenor recorder) and I play in three musical ensembles (Strathclyde University Concert Band - clarinet, Strathclyde University Symphony Orchestra - cello and RSNO Community Orchestracello/recorder). Playing music puts me on a good mood, and going to classical music concerts is almost like therapy. The only down side is finding the time to practice all six.

I am a teacher who is also an amateur musician. Music isn't my subject, but I always take my chance to share my passion with people regardless, including pupils.

I've been playing the guitar for a number of years now and I really enjoy practicing.

because i like music and can play

I play the harp

Six months ago, after retiring, for the first time in my life I took up the study if music to join a bagpipe band. I freely admit I am slow and nit very good, but I am determined and love the ability to be just a tiny bit better today that I was yesterday.

I do this in connection with choirs I am in and in musical theatre. I'm use a keyboard to learn my vocal part. Inlove singing.

I Play guitar - acoustic and electric. Also play electric and acoustic bass. I now play for pleasure as a hobby with no expectation of playing professionally.

I practise my instrument at least once a day, I like learning new songs and I perform in front of others.

I am a (non-professional) singer-songwriter and semi-professional guitarist/arranger in a folk band. Playing live is one of my favourite things to do, as its sharing music generally.

Because I create my own Music , including Albums, utilising Logic Pro 10.4 Moosic

Because I am a violinist in my spare time and I think it's important to practise to refine my skills

Sing in a chorus and quartet. compete at national level

Because I love playing music and teaching my daughter

I play the drums and play along to tracks I love - mainly for myself. Occasionally friends watch me play in bedroom

Because I enjoy music, practice regularly and play with others.

I play in a steel pan band, we practice weekly, learning new songs regularly. There are 12 of us and we play a number of gigs, usually in the summer months. I cannot read music but with an instrument like a steel pan, that isn’t essential.

I play in a brass band. We have a weekly rehearsal and perform an average of once a month,

I love playing musical instruments and discovering beautiful music. I love playing instruments with others

I have played music my whole life & continue to enjoy developing my skills

Self taught classical piano. Believe it is beneficial for memory improvement and keeping the mind alert.

I enjoy playing music and often learn new pieces by myself for my own enjoyment, but also enjoy playing for others when I have the opportunity

Run a small traditional Music Band

I am a musician and a songwriter. I am constantly practicing and coming up with new ideas. I pick up a guitar almost every day and will either be working on my own songs or playing along with records by other artists. There is always something new to learn where music is concerned.

It is something I enjoy doing. Simple.

I practice most days, have lessons and play in a local wind band

Studying music at university and practice every day

It's good to unwind in this way

+4 I really enjoy learning and playing music, I practice regularly in order to enhance my skills and knowledge, both for myself and to share my music playing with others

I love music and, when at boarding school, I was taught to make and play bamboo pipes for a time. I wanted to learn to play the piano or the cello but I did not have either at home. I am now 81, having learnt to play the guitar a little for a short time a few years ago with my late husband. He had to give it up when he had MND and I followed suit so it didn't upset him if I tried to play. After he died I had the chance to learn the ukelele in a small class which closed down after about five weeks. After that I found a group near me on a tram route which would take me and my autistic son for one afternoon each fortnight. I play with the group and my son sings which keeps him happy. I practice at home using Riffstation on my computer to play along with music I like, at the moment Scott Joplin's Ragtime with Cory Hall. It is good for coordination and enjoyable as I play finger style when it sounds OK and adapt chords that I have difficulty in reaching as I have fairly short fingers.

I play and practice on a daily basis and have done for 20 years. I also perform with a group on a monthly basis, and we have occasional practice sessions. I have the radio on more than the TV, and spend time searching for new music.

i play psychobilly rhythm electric guitar and bass and drums have done since 1985

Classic singer and dj

I have sung in choirs for 60 years, enjoy it tremendously and am considered quite an asset

Because it mostly reflected me.

I enjoy doing it

Improves memory and coordination

I play guitar, bass, keyboards and drums and I gig in 4 bands.

I play the piano—I am learning the ukele-and I sing in a band -

I play piano and recorder at grade eight and sing. I have played keys in a band recently. I don't teach others but I did lead a choir last year.

+3 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

I was brought up in a musical family and can read sheet music play piano a bit but don’t do it regularly

I no longer have a piano but when I am at my relative's house where there is a piano I like to sit down and play a few tunes that I remember. I took the music board exams as a child.

+3 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

Always loved music and played instruments since he age of 9. It’s therapeutic

I like to play guitar and sing occasionally.

I view it rather like learning another language. I can only enhance your life experience and enjoyment

I learnt to play the piano and violin and was part of an orchestra when I was a child.

I no longer have a piano but when I am at my relative's house where there is a piano

I like to sit down and play a few tunes that I remember. I took the music board exams as a child.

I used to play and enjoy picking up my instruments now and again

I enjoy playing instruments just for me.

I recently joined ukulele group and choir. I play piano for fun

I used to play/read music a lot more than I do now. I'd love to do more, but a vocal injury makes it unlikely.

Enjoy playing guitar use tabs on you tube

I can play the piano and now in a choir so often practice my songs on the piano

I enjoy music and it relieves stress best description for me

I used to play a lot of guitar and can read sheet music and tablature. However I don't play as much but can get back into it quite quickly when I do

I enjoy tooling around on music and junk.

I used to play a lot of music but rarely find the time now

I have always liked playing music and was in a local group in my younger days but since having a stroke i don't play as much as I used to but like to try and keep doing a bit

i love msuic and enjoy its many benefits

I don't practise on a regular basis but do enjoy playing occasionally. It is relaxing and helps with breathing and controlling my mind state.

Can play guitar but rarely get time to do so

I learnt to play the violin and constellation of I have time. Wish I could play more often for enjoyment

I play the piano for myself enjoyment learning new tunes

I learnt to read music when at school. I occasionally try to play orgam as it is z challenge and relaxing

Playing the guitar is extremely important to me as a skill that I learned many years ago and I really strive to play as many songs/tunes as I can.

It's a very fulfilling talent to develop, but I don't practice regularly due to time constraints.

I always gave played multiple instruments, my family grew up doing it and my own children have too

I was brought up in a musical family and can read sheet music play piano a bit but don’t do it regularly

Keeps my skills up with the practice

I had piano and violin lessons as a child and have always had a piano in the house. I like to still play now and then, although my son is a musician/pianist, so he helps me occasionally.

I played an instrument as a child. I don't play now but occasionally pick it up

I play the guitar but do so for my own enjoyment and use tabs rather than sheet music.

I sing in a chior

I play piano and keyboard for pleasure when I feel like it

+3 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

It helps me to unwind in streetlights situations

Music is nice to play

I love singing in choirs

Ukulele!

Music is good for the soul and is helpful to relax

I don't play guitar, but I play saxophone and get a real sense of personal achievement when I'm able to play something well

I play guitar for fun & use books for chords etc also internet tuition sites.

I haven't played in a while but I do get various instruments out to play them every so often. I am also reasonably good at playing guitar and saxophone but simply haven't so to say I tried and gave up isn't quite right either. I tended to use tabs or chord names and/or play by ear but can read sheet music, so this isn't a perfect match but is by far the closest.

I learnt to play the piano as a child, and the guitar as a young adult. I still derive pleasure from playing musical instruments, though I am not as proficient as I once was.

I enjoy playing music and find it relaxing

I like learning music

Relaxation, pleasure and entertainment.

I like playing the keyboard but I don t have much time to do it

I learnt to play piano many years ago, and like to test my abilities if an opportunity arises.

I enjoy playing music but don't have time to do it as often as I'd like

Because I don't want it to go to far, so it stops being fun.

I'm a trained professional musician who has moved on...

I am an occasional clarinet player. I was very musical as a child but gave up to focus on my academic work but from time to time pick up my clarinet and often learn new pieces to play in concerts where friends are low on woodwind players

I used to play music regularly but don't have time at the moment.

don't have time very often

Because I play the flute, but not often and when I do, I tend to use sheet music. There's more scope to play different things when you use sheet music.

I learned to play the piano and cello as a child and stopped lessons in my teens (I am now in my mid 20s). Consequently I am out of practice but still able to read and play music, which I enjoy but don't get to do very often - I do not have the energy or handeye coordination that I used to and prefer to play for my own pleasure when the house is empty rather than for others.

I give it a go, can read a bit of music

Good fun

Playing the piano takes me to another zone,where I can switch off from daily mundane life and enjoy playing and hearing beautiful chords, and melodies. I had lessons from age 10 to 17 and now I like to try new pieces of piano music, especially popular jazz songs like Hoagy Carmichael, Gershwin etc. I play for my own pleasure and prefer to play when no-one else is around. I buy most of my music from charity shops and second hand shops because new sheet music is very expensive. I think playing a musical instrument is good for keeping the brain cells active as I get older!

I used to teach guitar privately and played bass and guitar in an amateur band, but have moved to a more rural area where there is much less opportunity to do this. My hearing has also deteriorated lately. However I still enjoy learning and playing guitar pieces for personal enjoyment

+3 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

I used to teach guitar privately and played bass and guitar in an amateur band, but have moved to a more rural area where there is much less opportunity to do this. My hearing has also deteriorated lately. However I still enjoy learning and playing guitar pieces for personal enjoyment.

Play guitar and practice every so often

I play piano flute and coronet recreationally

It relaxes me

I can read music and play an instrument occasionally

I used to play a lot more when I was younger but don't have the time now

Enjoy playing guitar and learning music theory and technique

I used to take piano lessons but after I turned 18 and went to boarding school and then university, I have stopped.

+2 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

I learned to play the piano as a child and young teenager, and have enjoyed playing and listening to music ever since. I only learned classical music, and enjoy playing that, I am not good at modern pop type music. Ok to listen to but not for me to play

I used to play a lot of music when I was younger but since I’ve gone to university I haven’t been able to find the time. I was never particularly gifted but was good enough to take music as A levels. I enjoy playing bits of music now but struggle with performance nervousness.

+2 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

I used to to play various instruments years ago, and would like to again, but I haven't managed to get down to it.

I just enjoy playing the piano and I use music if I am emotionally distressed

Used to be a professional musician, now do not play, have lost interest in playing.

I like to play guitar as I feel it relaxes me, allowing me to complete other tasks easier. Additionally, I feel that it keeps my brain stimulated.

I play guitar and sing in a band. It’s fun and rewarding and I would like to improve. enjoy music

I used to play a lot and still do occasionally for leisure.

I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

Play keeps me fresh

I would love to do more music but time doesn't allow it, however I want to share it with my children

I learned to play the piano as a child and young teenager, and have enjoyed playing and listening to music ever since. I only learned classical music, and enjoy playing that, I am not good at modern pop type music. Ok to listen to but not for me to play.

I occasionally play an instrument for pleasure

I've been learning guitar on and off for 5 years... still not very good at it!

I play most stringed instrument now mainly for pleasure. Am open to learning new techniques

I use sheet music/book as I don't know stuff of by heart but don't find time to practice regularly but enjoy it when I do play

Playing the piano is a good way to relax. It may not sound like the professional pianist but gives me pleasure in achieving the end result.

I chose this statement because it most accurately reflects my situation regarding learning and playing music, which is what the previous question asked me to do, making this current question silly and redundant.

i enjoy playing my clarinet and my guitar, although i don't play as often as i used to. it is relaxing, and when i practice i improve, which pleases me.

I am a self taught guitar player, I only dabble.

I learnt to play the guitar and the piano when I was a child. While I used to play them very often then, I have less time now. However, I still very much enjoy going back to my instruments and making music, and I believe that learning about music has helped me in my understanding of other things.

I play the guitar in church

I used to play music very regularly as part of a band but stopped due to a limited amount of free time. I sporadically still play music to keep myself involved with that part of my life.

I practice when I can, rather than be disappointed in my progress I just do a little bit frequently and am happy with progress I know I have made

I used to play a lot of music when I was younger but since I’ve gone to university I haven’t been able to find the time. I was never particularly gifted but was good enough to take music as A levels. I enjoy playing bits of music now but struggle with performance nervousness.

I’m at a relatively high level and do not need to practice very hard for gigs

I play occasionally for pleasure.

music making is valued in our family and is a pleasure to us individually and collectively.

Enjoy being able to create something not everyone can

It's always good to learn new skills

+2 I like to play music every now and again with music books, sheet music or tabs for guitar, as I see a real benefit and pleasure in adding music skills to my abilities

I batter my guitar in the privacy of my home to relieve stress and keep my fingers working.

I used to play instruments as a child and tinker every now and again

Music helps my brain develop and can influence my mood

I am learning to play the banjo, it helps with my arthritis and it helps lift my mood.

I’ve played guitar for 20 years and have previously played the sax and violin: I can fluently read sheet music and tab. I enjoy it, but I don’t have the time to play more than once or twice every couple of weeks. It makes me feel good when I do though, and I like adding to or improving the skills I have. I like to sing and play at the same time, learning new songs I’ve heard and really liked as well as perfecting old favourites.

I play with a small group and perform in local venues and care homes

I used to play piano every day when I was working through the grades- now it's only now and then, but I like to keep up with it a little as it makes me feel good and also proud of what I can do.

Since learning to play an instrument, I feel my ability to see patterns has improved, which is vital for my degree in Physics, though I don't play as often as I used to.

Playing guitar is relaxing

I like to play guitar occasionally as a way of destressing but do not have access to a guitar where I currently live. I had previously attended lessons for 5 years before stopping due to other commitments, but that gave me a foundation of knowledge that means I can play basic things on demand

Because out of the options available, this statement most accurately reflects my opinion.

I used to learn several instruments as a child. I enjoy playing now and again when time permits.

Have played the piano since I was 8 and now in my 70s it still gives me pleasure

I used to play an instrument and can still read music.

Learnt violin as a child and still occasionally play with sheet music to remind myself. Play just for me.

