Is this you…?
I teach music. TICK
I want to keep my students for longer. TICK
I am struggling to keep my students for longer. YEP
We can’t wait to share 4 things that will get parents on your side and help you keep your students for longer!
This blog shines a spotlight on the inspiring stories featured in our latest Fireworks magazine, celebrating the powerful impact of music teachers around the world.
As a music teacher, how often have we heard the phrase, “I have to skip rehearsal, I have a test”? In my school, as in many schools, we have our only rehearsal time in the morning prior to school starting, and I hear this comment regularly through the school year.
This blog explores the quiet power of Stealth Advocacy, subtle, repeated messages that shape how others see music education. From hallway posters to one-liners in newsletters, these small signals work in the background, shifting mindsets over time. If you’re too busy to launch a campaign, this is the kind of advocacy that speaks for you, even when you’re not in the room.
This blog invites music educators to slow down just enough to notice and name the everyday moments that show the power of music learning. From quick chats with parents to check-ins with students or school leaders, these small interactions are golden opportunities to advocate for music education.
In our drive to advocate for music education, it’s easy to focus on public performances, programs, or policies. But real advocacy often begins in quiet moments with students, their stories, and their shifting motivations. This blog explores how listening, noticing, and building trust can turn everyday teaching into powerful, student-centered advocacy.
What if music advocacy wasn’t an event, but a habit?
In the bustle of rehearsals, lessons, and emails, advocacy often gets pushed to the margins. But what if we made it part of our everyday teaching language? This post shares four simple ways to weave music advocacy into daily practice, from quick phrases and bold visuals to shared reflections with colleagues. Small actions, repeated often, can shift how music learning is seen and valued.
Making music together does more than build skills—it builds friendships.
Research shows ensemble experiences activate empathy and connection, helping students feel they belong. From choirs to community bands, music is where friendships grow.
Founder of Bigger Better Brains, Dr Anita Collins, receives hundreds of emails from students around the world asking questions about neuromusical research. So she decided to record a short video about the most asked questions she has received.
We often assume background music helps students concentrate—but new research suggests it’s not one-size-fits-all, especially for learners with ADHD. This study explores how different sounds—classical, preferred music, binaural beats, and medication—affect focus. The takeaway? Familiar, enjoyable music may support attention better than trendy brain hacks. What could this mean for your classroom or studio?
What if music could help neurodivergent students focus, listen, and communicate more easily? Music learning strengthens how the brain processes sound, supports attention and memory, and helps students filter speech in noisy settings. For learners with ADHD, autism, or sensory challenges, it offers a structured, motivating way to build essential skills.
A 2020 study from Brazil found that kids aged 8–12 who joined twice-weekly group music sessions outperformed their peers in reading, writing, and math. They also showed better attention and memory. Led by Projeto Guri, the program proves what many music educators feel: consistent, inclusive music-making fuels broader learning.
Some students don’t light up when the music soars—and it’s not about effort or attitude. Neuroscience is uncovering how individual brain wiring can shape emotional responses to music, including a rare condition called specific musical anhedonia. As educators, this challenges us to broaden our lens: what if joy in music doesn’t look the same for everyone?
Holidays don’t have to mean a full stop to music learning. This blog explores how short, simple strategies—like mental practice, travel-friendly plans, and encouraging messages—can help students stay connected over the break. Plus, find tools and inspiration to support motivation and communication all season long.
Recruitment in 2025 is about more than filling seats—it’s about consistently advocating for music learning as essential to student growth and wellbeing. Families want to see the long-term value, and students need connection and purpose. Ongoing, intentional messaging leads to stronger recruitment, stability, and lasting impact.
The “Wanna Be Like…” poster series helps music teachers show students how learning an instrument connects to success beyond the music room. This blog introduces the series, invites teachers to contribute new role models, and offers a free download of five brand-new posters.
