It’s so interesting to see the different settings and the exact surroundings in which the practitioners I have got to know well during the taught seminars are actually working.  This year these have ranged from purpose built centres, to spaces secured within church halls and schools; from places where effort must be made to keep children engaged when there’s a vast space around them to explore, to tiny rooms where care is needed to make sure enthusiastic music-making doesn’t put anyone at any risk.  Each context influences how music sessions can run and it has been impressive to see how effectively our course participants have been making the most of the space available to them and keeping the children engaged in their interactive music-making activities whatever distractions (or temptations!) might be nearby.

I so enjoy seeing the different ways our course participants put their learning into practice and make the interactive music-making approach their own.  Seeing creative resources they have developed and new activities they have been inspired by their children to create is extremely rewarding.  And, of course, hearing their own pride in the children’s achievements and progress – the reason we are all committed to interactive music-making for very young children – is fantastic.  Music really can help very young children tell us more about themselves, practise skills they find difficult and build friendships that help them thrive in their lives more widely.

The next Interactive Music-Making course will open for applications in June ahead of starting just after the October half term. Find out more here.