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

I have many things to do in my life. Although I enjoy music and would love to play better, it is not a priority. I am not a natural and would have to work very hard to reach a standard acceptable to me.

I have no musical talent

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

I often leave playing an instrument for a great period of time even though I have the ability to progress rapidly. I also gave up playing an instrument that I had learnt for 10 years.

I used to play the clarinet, but haven't tried on over a decade.

I don't have time to play music now as I am busy doing different things

Used to learn at school; no longer have the time

Played the piano as a kid and developed an interest in classical music; however, my ability was never great enough to play the music I wanted to.

I know lots of people who gain a great deal of pleasure from playing music.

Used to play the piano, but couldn't find time for lessons, and got stuck as far as I could teach myself

I have no time for it, but appreciate time when i can play the drums.

I can play the violin and the guitar and read music. I would also like to learn to play the piano. I feel my life is too busy at the moment with work etc to have the time needed to enjoy it. I hope to sometime in the future.

I have no musical talent

Played piano in band

I've learnt violin and keyboard in the past, I can read music and sort of read guitar tab and have tried to teach myself guitar but I'm rubbish. I don't play anything now.

I formerly played in a local brass band for 12 years. I particularly enjoyed the fiveyear spell when I played trombone, but I didn't like the "politics" of being in the band and eventually left in 1990. I would like to have the chance to play a trombone again, but there are no other opportunities locally.

I used to play guitar a bit, but have no space in my current residence for larger nonfurniture items.

I would like to learn how to play the piano but I have no money and time now

I could not live without music iits many forms but I don't actually play but would like the opportunity to learn

I was musical in my youth, played a range of brass and percussion instruments. I was able to read music without difficulty and have almost pefect pitch. But I never continued on with music after my teens.

I no longer have a piano

No flair for it

I have many things to do in my life. Although I enjoy music and would love to play better, it is not a priority. I am not a natural and would have to work very hard to reach a standard acceptable to me.

I don’t have the time at the moment.

My guitar string broke and haven't been motivated enough to get a new set Learned various instruments as a child. I no longer play any.

I used to be able to play the recorder with competence when I was younger and could read music - but it isn't a skill I have kept up.

I have been trying to master the guitar but have not quite grasped the corodination

I can't sight read music (tried before) but enjoy learning to sing by learning a tune

I no longer Harwich time but this is something I may start to do again on retirement

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

Played piano,violin and recorder at school. No time now.

When I was in school I used to like playing music but after I left school I never went back to it. It is something I would be interested in doing if I had more time.

I used to play when I was a teenager but don't find time to anymord

I lack time to practice

it's good to do but not got tinw

I don't have access to any instruments anymore, or take any lessons, but I sing a lot for practice.

I would like to play on piano and guitar

Used to have lessons but don't really have time now. Would like to play more.

I used to play piano and flute and would like to relearn those skills. I can read music and still sing in a choir on a regular basis.

I used to have lessons as a child and last year I bought an electric organ and tried to start playing it but I don't have enough time to play it. I will try again this winter.

I gave up playing music after school

I have to teach music as a non specialist which makes it less enjoyable. I play piano but practice infrequently.

Too little time in the curriculum

Busy family life and other interests

Difficult to know where to find a good tutor, time and cost.

i have a clarinett but only play very occasionly i prefer doing other things

I don't have time as I have a young son but I would like to play more often

I now find it difficult to play because of arthritis in my hands

as i am getting older.i find i have more family obligations.

I used to plat piano and would love to again

I played piano as a child,if I had a piano I would play more often,do play occasionally at parents house

I have played piano in the past but don’t currently have access to play it

Want to start playing in the future

I wold like to learn to play a musical instrument

I am have been very busy with school work and find it difficult to find time to practise music.

I would like to learn an instrument

i would like to play guitar with my granddaughter

Music playing and/or learning erratic. Should spend more time on both activities.

Used to play an instrument but don't have much time now so got out of the habit

I learnt to play the piano and guitar, but have not played either for years. Would love to take it up again.

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

I learnt to play the piano and guitar, but have not played either for years. Would love to take it up again.

I used to play a number of instruments when I was younger but there became less opportunities (bands, etc) to continue playing once I went to uni

I would really like to take piano lessons again and increase my skills, and I would also like to learn to play the cello. But right now I am a home educating parent with a lot of volunteer duties, so I simply do not have the time, nor do we as a family have the money since we are living on a single income.

Insufficient leisure time to play

I learnt to play a couple of instruments as a child but never thought to continue into adulthood, probably because i'm not musically talented.

It would be nice to be able to play some music to entertain others and myself but it would take a lot of effort.

I played the violin up to the age of 16 but do not learn now. I wouldn't rule out taking it up again one day.

Self taught basic music skills. I like to play for my own pleasure, although I have not been able in the past to commit enough time. As the pressure on time decreases, I will attempt to take up music more seriously, but only as a personal leisure activity. Probably too old now to get significantly better.

Busy

I used to play keyboard & wrote lots of music for songs. But I no longer have time or enjoy it now

I used to play piano but don't anymore

I used to learn singing properly through a trained teacher. But my ability to be regularly available to go for a lesson is no longer physically possible and my health both physical and mental health has worsened prevents me from taking it up again.

I learnt to read music and played piano a bit but I don't want to do the practise

I started playing the piano in my pre teen age for a few years got boared, started playing guitar in my post teen age, got married never had time to strum my guitar, still have it but not tuned it for over 15 years

I used to play but life got in the way. I do wish I was better or had time to learn more

Just not an important hobby to me at this time in my life. Too busy maybe one day.

I used to play the piano when I was younger but I haven't really played for a very long time. However, I would like to have another go at it now I am an adult as I feel I may be better.

I used to have music lessons and taught myself the piano. I no longer have regular access to a piano and I don't play an instrument anymore although I would like to restart with playing the piano again in the future.

I use to play an instrument at school and I got to a certain level. Ive not played since I used to play the trumpet as a child and would like to learn a different instrument but lack the time, money, and access

I have a neurological disorder, so find it difficult.

I have basic music reading skills and can play a few tunes but don’t work on my skills or understanding

Too focussed on work and the new house

I know a little guitar and Piano. I have had had periods where these were major priorities for me. However, I now choose to focus my time on other pursuits.

I'M NOT AS INTERESTED AS I USED TO BE

Can play the piano Currently do not have one so has lapsed for the time being.

I used to play 3 instruments and sing but I can’t afford the lessons now but I would love to be able to.

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

I am not a competent musician although I have a keyboard and a guitar. I would like to be able to play better but due to my mental health issues, I am not able or willing to do more to improve this.

I don't have much time to practice

I learned to play the piano many years ago but didn't reach a very high standard. Although if I possessed a piano I would probably try to play simple tunes, I have many other things which fill my time now.

I used to have PIANO LESSONS BUT HAVE NOW GIVEN IT UP THOUGH i WOULD LIKE TO RESTART AT SOME TIME.

I didn't feel I was progressing with my learning, so I stopped practicing.

I used to play the flute but I gave up to focus on school work but I would like to get better

On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can.

I played several instruments at school but haven't played since

I think having more skills and talents and knowledge is an important part of being human and I would like to be able to play an instrument

As I down sized my home I disposed of my I would like to play more

I enjoy singing and have tried to play instruments when I was younger but have never perused it past the beginners stage.

Self taught piano/ keyboard, learnt to read music at school. Lessons too expensive. It interests me but not enough to pay for lessons. I play by sound rather than reading the music now

I used to be very musical in my teens. I played the recorder, euphonium and the steel pan base. I also tried the piano for a while and enjoyed singing. It's been a very long time since I played.

I did it when I was younger but was not very proficient and don’t have the time or inclination now

I have spent time learning to play bass but it has been a very long time (years) since I last practised - I would like the time and maybe some tuition to learn more.

Don't currently play any instruments but have in the past and would like to again in the future

I used to play an instrument but I do not have time now although I would like to pick it up again

I used to play several instruments at school but gave up in my teens. I would like to rekindle these skills but I don’t currently have the time or motivation.

I can read music and played the clarinet and the organ. But I’m 65 years old now and don’t want to take it up again.

I learnt the music basics on a recorder and piano, when I was at school. But was not interested beyond school. But now I often wish I could play the piano.

I used to play and my boys are learning to play at present, wish I had the time I love music and the gift of playing it. I used to love being in an orchestra. I would like to get better at it.

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

I used to have lessons and did music GCSE but don’t anymore

I have a guitar and I get it out now and again

I used to sing quite a lot and play the piano badly but I don’t do anything musical now which is shame.

Gave up on piano lessons

I learnt to play musical instruments as a child and teenager but stopped at secondary school age

I learnt to play when younger but no longer do

Don't have the time for music right now

Play a bit but not much

I would like to play again and take lessons when I have free time in the future

Because I have other hobbies which draw more of my focus and also because my instrument is the saxophone and the weight of it was giving me migraines

I can learn it if necessary

Had piano lessons for about 10 years as a child, but don't have the time to play now. Play when visit parents as they have the piano. Would definitely like to be able to play better.

I used to play the violin and piano regularly. Haven’t played either for 15 years. Would like to find time to play and improve my piano.

I used to play the flute (not especially well) but enjoyed teaching myself new songs etc. It was stolen during a house burglary and I couldn't justify spending the money on replacing it as I had a baby and other things on which to spend the insurance money

I don't have the time, although I used to in the past .

Did when i was a kid. Wish i could play an instrument well

I used to play the keyboard, however, I have now stopped as study and other interests have taken over. I think I last played on the keyboard 2-3 years ago. It's one of those hobbies that requires effort but doesn't really have any practical use in this day and age, so you really have to passionate about it. I would like to play again, especially as I invested in a £300 ish keyboard that I still have.

I don't do any musical education currently but would like to learn in the future

I have a play about on a bass guitar - attempt to copy bass lines by ear, therefore a standard method of learning that would incorporate sight playing would be nice

I learned to play the piano as a child but haven't played one for many years now.

Have played guitar and piano in the past and had lessons, but have lapsed

I used to play the recorder as a child, but never continued with it. It would have been nice to learn the piano, but I never had the resources, in money, space or time.

I used to play alot of instruments a d be more involved with music, but I don't do much now. However, I do try and write on garage band.

I used to be able to play both piano and trumpet fairly well, it would be nice to at least be proficient at piano again.

I played the piano as a teenager and can still read music

It's spot on. Moved out, worked more.

I used to play the piano for many year . I gave up and have little time to pursue it now.

Music is something I used to do but I don’t have the time anymore

Used to play the guitar but stopped

I have a piano I would like to be able to okay

.

+1 On-going playing, learning and music education is not something I spend any time on now, although I would like to be able to play better than I can

I would really like to play music but I don’t have the resources to do so

I learned to play the piano when young but gave up. Would quite like to resume but time is lacking.

I had piano lessons as a child but I gave up whilst still young. I would love to play again but I don't have time. I also used to sing at church but this is something I no longer particpate in.

Working too hard

I've lived in rather isolated places with no access for learning music,but I hope to remedy this now I have moved to where there is greater opportunity.

I can sing but is like to learn how to play piano or drums it's just expensive

I learned to read music and play at school. I would like to relearn and play an instrument but I don't have the time to do it.

I did a course in drumming last year but didn't have time to do the homework and keep up

I don’t have enough time at the moment but I would like to spend the time improving

Music is not a priority at the moment .I would have difficulty playing any type of instrument due to a medical condition .

I am more interested in creating electronic music, which isn`t quite the same thing, though I would like to be more competent at that and be better at playing an actual instrument as well.

I'm not particularly good at it and to get better would take more time than I want to spend at present

would like to

I used to play violin and piano when I was a kid, now I would like to show that I did play in the last and would like to learn playing some music just to show off

I listen to music but have no active interest in playing music.

I used to play several instruments and sing in a choir but have become busy with children and struggle to find time to do this now

Stopped when i was 15

Used to learn the violin but not sufficiently interested to make time to carry on now

I learnt to play the piano as a child and continued to play for my own pleasure. I no longer have a piano at home therefore stopped playing.

I like music

Need more time

I use to play piano growing up but I have not done so in years

I used to play an instrument, receiving regular lessons on it. I have stopped playing in the last year, however I intend to take up the instrument at some point in the future again

-1 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more

I have wanted to be able to play an instrument most of my life, but never mastered the art of reading music. I was actively discouraged from learning and reading music at school. I learnt a few basic chords and can play by ear at a basic level, but I do not have the time or patience to practice to become better. .

Can't

understand music and struggle with rhythm

-1 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more

Learnt recorder as a child ...was told I'm tone deaf.

Stopped reading sheet music and now forgotten how to

I would love to take up music again - and plan to - but I don't know what the best way to go about it is

I frequently listen to classical music and very much enjoy it, but the thought of learning to play an instrument now scares me.

Can’t be bothered as too old

I suppose it’s understandind the whole thing

I started to learn to play the piano at the age of 12yrs and gave up.

Have had very little experience of learning music- only a little bit in school- seemed like too much effort

I had music lessons at school,50+ years ago. I had no musical talent whatsoever. Had no understanding of the concept of notes, etc. Totally beyond me. I am otherwise educated to post graduat level .

I couldn't get my head round learning notes and sheet music whilst trying to learn to play the keyboard.Ive always dreamed of playing the saxophonr but again im scared of the learning process with regards to notes and scales etc

Used to learn piano as a child but gave up at 13 cos I was bored. Wish I’d stuck at it now.

I used to be proficient at piano and guitar but I was never properly taught how to read music and its left me still unable to grasp the concept which leaves me no longer playing either.

Didn't come naturally to me.

I think I must be tone deaf

Did music at school; wasn’t very good.

I didn’t get in to it from a young age and feel I would struggle to do so now

I was never able to learn to read music, despite achieving academically.

