Last week, we spoke to Carolyn Adams, a new Interactive Music-Maker, about how she kept music going during the pandemic. Carolyn trained as an Interactive Music-Maker from September last year to May 2020, when she graduated straight into a nationwide Coronavirus lockdown. Now, in December, she’s back at Springfield Primary School in her role as Music Teacher for all year groups, adapting her working to the new world of bubbles and Zoom. We caught up about how she used music during the lockdown, her experience of the impact of IMM on one specific child, and how she plans to continue Interactive Music-Making despite the many obstacles the coronavirus puts in our way. Read Carolyn’s story here for a fascinating insight into how music can be kept alive as a crucial element of early years education, in spite of adversity.

Back in May, I knew I wouldn’t be able to start doing sessions straight away. However, IMM did make me rethink the thought processes and skills behind all that I plan to teach, even with older children – I have been using the Tri-Borough Music Recovery curriculum with the other children at my school during Autumn 2020, for example, combining IMM thinking with music for older children too. When I am able to start [doing IMM groups], it will make a huge difference to what I am able to deliver. I will be able to support our youngest Reception children with achieving their developmental goals, helping reduce any gaps and delays.

Many thanks to Carolyn for sharing her IMM Story. If you are interested in becoming an Interactive Music-Maker, or have your own Story to share, please do get in touch. And don’t forget we have a separate, dedicated IMM site: