Over the past ten years, a considerable amount of research has indicated that musical training is a significant factor in the general development of human beings and, thereby, of considerable importance in schooling. Research that emphasises the link between music and cognitive development is of particular interest to musicians and teachers who wish to raise the profile of music in schools and encourage cross-curricular links. Another focus of recent research has been upon the role of technology in enabling music-making to become more widely accessible in and out of school.

However, despite all the evidence there is a conflict between the desire to increase provision of music-making in schools and the pressure to provide results in the core subjects. The outcome has been that fewer teachers feel confident in providing musical experiences for their pupils and music-making is forced into extra-curricular programmes or provided by visiting specialists for a few pupils. In the past 6 years Youth Music projects within the First Steps framework, have sought to address the issue of training and a variety of programmes have been devised. There is still, however, a gap between confidence and competence in making music with children in their early years and in primary education and the research that emphasises its importance. Musical Terms seeks to close this gap by providing courses and models for adults working with young children. Most importantly we aim to support

• musicians who want to understand more about working with young children – how to involve them and interact, rather than simply entertain them
• adults working in education who want to understand more about using music whilst working with young children – how to recognise musicality in its simplest form, its connection with language development and its links with all areas of the curriculum

The effect of music-making upon the emotional development of young children is a particularly interesting and significant focus in the research and activities of Musical Terms. Music-making is an interactive pursuit, in contrast to the general idea of music, which can be passive. It is through the shared experience and interchanges of music-making with voice and instruments in the classroom that adults (parents and teachers) can encourage positive emotional experiences which lay the foundation for confidence, self-esteem, creativity and social skills – all at the heart of the ability to learn within our education system.

Karen Mackenzie has written papers and articles on the following subjects and these are available on request for students pursuing Masters’ Degrees, Bachelor Degrees or dissertations for Early Years or Music Education courses:-

Born Musicians	2000	Report on Youth Music project	2 year project providing regular music sessions to community centres catering for expectant mothers and families
The effect of infant-directed singing upon attachment between adults and babies	2002	University of Sheffield MA dissertation	Exploring the effect of singing upon the intercommunicative skills between (m)others and newborn babies and the influence of an intervention programme
Kent Family Music	2002	Report on Youth Music project in 6 Kent nurseries	15 month project training Early Years Practitioners to provide regular music sessions for families and assessing the effects of singing upon the bond between parent and child
Music Start	2006	Co-author of report on Youth Music project on Isle of Wight	Focusing upon training Early Years Practitioners to make music in their settings and the effect of a starter music pack delivered by health Visitors to every family on the island with children under five
Aylesbury Project	2006	Report on Youth Music project in South London	Members of the London Symphony Orchestra (LPO) working regularly with Colourstrings specialists in Early Years settings in a South London community and the impact of this intervention, together with hands on experience of concerts and orchestral instruments in a variety of settings on the ability of young children to make transitions from home to nursery and nursery to school. The impact upon their families and their relationship with their community through shared musical experiences.
Ashford SureStart	2006	Preliminary reportFull report to follow in June 2007	The effect of regular music making sessions upon children in Early Years settings, their families and the practitioners who work with them.
Calling the tune	2007	Exploration of training methods for music-making in Early Years settings	Who should be trained? What is the relationship between music specialist and EY specialist? Is music-making a tool for general development or an aesthetic experience in itself?

Musical Terms will undertake to write reports or conduct research for organisations involved in music education, developing teacher training and investigating the effects of singing upon emotional development.