I needed one to one lessons and this was not financially viable at the time so did not pursue

Played the cello at school but didn't persue it beyond level 3

Can't understand music and struggle with rhythm

I’d love to play the piano, but the sheet music looks scary

I have tried a long time ago to learn guitar but didn't have the time for it in the end.

I had music lessons as a child, but didn't progress

I have wanted to be able to play an instrument most of my life, but never mastered the art of reading music. I was actively discouraged from learning and reading music at school. I learnt a few basic chords and can play by ear at a basic level, but I do not have the time or patience to practice to become better.

I didn't have natural talent or huge interest and you need to be keen to get beyond jargon etc

I didn't have the skills to play the instrument and difficulty reading music meant I had to remember the music I wanted to play

I have started many instruments over the years but never kept up any of them

I found it difficult

Because I found it too complicated

Makes it too complicated

-1
I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more

Learning at school.

Haven't attempted to play music since school but was rubbish at it then

No time to try to understand now

Music is a language a struggle with

It wasn’t something I had any passion about

I was forced to play the violin when I was very young and nobody realised I was Dyslexic so i played everything by ear but later gave up. When I retired I bought a second hand piano to teach myself but found it too taxing on my brain. I got to about grade 3 and gave up because my brain was going faster than my fingers.

I started learning an instrument relatively late (at 14) and so wasn't very 'natural' at it. I never really understood concepts like keys and time. Once I'd got past easy/structured learning, I didn't practice very much as I found it frustrating that I couldn't change chords very quickly or play all that well.

Just didn't put enough time and effort into learning

Could play the clarinet as a teenager but couldn't master the piano, couldn't get the hang of the right and left hand doing different things. At my age of 68 it;s too late to try now

Since I've become a mother I Don't have the time or money now as I used to and feel I would have to start learning from scratch

Difficulty in handling instrument and transferring the written musical notes to instrument.

I had difficulty sight reading anything more complicated than semi-quavers.

I tried to learn at school, but don’t have a natural talent for it. As it was complicated and we had a dreadful teacher I gave up quickly and have never taken it back up, although I have always thought of learning to play piano at some point.

I lost my confidence due to all the technical terms

It is how I feel when answering this question

It was the nearest to me, but I am not scared of the learning of music, I learnt Recorder, Violin and Piano as a child, but can no longer remember how to play.

Just couldn't understand it

Tried to learn the Piano however I couldn't get my head around reading the musical notations, so after 12 months I stopped.

Tried to learn violin but reading music was very hard

I played violin and saxophone in school but I never got past grade 3 on either of them.

I wasn’t naturally musical, and while I enjoyed the lessons, I had no drive to practise myself at home. I was more interested in other things. Now I’d quite like to take up music again, but it feels like a huge commitment of time and effort.

I found it difficult to learn the technical side of music by myself and got stuck at the very basic levels.

Very hard to learn to read music without help.

Time restricts learning

I cannot read music that is why

I was a bit intimidated by how much I would need to learn and practice to get to an even amateur stage.

I had problems with the recorder at school

i tried but too complicated on keyboard and guitarI do not have the time

Cannot read music but try to play by ear, but not to good at that either! So tried to self teach myself learning notes off by heart and repetition

Reading music is too hard

-1 I am a bit scared of all the jargon and complicated learning and sight reading that goes with music and I got stuck at a basic level of playing and don't bother any more

I was a bit intimidated by how much I would need to learn and practice to get to an even amateur stage.

I had difficulty sight reading anything more complicated than semi-quavers.

I tried to learn at school, but don’t have a natural talent for it. As it was complicated and we had a dreadful teacher I gave up quickly and have never taken it back up, although I have always thought of learning to play piano at some point

Learnt recorder at school but never got to grips with reading music whilst everyone around me did

Because it's exactly whats happened every time i have tried to learn the guitar.

I struggled with learning and memorizing basic notes and chords and got stuck on 'basic tunes'.

Felt under confident In my ability

I have a form of 'line blindness' which requires me to physically hold down the lines and count the lines and spaces to work out the notes, I then transcribe it into letters and play that way. Very time consuming, so I no longer bother.

I played an instrument at school and wish id progressed with it. I felt a little out my depth but im sure i couldve done it with perwon to person training.

Really struggle to read music and play at the same time, playing becomes very slow and choppy

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

Was rubbish at reading music and playing the recorder at school. As an adult I tried to learn the guitar, but can’t move my fingers on the chords quickly enough to make a coherent song despite practicing for an hour a day for several months. Did not have time or enjoyed it enough to practice more, so I gave up.

Too complicated vocabulary. Should have used stuff designed for children

-2
I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

Tried guitar but never got the hang of it or had enough time to dedicate to it.

I found remembering the music notes difficult but would have loved to have tried harder.

I tried to learn but was useless so gave up fairly quickly

I tried learning music as well as a musical instrument, but never got very far with either.

I was a teenager and other things took priority

Tried learning guitar but gave up after a year

I tried the violin at school but it made my dog howl

I had trouble with fingering as I have small hands, I have dislyxia, was young and gave up trying

Had piano lessons as a child. Didn’t continue as a teenager.

I just don't have any music playing ability although I love listening to music.

i was ill at the time and missed a lot

Wasn’t any good at it and wasn’t bothered enough to put much effort in

I did not like music as a subject in secondary school because I did not understand the jargon and I once tried to learn how to play the keyboard but lost interest.

I was a kid and it didn't hold my interest

because it is true

I always tried to learn music on my own (piano, guitar, tin whistle, mouth organ) which was possibly my biggest mistake. I prefer to have company. If I'd gone to classes or got tuition I might have stuck with it but I always seemed to divert my income to other things. I haven't given up hope of learning to play an instrument one day.

Too complicated vocabulary. Should have used stuff designed for children.

I just didn't have the patience to use my spare time to practice enough.

Speaks for itself

found it difficult

It was time consuming I never got the hang of it

Not interested in playing

I had real difficulty trying to learn music as my co-ordination is not got frustration set in and then it just got worse so i gave up

Because i never really tried to learn music, as i couldn't be bothered

I was not any good at it and certainly could not read a score

I tried to learn the guitar but couldn’t cope with sore fingers

Tried a couple of different instruments but never kept at it

Group environment and I felt left behind as I couldn't keep up with the rest of the class

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

Forced to learn at school and as soon as it became non compulsory I gave it up as it was too difficult and not enjoyable

I appear to be tone deaf which is very sad

Began guitar lessons as a child and gave up

Was rubbish at reading music and playing the recorder at school. As an adult I tried to learn the guitar, but can’t move my fingers on the chords quickly enough to make a coherent song despite practicing for an hour a day for several months. Did not have time or enjoyed it enough to practice more, so I gave up.

I would like to be able to play an instrument but find it too difficult. I wish I could sing but I'm tone deaf

my working commitment made it difficult

I became board very quickly with the slow pass of my progress and moved onto much more interesting alternatives

I tried to learn the recorder when I was small.

Most likely a financial issue, whether it is the physical instrument or a music production program, it will need an up-front payment but most of all it would be me risking whether or not I am committed to produce my own music for a purpose or just as a hobby.

I did ballet as a child, and my parents said if I wanted to continue with it I had to have piano lessons. I really couldn't get on with it, and the piano was in an unheated room which did not encourage practice. However I do sing, I have been trained, and enjoy singing, and I can read music. I love music and attend concerts, opera, ballet, regularly.

Just no good at it.

I was trying to learn the bagpipes but could not concentrate

Started to late in life, should have started at a younger age.

I didn't have patience to learn playing an instrument

I would like to learn but I have too much other things to learn and prepare for with my job in teaching primary children as well as bringing up a seven year old.

I found I have no sense of Music lessons at school. Associated with school. Not a natural, so didn't pursue it.

rhythm

It was many years ago and I simply felt unable to relate to the matter. Nothing has changed since then, except that physical capabilities have declined. I do not have the time now because of dealing with other vital family matters and music has very little pull over me.

LEARNT AT SCHOOL,HAD NO FURTHER INTEREST AFTER.

I spent a lot of time trying but just did not have natural ability and gave up

Im lazy

Just didn't interest me enough - preferred other interests

Because I remember hating it at school

I attempted to learn piano at school, and my brother has his own keyboard so I tried to practice in my spare time. However, I discovered that I am not musically talented enough and learning how to do it properly would have been too time consuming.

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

I last played a musical instrument over 55 years ago at school.

I don't have the patience to learn mainly because it's not important to me to be able to play an instrument

Started to learn electronic organ but didn't get far and gave up as I was getting frustrated

I was told by my teacher I was useless as a child so have never tried again

Too impatient

Because I did try to learn music but I gave up

I do not have the patience to learn and am no good at self teaching.

I Tried to learn tab to play bass. I just don't have time to practice. I never learned to play when I was a child

I do not possess the ability to learn

Not naturally gifted at music abd gacevip learning instruments aged 11

I tried playing violin and found it hard

Too complicated to learn music

I appear to be tone deaf!

found practicing to read music to complicated especially the keys

I tried at school to learn to play instruments but I'm just no good at it. I don't particularly want to learn and it's very time consuming and hard for something I won't even enjoy very much.

Learnt as a child, cannot remember now. Not got time or inclination to do this

Not enough time to sit down and concentrate on learning music

it's very time consuming and hard for something I won't even enjoy very much.

Learnt as a child, cannot remember now. Not got time or inclination to do this

Not enough time to sit down and concentrate on learning music

I couldn't understand the music or the keyboard. And I decided life was too short to bother when other people can play for me

didn't seem to have the ability needed to play the piano

I don’t feel I am musically able

I'm just not musically minded....

I only learnt to read music at school, as they did not really give enough time to practice.

I can't do it

i tried, i failed

didnt enjoy it or find it easy to pick up, prefer to do other things

Too time consuming as had small children at the time

Have tried before

As a child with the recorder in a group, too slow and difficult, gave up

Tried the trombone for a couple of weeks, the teacher tested me and told my I was tone deaf so I packed it in

I cannot sing and have no aptitude for playing any instrument. I tried a recorder but could not get good enough to feel any pride in my playing.

Started too late in life

It took a lot of my day up. Practice was necessary frequently and I did not hAve the time

I played an instrument in school but gave up due to studies

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

No resources to do so

I learned to play the piano when young but gave up. Would quite like to resume but time is lacking.

I had piano lessons as a child but I gave up whilst still young. I would love to play again but I don't have time. I also used to sing at church but this is something I no longer particpate in.

Working too hard

I've lived in rather isolated places with no access for learning music,but I hope to remedy this now I have moved to where there is greater opportunity.

I can sing but is like to learn how to play piano or drums it's just expensive

I learned to read music and play at school. I would like to relearn and play an instrument but I don't have the time to do it.

I did a course in drumming last year but didn't have time to do the homework and keep up

I don’t have enough time at the moment but I would like to spend the time improving

Music is not a priority at the moment .I would have difficulty playing any type of instrument due to a medical condition .

I am more interested in creating electronic music, which isn`t quite the same thing, though I would like to be more competent at that and be better at playing an actual instrument as well.

I'm not particularly good at it and to get better would take more time than I want to spend at present would like to

I used to play violin and piano when I was a kid, now I would like to show that I did play in the last and would like to learn playing some music just to show off

I listen to music but have no active interest in playing music.

I used to play several instruments and sing in a choir but have become busy with children and struggle to find time to do this now

Stopped when i was 15

Used to learn the violin but not sufficiently interested to make time to carry on now

I learnt to play the piano as a child and continued to play for my own pleasure. I no longer have a piano at home therefore stopped playing.

I like music

Need more time

I use to play piano growing up but I have not done so in hears

I used to play an instrument, receiving regular lessons on it. I have stopped playing in the last year, however I intend to take up the instrument at some point in the future again.

Learnt recorder as a child ...was told I'm tone deaf.

Stopped reading sheet music and now forgotten how to

I would love to take up music again - and plan to - but I don't know what the best way to go about it is

I frequently listen to classical music and very much enjoy it, but the thought of learning to play an instrument now scares me.

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

Can’t be bothered as too old

I suppose it’s understandind the whole thing

I started to learn to play the piano at the age of 12yrs and gave up.

Have had very little experience of learning music- only a little bit in school- seemed like too much effort

I had music lessons at school,50+ years ago. I had no musical talent whatsoever. Had no understanding of the concept of notes, etc. Totally beyond me. I am otherwise educated to post graduat level .

I couldn't get my head round learning notes and sheet music whilst trying to learn to play the keyboard.Ive always dreamed of playing the saxophonr but again im scared of the learning process with regards to notes and scales etc

Used to learn piano as a child but gave up at 13 cos I was bored. Wish I’d stuck at it now.

Because I found it too complicated

Makes it too complicated

I used to be proficient at piano and guitar but I was never properly taught how to read music and its left me still unable to grasp the concept which leaves me no longer playing either.

Didn't come naturally to me.

I think I must be tone deaf

Did music at school; wasn’t very good.

I didn’t get in to it from a young age and feel I would struggle to do so now

I was never able to learn to read music, despite achieving academically.

I needed one to one lessons and this was not financially viable at the time so did not pursue

Played the cello at school but didn't persue it beyond level 3

Can't understand music and struggle with rhythm

I’d love to play the piano, but the sheet music looks scary

I have tried a long time ago to learn guitar but didn't have the time for it in the end.

I had music lessons as a child, but didn't progress

I have wanted to be able to play an instrument most of my life, but never mastered the art of reading music. I was actively discouraged from learning and reading music at school. I learnt a few basic chords and can play by ear at a basic level, but I do not have the time or patience to practice to become better.

I didn't have natural talent or huge interest and you need to be keen to get beyond jargon etc

didn't have the skills to play the instrument and difficulty reading music meant I had to remember the music I wanted to play

I have started many instruments over the years but never kept up any of them

I found it difficult

Haven't attempted to play music since school but was rubbish at it then

No time to try to understand now

Music is a language a struggle with

It wasn’t something I had any passion about

I was forced to play the violin when I was very young and nobody realised I was Dyslexic so i played everything by ear but later gave up. When I retired I bought a second hand piano to teach myself but found it too taxing on my brain. I got to about grade 3 and gave up because my brain was going faster than my fingers.

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

I started learning an instrument relatively late (at 14) and so wasn't very 'natural' at it. I never really understood concepts like keys and time. Once I'd got past easy/structured learning, I didn't practice very much as I found it frustrating that I couldn't change chords very quickly or play all that well.

Just didn't put enough time and effort into learning

Could play the clarinet as a teenager but couldn't master the piano, couldn't get the hang of the right and left hand doing different things. At my age of 68 it;s too late to try now

Since I've become a mother I Don't have the time or money now as I used to and feel I would have to start learning from scratch

Difficulty in handling instrument and transferring the written musical notes to instrument.

I was a bit intimidated by how much I would need to learn and practice to get to an even amateur stage.

I had difficulty sight reading anything more complicated than semi-quavers.

I tried to learn at school, but don’t have a natural talent for it. As it was complicated and we had a dreadful teacher I gave up quickly and have never taken it back up, although I have always thought of learning to play piano at some point.

I lost my confidence due to all the technical terms

It is how I feel when answering this question

It was the nearest to me, but I am not scared of the learning of music, I learnt Recorder, Violin and Piano as a child, but can no longer remember how to play.

Just couldn't understand it

Tried to learn the Piano however I couldn't get my head around reading the musical notations, so after 12 months I stopped.

Tried to learn violin but reading music was very hard

I played violin and saxophone in school but I never got past grade 3 on either of them.

I wasn’t naturally musical, and while I enjoyed the lessons, I had no drive to practise myself at home. I was more interested in other things. Now I’d quite like to take up music again, but it feels like a huge commitment of time and effort.

I found it difficult to learn the technical side of music by myself and got stuck at the very basic levels.

Very hard to learn to read music without help.

Time restricts learning

I cannot read music that is why

I had problems with the recorder at school

i tried but too complicated on keyboard and guitar

I do not have the time

Reading music is too hard

Cannot read music but try to play by ear, but not to good at that either! So tried to self teach myself learning notes off by heart and repitition

Learnt recorder at school but never got to grips with reading music whilst everyone around me did

Because it's exactly whats happened every time i have tried to learn the guitar.

I struggled with learning and memorizing basic notes and chords and got stuck on 'basic tunes'.

Felt under confident In my ability .

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

I played an instrument at school and wish id progressed with it. I felt a little out my depth but im sure i couldve done it with perwon to person training.

Really struggle to read music and play at the same time, playing becomes very slow and choppy

Tried guitar but never got the hang of it or had enough time to dedicate to it.

I found remembering the music notes difficult but would have loved to have tried harder.

I tried to learn but was useless so gave up fairly quickly

I tried learning music as well as a musical instrument, but never got very far with either.

I was a teenager and other things took priority

Tried learning guitar but gave up after a year

I tried the violin at school but it made my dog howl

I had trouble with fingering as I have small hands, I have dislyxia, was young and gave up trying

Had piano lessons as a child. Didn’t continue as a teenager.

I just don't have any music playing ability although I love listening to music.

I have a form of 'line blindness' which requires me to physically hold down the lines and count the lines and spaces to work out the notes, I then transcribe it into letters and play that way. Very time consuming, so I no longer bother.

i was ill at the time and missed a lot

Wasn’t any good at it and wasn’t bothered enough to put much effort in

I did not like music as a subject in secondary school because I did not understand the jargon and I once tried to learn how to play the keyboard but lost interest.

I was a kid and it didn't hold my interest because it is true

I always tried to learn music on my own (piano, guitar, tin whistle, mouth organ) which was possibly my biggest mistake. I prefer to have company. If I'd gone to classes or got tuition I might have stuck with it but I always seemed to divert my income to other things. I haven't given up hope of learning to play an instrument one day.

Unsure

I just didn't have the patience to use my spare time to practice enough.

Speaks for itself

found it difficult

It was time consuming

I never got the hang of it

Not interested in playing

I had real difficulty trying to learn music as my co-ordination is not got frustration set in and then it just got worse so i gave up

Because i never really tried to learn music, as i couldn't be bothered

I was not any good at it and certainly could not read a score

-2 I tried to learn music but just gave up really quickly as it was all too difficult or time consuming

I tried to learn the guitar but couldn’t cope with sore fingers

Tried a couple of different instruments but never kept at it

Group environment and I felt left behind as I couldn't keep up with the rest of the class

Forced to learn at school and as soon as it became non compulsory I gave it up as it was too difficult and not enjoyable

I appear to be tone deaf which is very sad

Began guitar lessons as a child and gave up

Was rubbish at reading music and playing the recorder at school. As an adult I tried to learn the guitar, but can’t move my fingers on the chords quickly enough to make a coherent song despite practicing for an hour a day for several months. Did not have time or enjoyed it enough to practice more, so I gave up.

I would like to be able to play an instrument but find it too difficult. I wish I could sing but I'm tone deaf

my working commitment made it difficult

I became board very quickly with the slow pass of my progress and moved onto much more interesting alternatives

I tried to learn the recorder when I was small.

Most likely a financial issue, whether it is the physical instrument or a music production program, it will need an up-front payment but most of all it would be me risking whether or not I am committed to produce my own music for a purpose or just as a hobby.

I did ballet as a child, and my parents said if I wanted to continue with it I had to have piano lessons. I really couldn't get on with it, and the piano was in an unheated room which did not encourage practice. However I do sing, I have been trained, ans enjoy singing, and I can read music. I love music and attend concerts, opera, ballet, regularly.

Music lessons at school. Associated with school. Not a natural, so didn't pursue it.

Just no good at it.

I was trying to learn the bagpipes but could not concentrate

Started to late in life, should have started at a younger age.

I didn't have patience to learn playing an instrument

I would like to learn but I have too much other things to learn and prepare for with my job in teaching primary children as well as bringing up a seven year old.

I found I have no sense of rhythm

It was many years ago and I simply felt unable to relate to the matter. Nothing has changed since then, except that physical capabilities have declined. I do not have the time now because of dealing with other vital family matters and music has very little pull over me.

LEARNT AT SCHOOL,HAD NO FURTHER INTEREST AFTER.

I spent a lot of time trying but just did not have natural ability and gave up

Im lazy

Just didn't interest me enough - preferred other interests

Because I remember hating it at school

I attempted to learn piano at school, and my brother has his own keyboard so I tried to practice in my spare time. However, I discovered that I am not musically talented enough and learning how to do it properly would have been too time consuming.

I last played a musical instrument over 55 years ago at school.

I don't have the patience to learn mainly because it's not important to me to be able to play an instrument

Started to learn electronic organ but didn't get far and gave up as I was getting frustrated

-3 I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument

I have a form of 'line blindness' which requires me to physically hold down the lines and count the lines and spaces to work out the notes, I then transcribe it into letters and play that way. Very time consuming, so I no longer bother.

I had real difficulty trying to learn music as my co-ordination is not got frustration set in and then it just got worse so i gave up

-3 I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument

I was told by my teacher I was useless as a child so have never tried again

Too impatient

Because I did try to learn music but I gave up

Sorry I'm not giving a response.

I do not have the patience to learn and am no good at self teaching.

I Tried to learn tab to play bass. I just don't have time to practice. I never learned to play when I was a child

I do not possess the ability to learn

Not naturally gifted at music abd gacevip learning instruments aged 11

I tried playing violin and found it hard

Too complicated to learn music

I appear to be tone deaf!

found practicing to read music to complicated especially the keys

I tried at school to learn to play instruments but I'm just no good at it. I don't particularly want to learn and it's very time consuming and hard for something I won't even enjoy very much.

Learnt as a child, cannot remember now. Not got time or inclination to do this

Not enough time to sit down and concentrate on learning music

I couldn't understand the music or the keyboard. And I decided life was too short to bother when other people can play for me

didn't seem to have the ability needed to play the piano

I don’t feel I am musically able

I'm just not musically minded....

I only learnt to read music at school, as they did not really give enough time to practice.

I can't do it

i tried, i failed

didnt enjoy it or find it easy to pick up, prefer to do other things

Too time consuming as had small children at the time

Have tried before

As a child with the recorder in a group, too slow and difficult, gave up

Tried the trombone for a couple of weeks, the teacher tested me and told my I was tone deaf so I packed it in

I cannot sing and have no aptitude for playing any instrument. I tried a recorder but could not get good enough to feel any pride in my playing.

Started too late in life

It took a lot of my day up. Practice was necessary frequently and I did not hAve the time

I played an instrument in school but gave up due to studies

Did not have the time required

Tried to learn to play the piano, did not enjoy the lessons so gave up within 6 months

I am not good at music.

It was too difficult and I don't have enough patience

Tried seral different musical instruments when younger but didn’t enjoy it

I’m useless

Not enough time .

-3 I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument

I found it very difficult with little success so gave it up. It was taking an awful long time to digest. I became frustrated as it was slow with little progression

I love music and at a young age I was going to learn or rather wanted to learn to play the piano but it just never happened

No idea!

Could not pick it up at all

because i tried playing the guitar and gave up

I love listening to music but playing music felt too much of a chore. I had guitar lessons as a teen but felt that it was too difficult for me to learn.

I work very long hours and I'm a single mum for two children

I don't seem to have the ability to tune in to music as something to do.

I haven't got the time

Too young to realise how good it could be when adult.

Accuracy

It needs patience and regular practice which I couldn't commit to Moved house, facility not available

My mother wanted me to play piano but I didn't enjoy the practising

It was too expensive for lessons

It is exactly what happened

Don’t have the patience but would love to be able to learn

got bored

I was young

I had piano lessons as a child , enjoyed it at first but got bored with practising so didn’t enjoy it and gave up . Last year had a go with the ukulele but found it hard to manage fingers not being flexible . My husband had provided a set of chord diagrams for me so reading music wasn’t the problem just lack of Manual dexterity ! Bit annoying as I would liked to have joined our local group , but it was just too much hard work and I enjoy doing other things .

I’m too impatient

Tried to learn guitar gave upon it

I really wish i could play piano, i started learning but found it hard to find time to practice

Just couldnt remember the notes

Hard to learn as a hobby

I get bored easily so I prefer to listen to music instead,

When I was younger I used to have piano lessons but like everything else I didn't stick to it. I am a huge lover of music though and love to sing.

no staying power

I am tone deaf

I had to travel for tuition and this became too time consuming.

I found it impossible to read music

I tried to learn but my home environment was not helpful and I became frustrated.

I used to take guitar lessons and although I could read music I did not have the coordination to play well and I did not make any improvements.

I had music classes at school but never really engaged with them. I didn't seem to have much natural talent and it wasn't very appealing.

-3

I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument

I would love to play a guitar and did try. I very soon found out that i am about as musical has a stone

Tried when at school but parents couldn’t afford the lessons

Because I tried to learn music but just gave up really quickly as it was all too difficult or time consuming.

I found it hard to read the music

Don't have talent more difficult than I tjought

I have no musical ability.

I had violin lessons at school, but never really got on with it.

Incomplete sound

I didn't have the patience to continue

I am 66 years old and last tried to learn music when i was 12, i have not tried since.

I used to attend piano lessons assed a few exams but when I married

It's a high learning curve. It's more encouraging to learn things where you can make incremental progress.

Too old to start learning a musical instrument, would only be a hobby not for a career

I wasn’t any good

playing instruments is not in my skill set, I have an ear for music and create from samples but not play or sing

I started to learn clarinet in primary school but it didn’t last

I had piano lessons asa child but eventually stopped. Can't play now but wish I could.

Tried guitar but gave up

Work 50 hours a week, have 3 children and a home to run so never have time to myself

i just could not understand or learn music

Did it at school and lost jnterest

I probably didn't think it through. Gave up because I couldn't see any progress

This was when I was at high school. I have not had the inclination since.

50 odd years ago i aint up to it now

Find reading music to difficult

Learnt piano, recorder and trumpet while at school, didn’t find any that easy, didn’t enjoy the practice so gave all up.

I expected to pick up a guitar and be able to play a song quite easily

I learnt piano & clarinet from 7-13 years of age, but stopped as lessons were expensive.

i wanted to learn to play by ear but never found out how

I had a guitar tried following a teach yourself book

I am not a natural museum and lose attention quickly

I'm not sure where to finish my learning. I don't know how much is enough.

Bought a guitar and a book. Tried to learn for a few months, but didn’t have the patience then it ended up under my bed for 4 years until I moved house and gave it away.

Because I thought it would be easier to learn than it actually was.

It was too time consuming and expensive

-3 I have special educational needs - like dyslexia or ADHD — and I feel I am unable to learn music because it is too difficult to read, follow or play an instrument

My fingers are too short to play a guitar or keyboard with the required skill

Because it happened

I was learning to play clarinet, but gave up because I found It too difficult

I was young and didn’t have support from parents

I had a go at piano lessons but only learnt the Ode to Joy. I tried a few online lessons on my daughters guitar but couldn't get it at all.

I am tone deaf

Did not make as much progress as I had hoped and did not enjoy it

It was in school. Just wanted to play football

Violin lessons at school. Truly horrible

To young at the time wanted to do other things

I played the piano for a year as a child and didn't enjoy it.

I can be very inpatient and if i don't do something correct first time i get really annoyed

I am poorly coordinated and learning is very difficult.

Couldn't translate sheet music into rhythm

my fingers wouldn't reach the required keys; I started too late in life and didn't remember as well as when I was younger;

my school did not see music as top learning

I am a perfectionist and my attempts were so appalling I did not pursue learning music/instruments.

I was at school at the time, ergo preferred to do other passtimes.

Obviously...i found it too difficult

It just did not click with me and I found it very frustrating

Felt very overwhelming and hard work

I just couldn't be bothered

I wasn't very good at school with playing musical instruments but ok with the theory. I didn't particularly gain any enjoyment from playing a musical instrument and have not tried again.

It's hard

as a teenager my parents bought a piano but though i tinkered on it I could not be bothered to practice. I did play a side drum in a youth organisation for about 6 years including parades. have sung in choirs at various times but again no need to,learn music as all learned by ear.

I was young and too impatient to take the time to learn I have to look after my parents so time consuming

A long time ago it was not my instrument of choice and the music we were learning was boring.

The guitar strings hurt my fingers and it was takin too long. I tried learning myself with books, not too sure if having an instructor would have been better or maybe a different instrument.

I did not have the time to work at learning. It takes dedication

Tried as a child but it never came naturally tried a guitar for a while, very non musical

I learned to play the piano years ago but gave up after 8 level certificate. Haven't played since.

I don't get on well with music as a skill; I can't get my head around it

The statement describes exactly my reasons. I tried to learn when I was a teenager, but didn't succeed. I've never returned to try again.

-4 I have visual difficulties/blind and have tried reading or playing music but it was too difficult and I couldn't do it so gave up

I have ADHD, diagnosed as an adult but I experienced the symptoms as a child too. I started to teach myself the piano and have one at home. I’d love to be able to play and practise but when I sit down to do it, my mind is unable to focus on the task at hand. My working memory is extremely poor so it makes it into an onerous and almost futile exercise regardless of my appetite to succeed

Simple just can't do it

I have dyslexia

-4 I have visual difficulties/blind and have tried reading or playing music but it was too difficult and I couldn't do it so gave up

I can not read music dont understand the music notes

I am dyslexic and tried to learn to read music but found it too difficult. Meares irlen syndrome

I’m dyslexic and I can’t understand how the notes come into action

I suffer from Dyslexia and tried to learn piano playing as a youngster and could not progress pass grade 2 due to trouble with hand eye coordination

I have dyslexia

I am Dyslexic and find things hard to grasp

I have dyslexia and struggled to read/play music when at secondary school so I've never tried to lean music again as an adult

I am dyspraxic so struggle with coordination and fine motor skills needed to play an instrument

I have ADHD, diagnosed as an adult but I experienced the symptoms as a child too. I started to teach myself the piano and have one at home. I’d love to be able to play and practise but when I sit down to do it, my mind is unable to focus on the task at hand. My working memory is extremely poor so it makes it into an onerous and almost futile exercise regardless of my appetite to succeed.

Because I feel I have bad coordination

Being told multiple instructions and having to read those same instructions makes it hard for me to grasp, I am slow at understanding some things and generally other educational things take me longer therefore eating into more of my day and thus having less time for extra curricular stuff like music

I struggle learning new things

I feel it is accurate for how I feel about reading music. It is confusing

I am diagnosed with ADHD inattentive type, I'm thoroughly interested in and enjoy music, and would love to read and play it, but I just can't, I've tried different instruments and I find it all too difficult, it's such a shame, I really wish I could, whenever I'vr tried in the past, I end up feeling low about my abilities because however hard I try I can't grasp it.

I have visual difficulties and have tried reading or playing music but it was too difficult and I couldn't do it so gave up

I couldnt get to grips with it

Simple just can't do it

my vision is poor

When I was trying to learn at school my vision blurs the same as when I am faced with maths

I couldnt get to grips with it

Simple just can't do it

my vision is poor

When I was trying to learn at school my vision blurs the same as when I am faced with maths

-5 I have never tried or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me

I have low confidence when it comes to being musical because there is nobody musical in the fanily.

Too hard

-5 I have never tried or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me

I haven't got the attention span

I have not got the patience to read music, lack of concentration.

I AM NOT MUSICALLY MINDED AND HAVENT GOT THE TIME TO LEARN

I have cognition issues and a physical disability that make learning any musical instruments very difficult. I do like to sing though.

No musical ear

I don't have the patience or the ability to learn music

It’s just not something I would be any good at

I have no interest in learning to read music.

Dies not come to me narurally!

I have been unable to learn music - the reason why I'm not sure

Never felt the need too

Not able to read music

I am tone deaf

Never learned music at school,then work & other interests ie my dogs took centre stage in my life.

was never taught and i am too old to bother now

I am not very good at musical things I don’t think I would be very good

Not at all interested

I am dyslexic and differentiating the symbols would be very difficult and would become too frustrating. I have no musical talent anyway

I have a mild form of dyslexia and very low self esteem and feel I am too stupid to learn how to play music.

I am hopeless with music

I have never been interested in learning to read music

no real interest.

I am not musical

Boring and not interested to bother learning something I wouldn't find fun or entertaining

I am deaf in one ear and really struggle to differentiate between musical notes, can’t tell if something is out of tune etc

i find it too stressful, if i fail to be good i would hate it and give up

just is

Because I have never tried,but I have thought about it.

No interest / knowledge in music learning

I have low confidence when it comes to being musical because there is nobody musical in the fanily.

I have concentration difficulties and learning music would be too difficult.

Because I can't read the notes

I have never tried properly as it looks confusing

Do not know why

-5 I have never tried or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me

i have arthrogryposis which affects dexterity so i cant play an instrument so learning to read music would have no advantage

I do not think I have the aptitude

Eye and hand coordination not great

I have trouble with dexterity

Prefer not to say

Because it is hard to stay consistent in learning

Thought about it in the past but just never did it

I have never tried to learn and instrument but I don't feel that I am unable to learn it. I'm just not interested.

not really a musical person although I would like to be able to play a musical instrument

I've got absolutely no sense of rythmn and while I love music I don't have an inyerest in learning to play an instrument

Not interested enough

I have tried in the past to learn the basics but couldn't retain the information for very long and had to keep going back to the information telling me where each note was placed on the lines.

not really interested in learning so have never tried

I am too old

Never been interested in learning to play music.

I tried learning music with a lot of different tactics but I can't play a song.

Hit the wrong option have never learned as not that talented to learn an instrument

I just wouldn't be able to do it.

I cant do stuff which isa lot of work

I have never learned to read music

I have a hand condition that affects the flexibility of tendons

I don't have enough interest in trying.

I have tried in the past to learn an instrument, but I have no patients

Never bothered

Learning to play music doesn’t interest me just not intrested

I feel privileged I have no issues no interest in learning it

Bad hand eye cordination lack of interest

I’ve never really tried to learn

I find it incredibly difficult to concentrate therefore it’s difficult for me to learn music

Below the breadline unable to afford much let alone lessons

Dont think i could

i have no idea how to play music or read music

Too old now

-5 I have never tried or I feel I am unable to learn or read music at all through my physical, emotional or mental disabilities as it is just too difficult for me

Not interested in learning

I have been told from a young age that I am not clever enough to do very much. I am always told I am useless

Just did not 'get it'

I have never had an opportunity to learn music

I dont understand

I don’t think I would be good enough

Because I have never tried & happy to just listen to music on the radio

Have no interest in learning to read music

I'm completely tone deaf

I have no interest in it

I wouldn't know where to start and it appears difficult

Not interested

Prefer to just listen just not interested in it

I have a visual impairment which makes it very difficult to read music. Also, I don't have the motivation.

Never really been interested Too hard

Launching The Dysmusia Foundation

A Wellbeing Revolution in Music Education

The Scale of Change Needed

Stopped reading sheet music and now forgotten how to.

Tried guitar but never got the hang of it or had enough time to dedicate to it.

The 20/80/98% Rule: Launching A Dysmusia Revolution in Music Education

The imperative for change in music education has never been more urgent, with a pressing global need to construct music-making Well-Beings who can harness the full power and joy that music has to offer. This urgency is the driving force behind the 20/80/98% Rule, a foundation for the Dysmusia Revolution, which is not just an educational shift but a necessary leap towards inclusivity and wellbeing.

Stark Contrast in Current Music Education Landscapes

A thorough search through the offerings of major educational providers and exam boards like ABRSM, Trinity College of Music, YSL Rock School, as well as leading music app Yousician, delivers a shocking result: There is no reference to 'Dysmusia' on any of their platforms, and only one small mention of 'Dyslexia' from Trinity. Unfortunately, this reference is not about 'Reasonable Adjustments' in the learning process of Grades but mentions only the provision of extra time in exams. This lack of consideration starkly highlights the gap in awareness and support for sensory diversities in music education

Understanding the 20/80/98% Rule

The 20% - Students with identifiable SEN-D20% who face barriers to music education.

The 80% - Those who experience a wide spectrum of SEND80% i.e. Sensory Experience Natures and Diversities.

The 98% - The current percentage of SEN-D98% specialists unaware of dysmusia, highlighting a dire need for change.

Echoing the Past with Today's Urgency

Guido D'Arezzo's multi-sensory techniques were a revelation in music learning, and now, the Dysmusia Foundation is poised to lead a similar revolution for the modern age.

A Mission Triad for Universal Awareness

The Dysmusia Foundation's mission is to transform the 98% unawareness amongst specialists to 100% awareness. This goal embodies the commitment to:

- Educate: Inform all educational professionals, music teachers, parents & learners about dysmusia.

- Empower: Provide resources and training to empower educators and home learners

- Enrich: Ensure music learning is enriching and accessible to all – for it’s own sake as well as music Making Well-Being's

Vision, Values, and the Big Bold Goal

Stopped reading sheet music and now forgotten how to.

The vision is a world where every individual has the opportunity to engage with music in a way that promotes cognitive, emotional, and social wellbeing. The values are inclusivity, innovation, and individualization in music education.

The Big Bold Goal is to establish a global understanding of dysmusia and to ingrain multi-sensory learning approaches in all music education, leveraging the triple power of….

- Inclusive Curriculums: Crafted with insights from neuroscience and SEN-D research.

- Comprehensive Training: Aiding educators to identify and support students with dysmusia.

- Advanced Technology: Using tools to democratize music education for diverse learning needs.

Conclusion: A Rallying Call for Inclusivity

Tried guitar but never got the hang of it or had enough time to dedicate to it.

The Dysmusia Revolution is a rallying call for the music education community to embrace a future where music becomes a universal language of joy and healing, aligning with the Dysmusia Foundation's mission. With a steadfast march towards 100% awareness, music education can be reformed to foster a society where the wellbeing benefits of music-making are a reality for everyone.

The 12 Point Launch Plans of The Dysmusia Foundation The Degrees of Change Needed!

1. The Great Discussion Document : Unveil the YouGov 'Circle of Dys' UK Benchmark' as a foundational document, setting the stage for the dysmusia conversation

2. Founding of a MultiSENsory School of MUSiPHONICS. With the corresponding MUSiPTA Parents & Teachers Academy. Establish these pioneering institutions that uses innovative tools like EmojiPhonics and The SticKey Music Learning System, Sheet Music, Apps etc under the auspices of collaborative co publisher for inclusive music education

3. Kickstarter Type Funding : Launch a crowdfunding campaign to energize the community and secure essential funding for The Dysmusia Foundation’s mission

4. 2024 Tes SEND Show Showcase : Plan a significant presence at this prominent educational event to demonstrate the foundation's progress and engage with a wider audience

5. Research and Development : Commit to the exploration and understanding of dysmusia, spearheading new educational methodologies

6. Collaborative Partnerships : Foster strong alliances with key players across various sectors to champion multisensory music education

7. Public Awareness Campaigns : Implement engaging campaigns to elevate the profile of dysmusia in the public eye

8. Policy Advocacy : Engage with decision-makers to embed inclusive music education strategies into official educational frameworks .

9. Professional Development : Offer cutting-edge training for music educators, equipping them to support students with dysmusia

10. Community Engagement : Create a vibrant community space for sharing resources and support among those affected by dysmusia

11. Holistic Approach - Graphic Representation of The SillyBus of The School and Parent & Teachers Academy with The DysMUSiC MPASS: Promoting a comprehensive framework for music learning that integrates all aspects of well-being, supported by engaging tools like EmojiPhonics and The SticKey Music Learning System .

12. MoMMii 1026 to 2026 Celebration : Orchestrate a decade-long festivity, the 'Millennium f Music Making innovation and inclusivity (M MMii)', to mark a thousand years since Guido D’Arezzo’s groundbreaking work, inviting global collaboration and celebration .

Act Now to Tune Into Inclusivity:

The Imperative of Addressing

Dysmusia in

Music Education

The call to recognize and address dysmusia within music education is not just an academic concern it's a clarion call for immediate action. The synergy of learning difficulties and music's multifaceted demands reveals a critical gap in how we nurture the cognitive and emotional development of students. It's a gap that, left unaddressed, can lead to a silent dropout of potential musicians and music lovers, robbing society of the profound benefits that music brings.

Why We Must Act: The Comorbidity Challenge

Dysmusia, the hidden iceberg in music education, affects not just the 20% with identifiable SEN-D but resonates with the nuances of all learners' sensory experiences. The unique interplay between SpLDs like dyslexia, dyspraxia, dyscalculia, and ADHD creates a complex web that can ensnare even the most enthusiastic music learner.

The Well-Being Imperative

Understanding music neuroscience has made it abundantly clear that music making is a potent tool for cognitive enhancement and well-being. It embodies the five ways to well-being: connecting, being active, taking notice, learning, and giving. Ignoring dysmusia risks sidelining a powerful catalyst for overall well-being.

Acting Now: Harnessing the 80/20/98% Rule

The 80/20/98% Rule underscores the transformative potential of targeted, inclusive music education:

- 20% with SEN-D: Tailoring teaching methods to this group benefits everyone, reinforcing the idea that good practices for some are often best practices for all.

- 80% with Sensory Experience Natures and Diversities: Recognizing the broad spectrum of learning experiences is key to universal design in education.

- 98% unaware: The shockingly high percentage of SEN-D specialists who are unaware of dysmusia signifies a vast area for growth and advocacy.

The Historical Precedent for Action

Historically, Guido D'Arezzo's Multi-SENSory revolution brought music literacy to the masses. Today, we face a similar pivotal moment. Acting now can mean a significant leap in music pedagogy, making it as inclusive and groundbreaking as D'Arezzo's innovation was in its time.

Launching the Dysmusia Revolution

The Dysmusia Foundation's mission to shift from a 98% unawareness to full awareness mirrors the urgent need to evolve. We must launch educational initiatives, develop resources, and advocate for those with dysmusia.

The Ripple Effect of Immediate Action

Immediate action can have a ripple effect, leading to:

- Educational Transformation: Creating an inclusive, sensory-sensitive learning environment that considers all aspects of neurodiversity.

- Community Building: Encouraging music-making that fosters connection, community, and a sense of belonging.

- Lifelong Learning and Joy: Positioning music not just as a subject but as a lifelong companion that brings joy, resilience, and adaptability.

Conclusion: A Symphony of Inclusive Action

It is not enough to be aware of dysmusia; we must act with intention and purpose. The time is now to harmonize our efforts to ensure that the music education system becomes a beacon of inclusivity, nurturing every potential and existing talent. Let's create a symphony where every note and every player is valued an anthem for the diverse spectrum of learners that walk into our classrooms, ready to experience the transformative power of music.

.

SEND Me To A Place That Gets Me!

The Scale of Change Needed Alone For SEND 20% Global Audience Because There Is NO Dedicated SEND Music Learning System, App, Exam Rules etc!

The 20% of learners with Specific Learning Differences (SpLDs) face significant educational challenges, which demand concerted efforts from educators, policymakers, and support services. These SpLDs include but are not limited to dyslexia, dyspraxia, dyscalculia, dysgraphia, and ADHD. Each of these conditions can significantly affect a child's learning journey, and when these challenges converge, the need for effective Special Educational Needs and Disabilities (SEN-D) support becomes even more pressing.

Dyslexia impacts reading, writing, and spelling, requiring strategies for decoding and comprehension that go beyond traditional literacy instruction.

Dyspraxia relates to motor skill development and coordination difficulties, meaning learners often need more time and specialized support to develop fine motor skills crucial for handwriting and other school activities.

Dyscalculia leads to challenges in understanding numbers and mathematical concepts, necessitating teaching approaches that leverage real-world contexts and multi-sensory learning techniques.

Dysgraphia makes the act of writing laborious, and learners benefit from assistive technology and allowances for verbal assessments.

ADHD affects concentration and self-regulation, so students with ADHD need structured and engaging educational environments to thrive.

Co-Morbidity Collectively, these conditions can impact a learner’s self-esteem, social skills, and academic achievement. The 20% of students with these overlapping SpLDs require:

1. Personalized Learning Plans: Tailored strategies that address individual learning profiles and provide accommodations to facilitate access to the curriculum.

2. Multi-Sensory Instruction: Approaches that engage various senses to reinforce learning and aid memory and retention.

3. Assistive Technologies: Tools and software that support independent learning, including text-to-speech and speech-to-text programs, note-taking applications, and customized keyboards.

4. Professional Development: Continuous training for teachers and support staff in the latest research and strategies for SEN-D to ensure they can meet diverse learning needs.

5. Inclusive Classroom Design: Classrooms that are structured to reduce distractions and provide a supportive environment for all learners.

6. Parental and Community Support: Engaging families and the community to understand and advocate for the needs of students with SpLDs.

7. Policy and Funding: Robust policies that recognize and support the needs of the 20%, and funding to ensure resources and trained personnel are available.

8. Emotional and Social Support: Counseling and peer support groups that help students with SpLDs navigate the emotional and social aspects of their learning differences.

Addressing the needs of the 20% with SpLDs is not only about academic success; it's about affirming their value in the classroom and society, ensuring they have the same opportunities to succeed and contribute meaningfully in their personal and professional lives.

Music learning and teaching is a complex endeavor that engages individuals holistically, touching upon various sensory, cognitive, and emotional domains. This complexity affects 100% of learners, each with their own unique Sensory Experience Natures and Diversities (SEN-D), as it involves a wide range of skills and processes that reflect the broader spectrum of human learning and neurodiversity.

Auditory Processing: Music requires the decoding of pitch, rhythm, and dynamics, which can be challenging for those with auditory processing difficulties, impacting not just those with recognized SpLDs but anyone who may have subtle difficulties with sound discrimination.

Visual-Spatial Abilities: Reading music involves tracking notation and often coordinating this with hand positioning or other physical actions. This can be demanding for individuals with visual-spatial processing challenges, affecting a vast range of learners.

Motor Coordination: The act of playing an instrument demands fine motor skills and, often, hand-eye coordination. Individuals with any motor difficulties, including those without a specific diagnosis like dyspraxia, can find this aspect challenging.

Cognitive Load: Learning music theory and applying it in practice requires significant working memory and executive function. For anyone, especially those with cognitive processing differences, this can be a significant hurdle.

Emotional Engagement: Music can evoke strong emotional responses and requires a level of emotional intelligence and regulation to engage with fully. This can be intense for all learners, particularly those who experience emotional and sensory sensitivities.

Social Interaction: Group music-making involves social cues, collaboration, and communication. Those with social communication differences, like autism spectrum disorders, as well as typically developing individuals, must navigate these dynamics.

Cultural Context: Music is deeply tied to cultural identity and expression, and learners must navigate their own cultural experiences and biases in relation to music, which can be complex for anyone regardless of background.

In essence, because music learning encapsulates such a broad range of human experience and skills, it reflects and interacts with the full spectrum of our individual sensory experiences and diversities. This means that effective music teaching must be adaptable and inclusive, recognizing that the "one-size-fits-all" approach is insufficient. Instead, acknowledging each learner's unique SEN-D allows educators to tailor their instruction to meet a diverse range of needs, thereby benefiting all learners. This universal design in music education not only accommodates those with specific learning differences but also enhances the learning experience for all, ultimately enriching the educational landscape with diverse ways of thinking, learning, and expressing through music.

Unraveling the Co-Multiplicity of Dysmusia: Beyond Co-Morbidity in Music Learning Complexities

In the intricate sphere of Specific Learning Differences (SpLDs), the concept of 'co-morbidity' has long been recognized, where an individual faces multiple learning challenges simultaneously. However, recent studies and educational discourse suggest a paradigm shift towards understanding 'co-multiplicity,' a term that more accurately encapsulates the intertwined nature of learning complexities and difficulties. This is particularly relevant when exploring the multifaceted condition of 'Dysmusia,' an often-overlooked SpLD related to music learning.

Dysmusia is not merely a singular learning difficulty; it represents a spectrum of cognitive challenges where musical perception, processing, and performance are impacted. The term 'comultiplicity,' therefore, comes into play as it recognizes that Dysmusia can intersect with other learning difficulties, magnifying the struggle learners face and creating a multiplier effect a concept we will refer to as the "X-Factor" within the X-VACTOR model. This effect does not simply add to the learner’s burden; it exponentially increases it, leading to a cascade of potential setbacks in both academic and emotional realms.

The X-VACTOR: Explaining the Multiplier Effect

The X-VACTOR model presents the idea that when learning complexities and difficulties overlap, they do not just add up but multiply, resulting in a more significant and layered impact on learning. For learners with Dysmusia, the complexities of decoding musical notation, synchronizing rhythms, or distinguishing pitch can be daunting when standalone. However, when coupled with other SpLDs such as dyslexia or ADHD, the challenge is not just doubled; it's scaled up, intensifying the learning obstacles.

Beyond Frustration and Failure

The repercussions of Dysmusia's co-multiplicity go beyond mere frustration or academic failure. Music, inherently linked to human culture and emotion, is a critical avenue for personal expression and cognitive development. When learners with Dysmusia are also grappling with other SpLDs, they may not only miss out on educational milestones but also on the life-enhancing benefits that music offers, such as stress relief, joy, and the therapeutic effects on mental health.

A Loss of Potential Wellbeing

The loss incurred by individuals with Dysmusia is twofold. Firstly, there is the immediate impact on their musical education and enjoyment. Music, for many, is a critical part of their identity and social connection; being unable to participate fully can lead to feelings of isolation and decreased self-esteem. Secondly, there is the broader impact on their cognitive and emotional wellbeing. Engaging with music has been shown to enhance cognitive functions such as memory, attention, and even mathematical ability. When the X-Factor amplifies the difficulties in engaging with music, these cognitive benefits can become inaccessible, further widening the gap between these learners and their peers.

Enhancing Support Structures

Understanding the co-multiplicity effect in Dysmusia calls for a nuanced approach to support structures. It’s crucial that educators, therapists, and policymakers consider the intersectionality of SpLDs and the unique challenges they present. Personalized learning plans, multi-sensory approaches, and the inclusion of music therapy within educational curricula can serve as pivotal strategies. Furthermore, raising awareness about Dysmusia and its implications is vital to ensuring that these learners receive the support they deserve.

Embracing the Full Spectrum of Learning Diversity

The journey towards fully embracing and accommodating the full spectrum of learning diversity, especially in the context of Dysmusia, is ongoing. By acknowledging 'co-multiplicity,' educators and support staff can begin to understand the compounded effect of overlapping learning differences and tailor their approaches accordingly. This perspective shifts the focus from simply managing symptoms to nurturing potential, aiming not just for academic success but for the holistic wellbeing of every learner.

In conclusion, Dysmusia, when seen through the lens of 'co-multiplicity,' reveals the pressing need for a multi-dimensional support system that resonates with the complex nature of learning. As we refine our understanding and applications of the X-VACTOR, we pave the way for enriched learning experiences that recognize the challenges, celebrate the strengths, and most importantly, harness the full potential of those with Dysmusia and other SpLDs.

I am diagnosed with ADHD inattentive type, I'm thoroughly interested in and enjoy music, and would love to read and play it, but I just can't, I've tried different instruments and I find it all too difficult, it's such a shame, I really wish I could, whenever I'vr tried in the past, I end up feeling low about my abilities because however hard I try I can't grasp it.

Scale Degree 7 Need More?????

Here it is….From Music Mark

I have visual difficulties and have tried reading or playing music but it was too difficult and I couldn't do it so gave up

Music Mark Org UK Music Education Benefits Study Research Links

Twelve Benefits of Music Education – Children’s Music Workshop Link

1. Early music education exposure helps develop brain areas involved in language and reasoning – our first example of the twelve benefits of music education. It is thought that brain development continues for many years after birth. Recent studies have clearly indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can actually wire the brain’s circuits in specific ways. Linking familiar songs to new information can also help imprint information on young minds.

2. Music education research shows a causal link between music and spatial intelligence (the ability to perceive the world accurately and to form mental pictures of things). This kind of intelligence, by which one can visualize various elements that should go together, is critical to the sort of thinking necessary for everything from solving advanced mathematics problems to being able to pack a book-bag with everything that will be needed for the day.

3. Students of the arts learn to think creatively and to solve problems by imagining various solutions, rejecting outdated rules and assumptions. Questions about the arts do not have only one right answer.

4. Another example of the twelve benefits of music education is found in recent studies that show students who study the arts are more successful on standardized tests such as the SAT. They also achieve higher grades in high school.

5. A study of the arts provides children with an internal glimpse of other cultures and teaches them to be empathetic towards the people of these cultures. This development of compassion and empathy, as opposed to development of greed and a “me first” attitude, provides a bridge across cultural chasms that leads to respect of other races at an early age.

6. Students exposed to music education learn craftsmanship as they study how details are put together painstakingly and what constitutes good, as opposed to mediocre, work. These standards, when applied to a student’s own work, demand a new level of excellence and require students to stretch their inner resources.

7. In music, a mistake is a mistake; the instrument is in tune or not, the notes are well played or not, the entrance is made or not. It is only by much hard work that a successful performance is possible. Through music study, students learn the value of sustained effort to achieve excellence and the concrete rewards of hard work.

8. Music education enhances teamwork skills and discipline. In order for an orchestra to sound good, all players must work together harmoniously towards a single goal, the performance, and must commit to learning music, attending rehearsals, and practicing.

9. Music education provides children with a means of self-expression. Now that there is relative security in the basics of existence, the challenge is to make life meaningful and to reach for a higher stage of development. Everyone needs to be in touch at some time in his life with his core, with what he is and what he feels. Self-esteem is a by-product of this self-expression.

10. Music education develops skills that are necessary in the workplace. It focuses on “doing,” as opposed to observing, and teaches students how to perform, literally, anywhere in the world. Employers are looking for multi-dimensional workers with the sort of flexible and supple intellects that music education helps to create as described above. In the music classroom, students can also learn to better communicate and cooperate with one another.

11. Music performance teaches young people to conquer fear and to take risks. A little anxiety is a good thing, and something that will occur often in life. Dealing with it early and often makes it less of a problem later. Risk-taking is essential if a child is to fully develop his or her potential. Music contributes to mental health and can help prevent risky behavior such as teenage drug abuse, which often leads to institutionalization in a teen rehab.

12. Our final example of the twelve benefits of music education is that an arts education exposes children to the incomparable. Carolyn Phillips is the author of the Twelve Benefits of Music Education. She is the Former Executive Director of the Norwalk Youth Symphony, CT

20 Benefits – Music Mark Org UK Music Education Benefits Study Links

Little Singers Link

Why Study Music? Studies Showing Amazing Benefits of Music Education

Einstein once said that had he not been a scientist, he would have been a musician. "Life without playing music is inconceivable for me," he declared. "I live my daydreams in music. I see my life in terms of music. I get most joy in life out of music.

Einstein once said that had he not been a scientist, he would have been a musician. "Life without playing music is inconceivable for me," he declared. "I live my daydreams in music. I see my life in terms of music. I get most joy in life out of music."

Plato, Aristotle, Boethius, Leonardo da Vinci, Galileo Galilei, Isaac Newton, René Descartes, Benjamin Franklin, Thomas Edison, Albert Einstein, Robert Oppenheimer, Stephen Hawkin — What do all of these great men have in common? They were all were musicians.

Coincidence? Certainly not. Years of scientific studies are proving what many of us have known all along: Music education makes smarter, more successful students that grow up to be more productive adults.

“Several studies by the American Association for the Advancement of Science, which is based at Brown University, explored the effects of art and music education on young children’s learning. The conclusions of these studies support the theory that music instruction can help build intellectual and emotional skills, facilitate children’s learning and strengthen other academic areas, such as reading and math. Also, these studies indicate that music can positively affect children and adults of all ages.

“The conclusions of these Brown University studies are consistent with other research on music and its effect on child development. One study (by researchers at the University of Wisconsin and the University of California) shows that when three and four-year-old children were given simple piano lessons over a six-month period, they performed 34% better than other children in IQ tests, some of whom had had computer lessons instead. These impressive results came from a study of 789 children from diverse social and economic backgrounds.

“In an interview, one of the researchers from the University of California said: “Music training jump starts certain inherent patterns in parts of the brain responsible for spatial-temporal reasoning.” Computer lessons, on the other hand, do not force children to think ahead or visualize, as they must when playing a piece of music.

“Several studies indicate that the reading level of students with one year of music was nearly one grade higher than their peers without such music training. Children with two years of music experience had scores equivalent to two years ahead of their reading age, and these statistics improved with music experience.”

Here are some of the studies supporting the incredible benefits of music:

Children

Spatial-Temporal IQ Researchers found that children given piano lessons improved 56% more in their spatial-temporal IQ scores than children who received computer lessons or no lessons. – Rauscher, Shaw, Levine, Ky and Wright, “Music and Spatial Task Performance: A Causal Relationship,” University of California, Irvine, 1994.

Higher SAT Scores — Students with experience in music performance and music appreciation scored higher on the SAT than students with no music education: 53 points higher on the verbal and 39 points higher on the math for music performance; 61 points higher on the verbal and 42 points higher on the math for music appreciation. College-Bound Seniors National Report: Profile of SAT Program Test Takers. The College Entrance Examination Board, Princeton, NJ, 2001

Highest Grades – Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non- participants receiving those grades. – NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC

Higher Test Scores – A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background. – Dr. James Catterall, UCLA.

Higher Reading Scores – In a Scottish study, one group of elementary students received musical training, while another other group received an equal amount of discussion skills training. After six (6) months, the students in the music group achieved a significant increase in reading test scores, while the reading test scores of the discussion skills group did not change. – Sheila Douglas and Peter Willatts, Journal of Research in Reading, 1994.

Better Behavior – In a 2000 survey, 73 percent of respondents agree that teens who play an instrument are less likely to have discipline problems. – Americans Love Making Music – And Value Music Education More Highly Than Ever, American Music Conference, 2000.

Lowest Crime – Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs). Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998 Continued…..

20 Benefits – Music Mark Org UK Music Education Benefits Study Research Links

Little Singers – Cont.

Why Study Music? Studies Showing Amazing Benefits of Music Education

Better Organized – Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives. –“Cassily Column,” TCAMS Professional Resource Center, 2000.

Problem Solvers – Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills. –Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.

Less Anxiety – Music students demonstrate less test anxiety and performance anxiety than students who do not study music. – “College-Age Musicians Emotionally Healthier than Non-Musician Counterparts,” Houston Chronicle, 1998.

Most Med Students – Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted. As reported in “The Case for Music in the Schools,” Phi Delta Kappan, February 1994

Adults

“Music making makes the elderly healthier…. There were significant decreases in anxiety, depression, and loneliness following keyboard lessons. These are factors that are critical in coping with stress, stimulating the immune system, and in improved health. Results also show significant increases in human growth hormones following the same group keyboard lessons. (Human growth hormone is implicated in aches and pains.)” Dr. Frederick Tims, reported in AMC Music News, June 2, 1999

Exercises Brain – Scientists have found that music involves the left, right, front, and back portions of the brain. –Donald Hodges, “Neuromusical Research.” Handbook of Music Psychology (San Antonio: IMR Press, 1996). Boosts Productivity – Music can boost productivity in the workplace. Businesses like AT&T, DuPont, and Equitable Life Insurance have cut training time in half, increased output, and raised efficiency with creative music programs.Business Music: A Performance Tool for the Office/Workplace (Seattle: Muzak, 1991).

Lowers temp, blood pressure, etc – Music can affect body temperature because of its influence on blood circulation, pulse rate, breathing, and sweating. Transcendent music and loud music can raise our body heat a few degrees, while soft music with a weak beat can lower it. – Don Campbell, The Mozart Effect (New York: Avon Books, 1997), 70-71. Prevents Disease – Researchers at Michigan State University concluded that listening to one’s “preferred” music may elicit a profound positive emotional experience that can trigger the release of hormones which can contribute to a lessening of those factors which enhance the disease process. – Dale Bartlett, Donald Kaufman, and Roger Smeltekop, “The Effects of Music Listening and Perceived Sensory Experiences on the Immune System as Measured by lnterleukin-1 and Cortisol,” Journal of Music Therapy 30 (1993): 194-209.

Calming – The city of Edmonton, Canada, pipes in Mozart string quartets in the city squares to calm pedestrian traffic, and, as a result, drug dealings have lessened. – “Music-Let’s Split,” Newsweek, 1990.

Relieves Pain – Doctors in the coronary care unit of Saint Agnes Hospital in Baltimore report that a half an hour of listening to classical music produced the same effect as ten milligrams of Valium. – Sheila Ostrander & Lynn Schroeder with Nancy Ostrander, Superlearning 2000 (New York: Delacorte Press, 1994), 76.

Reduces Migraines – Music can help migraine sufferers reduce the intensity, frequency, and duration of the headaches. – Paul Chance, “Music Hath Charms to Soothe a Throbbing Head,” Psychology Today, February 1987, p. 14. Heals, Restructures – In recovery wards and rehabilitation clinics, music is widely used to restructure and “repattern” repetitive movements following accidents and illness. – Don Campbell, The Mozart Effect (New York: Avon Books, 1997), 69.

Helps Alzheimers Patients – Music therapists working with Alzheimer’s patients have found that rhythmic interaction or listening to music has resulted in decreased agitation, increased focus and concentration, enhanced ability to respond verbally and behaviorally, elimination of demented speech, improved ability to respond to questions, and better social interaction. – Carol Prickett and Randall Moore, “The Use of Music to Aid Memory of Alzheimer’s Patients,” Journal of Music Therapy 28 (1991).

Helps Stroke Patients – Researchers in Colorado found that stroke patients who were given rhythmic auditory stimulation a half hour a day for three weeks had improved cadence, stride, and foot placement compared with a control group. -Marwick, “Leaving Concert Hall for Clinic.” In The Mozart Effect by Don Campbell. (New York: Avon Books, 1997), 273.

Stroke Victims – In a French study, the use of melodies was shown to stimulate speech recovery in stroke victims. – Neurology, December, 1996.

Lessens Depression, Loneliness – In a 1998 study, retirees who participated in group keyboard lessons reported decreased anxiety, decreased depression, and decreased loneliness when compared to a control group. – Scientific Study Indicates That Making Music Makes the Elderly Healthier, American Music Conference, 1998.

Live Longer – People who participate in the arts live longer than others, according to a Swedish study. – British Medical Journal, 1996.

20 Benefits – Music Mark Org UKMusic Education Benefits Study Research Links

Childrens Music Workshop Link

Benefit One: Success in Society

Perhaps the basic reason that every child must have an education in music is that music is a part of the fabric of our society. The intrinsic value of music for each individual is widely recognized in the many cultures that make up American life; indeed, every human culture uses music to carry forward its ideas and ideals. The importance of music to our economy is without doubt. And the value of music in shaping individual abilities and character are attested in a number of places:

• Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, drug abuse). Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998

• “Music is a magical gift we must nourish and cultivate in our children, especially now as scientific evidence proves that an education in the arts makes better math and science students, enhances spatial intelligence in newborns, and let’s not forget that the arts are a compelling solution to teen violence, certainly not the cause of it!” Michael Greene, Recording Academy President and CEO at the 42nd Annual Grammy Awards, February 2000.

• The U.S. Department of Education lists the arts as subjects that college-bound middle and junior high school students should take, stating “Many colleges view participation in the arts and music as a valuable experience that broadens students’ understanding and appreciation of the world around them. It is also well known and widely recognized that the arts contribute significantly to children’s intellectual development.” In addition, one year of Visual and Performing Arts is recommended for college-bound high school students. Getting Ready for College Early: A Handbook for Parents of Students in the Middle and Junior High School Years, U.S. Department of Education, 1997

• The College Board identifies the arts as one of the six basic academic subject areas students should study in order to succeed in college. Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York

• The arts create jobs, increase the local tax base, boost tourism, spur growth in related businesses (hotels, restaurants, printing, etc.) and improve the overall quality of life for our cities and towns. On a national level, nonprofit arts institutions and organizations generate an estimated $37 billion in economic activity and return $3.4 billion in federal income taxes to the U.S. Treasury each year.American Arts Alliance Fact Sheet, October 1996

• The very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians. Grant Venerable, “The Paradox of the Silicon Savior,” as reported in “The Case for Sequential Music Education in the Core Curriculum of the Public Schools,” The Center for the Arts in the Basic Curriculum, New York, 1989 Continued…

20 Benefits – Music Mark Org UKMusic Education Benefits Study Research Links

Childrens Music Workshop Link

Benefit Two: Success in School

Success in society, one of the major benefits of music education, is predicated on success in school. Any music teacher or parent of a music student can call to mind anecdotes about effectiveness of music study in helping children become better students. Skills learned through the discipline of music, these stories commonly point out, transfer to study skills, communication skills, and cognitive skills useful in every part of the curriculum.

Another common variety of story emphasizes the way that the discipline of music study; particularly through participation in ensemble; helps students learn to work effectively in the school environment without resorting to violent or inappropriate behavior. And there are a number of hard facts that we can report about the ways that music study is correlated with success in school:

• “The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.”

No Child Left Behind Act of 2002, Title IX, Part A, Sec. 9101 (11)

• A study of 237 second grade children used piano keyboard training and newly designed math software to demonstrate improvement in math skills. The group scored 27% higher on proportional math and fractions tests than children that used only the math software.

Graziano, Amy, Matthew Peterson, and Gordon Shaw, “Enhanced learning of proportional math through music training and spatial-temporal training.” Neurological Research 21 (March 1999).

• In an analysis of U.S. Department of Education data on more than 25,000 secondary school students (NELS:88, National Education Longitudinal Survey), researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show “significantly higher levels of mathematics proficiency by grade 12.” This observation holds regardless of students’ socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time.

• Catterall, James S., Richard Chapleau, and John Iwanaga. “Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts.” Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999

• Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation. College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.

• According to statistics compiled by the National Data Resource Center, students who can be classified as “disruptive” (based on factors such as frequent skipping of classes, times in trouble, in-school suspensions, disciplinary reasons given, arrests, and drop-outs) total 12.14 percent of the total school population. In contrast, only 8.08 percent of students involved in music classes meet the same criteria as “disruptive.” Based on data from the NELS:88 (National Education Longitudinal Study), second follow-up, 1992.

• Data from the National Education Longitudinal Study of 1988 showed that music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non- participants receiving those grades. NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC

• Continued

20 Benefits – Music Mark Org UKMusic Education Benefits Study Research Links

Childrens Music Workshop Link

Benefit Two: Success in School – Cont.

• Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted. As reported in “The Case for Music in the Schools,” Phi Delta Kappan, February 1994

• A study of 811 high school students indicated that the proportion of minority students with a music teacher role-model was significantly larger than for any other discipline. 36% of these students identified music teachers as their role models, as opposed to 28% English teachers, 11% elementary teachers, 7% physical education/sports teachers, 1% principals.

D.L. Hamann and L.M. Walker, “Music teachers as role models for African-American students,” Journal of Research in Music Education, 41, 1993

• Students who participated in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills. National Arts Education Research Center, New York University, 1990

Benefit Three: Success in Developing Intelligence

Success in school and in society depends on an array of abilities. Without joining the intense ongoing debate about the nature of intelligence as a basic ability, we can demonstrate that some measures of a child’s intelligence are indeed increased with music instruction. Once again, this burgeoning range of data supports a long-established base of anecdotal knowledge to the effect that music education makes kids smarter.

What is new and especially compelling, however, is a combination of tightly-controlled behavioral studies and groundbreaking neurological research that show how music study can actively contribute to brain development:

• In a study conducted by Dr. Timo Krings, pianists and non-musicians of the same age and sex were required to perform complex sequences of finger movements. Their brains were scanned using a technique called “functional magnetic resource imaging” (fMRI) which detects the activity levels of brain cells. The non-musicians were able to make the movements as correctly as the pianists, but less activity was detected in the pianists’ brains. Thus, compared to non-musicians, the brains of pianists are more efficient at making skilled movements. These findings show that musical training can enhance brain function. Weinberger, Norm. “The Impact of Arts on Learning.” MuSICa Research Notes 7, no. 2 (Spring 2000). Reporting on Krings, Timo et al. “Cortical Activation Patterns during Complex Motor Tasks in Piano Players and Control Subjects. A Functional Magnetic Resonance Imaging Study.” Neuroscience Letters 278, no. 3 (2000): 189-93

• “The musician is constantly adjusting decisions on tempo, tone, style, rhythm, phrasing, and feeling–training the brain to become incredibly good at organizing and conducting numerous activities at once. Dedicated practice of this orchestration can have a great payoff for lifelong attentional skills, intelligence, and an ability for self-knowledge and expression.” Ratey John J., MD. A User’s Guide to the Brain. New York: Pantheon Books, 2001.

• A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills, the skills necessary for learning math and science. Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, “Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning,” Neurological Research, Vol. 19, February 1997

• Continued …

20 Benefits – Music Mark Org UKMusic Education Benefits Study Research Links

Childrens Music Workshop Link

Benefit Three: Success in Developing Intelligence

• Students in two Rhode Island elementary schools who were given an enriched, sequential, skill-building music program showed marked improvement in reading and math skills. Students in the enriched program who had started out behind the control group caught up to statistical equality in reading, and pulled ahead in math. Gardiner, Fox, Jeffrey and Knowles, as reported in Nature, May 23, 1996

• Researchers at the University of Montreal used various brain imaging techniques to investigate brain activity during musical tasks and found that sight-reading musical scores and playing music both activate regions in all four of the cortex’s lobes; and that parts of the cerebellum are also activated during those tasks. Sergent, J., Zuck, E., Tenial, S., and MacDonall, B. (1992). Distributed neural network underlying musical sight reading and keyboard performance. Science, 257, 106-109.

• Researchers in Leipzig found that brain scans of musicians showed larger planum temporale (a brain region related to some reading skills) than those of non-musicians. They also found that the musicians had a thicker corpus callosum (the bundle of nerve fibers that connects the two halves of the brain) than those of non-musicians, especially for those who had begun their training before the age of seven. Schlaug, G., Jancke, L., Huang, Y., and Steinmetz, H. (1994). In vivo morphometry of interhem ispheric assymetry and connectivity in musicians. In I. Deliege (Ed.), Proceedings of the 3d international conference for music perception and cognition (pp. 417-418). Liege, Belgium.

• A University of California (Irvine) study showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning IQ. Rauscher, Shaw, Levine, Ky and Wright, “Music and Spatial Task Performance: A Causal Relationship,” University of California, Irvine, 1994

• Researchers found that children given piano lessons significantly improved in their spatial- temporal IQ scores (important for some types of mathematical reasoning) compared to children who received computer lessons, casual singing, or no lessons. Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R., and Newcomb, R. (1997) Music training causes long-term enhancement of preschool children’s spatial temporal reasoning. Neurological Research, 19, 1-8.

• A McGill University study found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. They also found that self-esteem and musical skills measures improved for the students given piano instruction. Costa-Giomi, E. (1998, April). The McGill Piano Project: Effects of three years of piano instruction on children’s cognitive abilities, academic achievement, and self-esteem. Paper presented at the meeting of the Music Educators National Conference, Phoenix, AZ.

• Researchers found that lessons on songbells (a standard classroom instrument) led to significant improvement of spatial-temporal scores for three- and four-year-olds. Gromko, J.E., and Poorman, A.S. (1998) The effect of music training on preschooler’s spatial-temporal task performance. Journal of Research in Music Education, 46, 173-181.

• In the Kindergarten classes of the school district of Kettle Moraine, Wisconsin, children who were given music instruction scored 48 percent higher on spatial-temporal skill tests than those who did not receive music training. Rauscher, F.H., and Zupan, M.A. (1999). Classroom keyboard instruction improves kindergarten children’s spatial-temporal performance: A field study. Manuscript in press, Early Childhood Research Quarterly.

• An Auburn University study found significant increases in overall self-concept of at-risk children participating in an arts program that included music, movement, dramatics and art, as measured by the Piers-Harris Children’s Self-Concept Scale. N.H. Barry, Project ARISE: Meeting the needs of disadvantaged students through the arts, Auburn University, 1992

• Continued

20 Benefits – Music Mark Org UKMusic Education Benefits Study Research Links

Childrens Music Workshop Link

Benefit Four: Success in Life

Each of us wants our children and the children of all those around us to achieve success in school, success in employment, and success in the social structures through which we move. But we also want our children to experience “success” on a broader scale.

Participation in music, often as not based on a grounding in music education during the formative school years, brings countless benefits to each individual throughout life. The benefits may be psychological or spiritual, and they may be physical as well:

• Studying music encourages self-discipline and diligence, traits that carry over into intellectual pursuits and that lead to effective study and work habits. An association of music and math has, in fact, long been noted. Creating and performing music promotes self-expression and provides self-gratification while giving pleasure to others. In medicine, increasing published reports demonstrate that music has a healing effect on patients. For all these reasons, it deserves strong support in our educational system, along with the other arts, the sciences, and athletics.” Michael E. DeBakey, M.D., Leading Heart Surgeon, Baylor College of Music.

• “Music has a great power for bringing people together. With so many forces in this world acting to drive wedges between people, it’s important to preserve those things that help us experience our common humanity.” Ted Turner, Turner Broadcasting System.

• Music is one way for young people to connect with themselves, but it is also a bridge for connecting with others. Through music, we can introduce children to the richness and diversity of the human family and to the myriad rhythms of life.” Daniel A. Carp, Eastman Kodak Company Chairman and CEO.

• “Casals says music fills him with the wonder of life and the ‘incredible marvel’ of being a human. Ives says it expands his mind and challenges him to be a true individual. Bernstein says it is enriching and ennobling. To me, that sounds like a good cause for making music and the arts an integral part of every child’s education. Studying music and the arts elevates children’s education, expands students’ horizons, and teaches them to appreciate the wonder of life.” U.S. Secretary of Education Richard W. Riley, July 1999.

• “The nation’s top business executives agree that arts education programs can help repair weaknesses in American education and better prepare workers for the 21st century.” “The Changing Workplace is Changing Our View of Education.” Business Week, October 1996.

• “Music making makes the elderly healthier…. There were significant decreases in anxiety, depression, and loneliness following keyboard lessons. These are factors that are critical in coping with stress, stimulating the immune system, and in improved health. Results also show significant increases in human growth hormones following the same group keyboard lessons. (Human growth hormone is implicated in aches and pains.)” Dr. Frederick Tims, reported in AMC Music News, June 2, 1999

• “Music education opens doors that help children pass from school into the world around them a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” &emdash;Gerald Ford, former President, United States of America Cont.

20 Benefits – Music Mark Org UK Music Education Benefits Study Research Links

Childrens Music Workshop Link

Benefit Four: Success in Life

• “During the Gulf War, the few opportunities I had for relaxation I always listened to music, and it brought to me great peace of mind. I have shared my love of music with people throughout this world, while listening to the drums and special instruments of the Far East, Middle East, Africa, the Caribbean, and the Far North and all of this started with the music appreciation course that I was taught in a third-grade elementary class in Princeton, New Jersey. What a tragedy it would be if we lived in a world where music was not taught to children.” H. Norman Schwarzkopf, General, U.S. Army, retired

• “Music is about communication, creativity, and cooperation, and, by studying music in school, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective.” – Bill Clinton, former President, United States of America

In the sometimes harsh reality of limited time and funding for instruction, the inclusion of the arts in every student’s education can sometimes be relegated to a distant wish rather than an exciting reality. It doesn’t have to be that way!

All that’s needed is a clear message sent to all those who must make the hard choices involved in running a school or school system. The basic message is that music programs in the schools help our kids and communities in real and substantial ways. You can use the following facts about the benefits of music education, based on a growing body of convincing research, to move decision-makers to make the right choices.

Facts compiled by MENC Staff, Spring 2002. When using factual quotes from this brochure, please be sure to cite individual research source which follows each quote/fact. Other text copy in the brochure was authored by MENC Staff. When citing from these sections, please reference as: “Source: MENC&emdash;The National Association for Music Education “Benefits of Music Education” Brochure, Spring 2002″.

Final Message From Me – Kevin M Thomson – The Dynamic Dyslexic

Young, adult, employed, unemployed, retired, learning difficulties or life’s other difficulties or disabilities - the research is clear (more than!!) that Music Education is not a ‘nice to have’ it’s a MUST HAVE. Yet music education for example in the US has gone down in the last 40 years from nearly half to less than a third. 95% of US households do not have a musical instrument. This YouGov Survey shows 50% of people did not engage in any way with the survey about learning music and only 6% of the UK are music ‘Promoters’.

If nothing else I hope this survey and the Appendix demonstrate the power of learning music and that either a/ the inherent difficulties of the 1,000 year old system and the complexity of learning an instrument (complex like the piano or guitar need to be overcome for the HUGE benefits music brings – no matter what or b/ a better system needs to be in place that’s F.A.S.T! That is …. Fun Accessible Simple Teachable. That’s what I set out to do with Emoji-Go! Music – for people of every age, every ability. Even if it was to point out that teaching the 3D’s of Music Learning Differences, Difficulties and Disabilities needs a new approach – as exemplified by the BDA Top Ten Tips. I wish you luck in developing your music talent and therefore all your talents!!!!

Guido (Monaco) His Statue in Arezzo

My favourite hobby is singing with a choir that performs with an orchestra at least 3 times per year. We learn on average 15 different songs every term of all styles, by heart, so although I do not play an instrument as such, it is one of my greatest passions and helps keep my brain working.

The Millennium f Music Making nnovation

Music is one of life's greatest pleasures and I am eternally grateful to my parents that I had piano lessons from an early age. This has enabled me to learn other instruments, sing in choirs and teach new songs to groups I am involved in, such as Girl Guides.

Now You Have Finished!

Check Your Music Making Other Well-Beings Index _/10 Sing & Play Along Now You Know The Words Please Share!!!

5 Ways to Make You Feel Better - Music Video The Music Works – Gloucester UK 5 Ways Song – LINK How much can I… Connect, Be Active, Take Notice Keep Learning, Give To My Colleagues, Community, College & All I Care For? nef 5 Ways To Wellbeing Research - LINK

More From Me A Lifetime of Dysmusic Dyslexia!

Dysmusia & The Impact of Music Making Frustration

SEND 20%? Special Educational Needs & Difficulties - Yes, that's me, The MBTI Myers Briggs Qualified ENTP (Extrovert iNtuitive, Thinking Perceptive) or my own MSTTi The Yellow Squiggle - one of my 4 D’s The Dynamics! A creative, extrovert wanderer in a lifetime labyrinth of unspoken SEND struggles. Unbeknownst and undiagnosed, I grappled with Dyslexia, Dyscalculia, ADHD, and the enigma of Meares/Irlens Syndrome – a world where music danced on the page. Sight reading evading my grasp. Tablature Reading confusing my Dyscalculic brain!

My journey began at the age of 12, after seven years of arduous striving from the age of 5 with music teachers. For a lifetime my odyssey of discovery and creation commenced, after a half century of struggle came the birthing and a decade of developing the 'EmojiPhonics Music Making Well-Beings' system, platform, tools, training, LMS and apps.

Multi-SENsory was my lifeline to music making from a humble beginning of colour dots on my guitar, an embodiment of survival, and it evolved over a decade. Along the way came my need to back up the ‘issues’ with research on the ‘problem’. Here is the result – The Global Scale of Dysmusia – and the tes Show 2023 discovery by asking, that 98% of SEND specialists had never heard of dysmusia. Thus, the Dysmusia Foundation was born for 2024 tes SEND Show launch to find partners and ambassadors for a new start to SEND and non-SEND music pedagogy.

Music Making Well-Beings! YES! So, let us embark on an exploration, peering through the lens of a new Dysmusia definition and its profound HIDDEN impact. A universal scale where the very essence of music-making well-being and cognitive brain development – as well as the joy of music making teeters between remaining neglected and damaged or fortified.

Dysmusia, an elusive concept, concealed even from the gaze of seasoned SEN-D (Special Educational Needs & Difficulties/Disabilities) professionals. My poll conducted at the Tes SEND Show 2023 laid bare a shocking truth – a staggering 98% of exhibitors professed ignorance about Dysmusia's existence. Thus, armed with insights from the 2018 YouGov Music Well-being Survey and driven by a relentless pursuit of understanding, I have unravelled Dysmusia's significance. It emerges as a formidable influence, not merely on the pleasure derived from crafting melodies but on the holistic sphere of well-being and cerebral development. Its tendrils extend to embrace individuals of all ages and abilities, rendering it an issue demanding our unwavering attention and comprehension.

Join me in this odyssey of discovery, as we venture into the intricate nuances of Dysmusia, traverse the contours of research, advocate for its recognition, and engage others in its embrace. Together, we shall demystify this enigma, for in the profound shift of understanding lies the key to transforming music-making well-being. Welcome to the world of Dysmusia and its intricate dance with the 8 Dys', a narrative of harmony and discord, in pursuit of well-being through the art of music. My Yellow Squiggle brain making SEND based ‘Music By Design’ next…..

Multi-SENsory Teaching & Targeting indicator

I have basic music reading skills and can play a few tunes but don’t work on my skills or understanding

I have a neurological disorder, so find it difficult.

Music By Design Rooted In Science A Multi-SENsory Universal Language of Learning

I have a neurological disorder, so find it difficult.

I have basic music reading skills and can play a few tunes but don’t work on my skills or understanding

1. ‘Dysruptor Dozen’

Visual Executive Summary = $4Bn Scale of Opportunity

$1Tn Global Wellness

Impact

UK Music Making Well Beings

Benchmark = 1 Ever

Defined = 16 Inner + Outer Circle

Brands Exams Superstars Surveys News & Neuroscientists = Dysmusia Hidden in Plain Sight

The GLOBAL SCALE OF DYSMUSIA

Where 98% tes SEND Show SEND 2023 Specialists Had… “Never heard of it!”

Too complicated vocabulary. Should have used stuff designed for children.

I found remembering the music notes difficult but would have loved to have tried harder.

I tried the violin at school, but it made my dog howl

Because I remember hating it at school

I have dislyxia, was young and gave up trying.

I started to learn to play the piano at the age of 12yrs and gave up.

Can’t be bothered as too old

August 6, 2024

I play and write music every day. It is my main focus in life.

I was told by my teacher I was useless as a child so have never tried again

Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.