Led by Dave Trouton, this project can be offered either indoors or outdoors (weather dependent), and content differs accordingly:

Indoors: Whilst building of a story created by the group, the children explore music and their own emotional responses, through creative and fun activities. Sessions begin with warm-up activities, followed by active listening where the group discusses how a particular piece of music makes them feel. Classroom musical instruments are used to underscore a story which features moral dilemmas and emotional situations that involve making musical choices. The workshops involve concepts such as sharing, turn-taking, collaboration, developing creativity and self-confidence as well as developing other social skills.

Outdoors:  Designed as an outdoors-based audio recording project, this has been hugely successful throughout the pandemic. The weekly sessions take place in the school grounds or a nearby outdoor location. Pupils discuss and select the topic for a radio documentary, using their own field recordings. They are shown how to create narrative voice-overs, interviews and original music along with learning about sound recording and editing techniques, how to present a podcast, and how sound effects and music can influence our perception of a story. The musical backing can involve playing and recording /sampling class instruments outdoors; voice or even short musical ideas recorded on phones or tablets. The finished recording can then be shared with the school or other schools.

Schools Feedback:

"Both staff and pupils have commented on the positive impact of the sessions on self-esteem, confidence and emotional well-being. Staff have reported that pupils not normally engaging in collaborative activity were inspired to do so by the type of intuitive music making the group enjoyed each week. In one setting, staff were delighted that a P7 pupil on the autistic spectrum who normally had to learn separately from others was able to join in with the group most weeks and participated in a final performance."

One teacher said that they would now be looking at music more seriously as a long-term strategy to engage pupils in the Nurture Hub, having witnessed its effectiveness to engage her group.

Some schools have subsequently funded the project to extend beyond YMI funded period, and this has provided additional value  and benefits for the pupils taking part.

The YMI Outcome for this project is:

Young people who would not normally have the chance to participate can take part in music making opportunities.

Offered to upper primary age,  song writing workshops in East Lothian  continue to be very popular, with cross curricular themes in literacy, music, team building, and much scope for pupil led content/structure.

Click the link to view a short video of Song Writing during the Haddington 700 festival.

Alan Penman works with a whole class supporting them in creating and recording an original song. The class learns about the creative process of writing music and lyrics in an enjoyable and creative way. This activity aims to widen pupils’ musical, emotional, and creative experience.

Taking his cue from the children themselves, Alan makes use of a professional laptop digital studio to produce and record their work. At the end of the workshops the pupils have created a  professionally recorded CD/mp3 of their own composition.

These workshops boost confidence, encourage teamwork, and shared decision-making. They perfectly relate to the Curriculum for Excellence, but most of all they are great fun! The recordings are  sometimes used by the schools to present the work of their P7’s and for events and festivals.

Examples of possible  school workshops:

• Songs relating to a particular curriculum led topic.

• Children write a song they can perform as their own imaginary pop group (they could also design the whole look of their band, costumes, CD sleeves and created an imaginary tour schedule, as part of their cross-curricular learning).

• Songs for special occasions – eg the centenary of your school, an event the school or class would like to celebrate etc..  (This year YMI will collaborate with Haddington 700, and Robert Louis Stevenson anniversary events and the relevant schools will work around these themes).

Click here to listen to songs written by East Lothian schools.

Click here to listen to some great East Lothian Sea Shanties composed by Stoneyhill Primary School!

The YMI Outcome for this project is:

Young people have more opportunities to take part in enjoyable and quality music making opportunities.

Led by Lesley Crawford, Liam Morrison, Niki Dunne or Shea Martin, Band Jam works with young people who are finding the transition from primary to secondary difficult. Referred by their schools guidance support, young people in our seven secondary schools at S1 and S2 level are offered an introduction to accessible music making during school hours, with signposting and support to continue through a youth work programme based in the community.

A ten week band project would typically include up to five young people per group to ensure a quality experience. Recordings and performances will also be part of each group’s activities.

There is a strong emphasis on the young people leading on music and decision making, shaping the content and structure of their project and claiming ownership. Older pupils are encouraged to shadow the workshop leader in leading sessions and supporting the younger participants.

Links are nurtured with out-of-school community projects and ELjam (East Lothian Youth Music Forum) alongside performance opportunities at East Lothian Festivals such as Haddstock, Fringe by the Sea and Dunbar Music Festival.

Build a Band has made a major impact on young people’s lives , and schools who have participated, have noted extremely positive changes in pupil’s attitudes to school, learning, and engagement. With its community music link, this project is a vital connection to out of school activity and a great conduit for signposting and sharing information about further opportunities.

“It has opened a new part of me that I never knew was here”

“We had some pupils that were quite disengaged with music / school and are now loving music and have recently taken part in a summer concert – they would never have had the confidence before to do this. These pupils were all put forward by Guidance teachers, and all have some issues whether it be behaviour, or lack of self esteem/confidence. A small group such as this making music is ideal for them to grow musically and socially.”

“The pupils involved learned to work with others in a responsible manner (turn-taking, listening to others following instructions etc) and to persevere at learning new material and instruments. Each pupil was able to contribute to the sessions and became more confident as a result. The sessions also contributed to pupils’ success in terms of their performance throughout the school and in fact helped three older pupils achieve significant success in terms of their music National performance exams.”

The YMI Outcome for this project is:

Young people develop their music and music making skills.

ABC Creative Music programmes involve whole classes in musical learning : 

• Literacy and Numeracy through music

• Body Percussion

• Tin-Can Percussion

• African dance and drumming.

The YMI programme offers a choice:

Option 1: African Drum & Dance Experience. This programme has run successfully in ELC since 2016 using a mixed classroom teacher/ABC specialist face to face delivery mode. 

More information

Option 2: Body Percussion & Numeracy for P4-7. An accessible way of learning numeracy and having fun with games, clapping and body percussion rhythms.

More information

Staff Feedback:

‘really interesting. I think the children will love it. The impact by African drummers is great!’

‘Good session – fun, information and well-paced. Everything explained clearly. Looking forward to getting started!’

‘Videos are really easy to follow and project seems great.’

‘It’s a fantastic project. It allowed the children to look at a whole new aspect of music. They have done lots of rhythm work with me before, but this is a whole new type of rhythm work with djembe drums.’

‘We love having music in the school – we were so well supported by Youth Music Initiative, it’s very inclusive, very good fun and there are just so many benefits, I can’t say thank you enough!’

The YMI Outcome for this project is:

Young people develop their music and music making skills.

Using simple songs and rhymes, Sing Loud! (formerly Singing Out), aims to encourage children to develop their singing and musicianship in an enjoyable environment. The 35 minute sessions include a mixture of singing & rhythm games, simple songs using Kodaly principles as well as other singing exercises and techniques, use of simple props such as puppets, parachutes and percussion instruments. All props are provided by the practitioner.

Sing Loud! aims to:

• Build confidence in speaking and singing both individually and as a class.

• Develop a sense of rhythm and moving to the beat.

• Build skills in clapping rhythms through matching the word patterns of songs & rhymes.

• Develop their singing voice and understand difference between singing, speaking and whispering.

• Develop listening skills and pitching of their voices.

We strongly encourage classroom staff to be actively engaged in the sessions, and to practise with their classes during the week.

The games and songs used during the sessions will be chosen for their ease of integration into the regular school day and potential for Interdisciplinary Learning (IDL). It is hoped to weave these games and songs into the heart of the school daily activities. The Sing Loud! practitioner will be available to assist with questions and advice throughout the duration of the project, which will run for 9 weeks.

Sing Loud! aims to fill the gaps in East Lothian schools which are not covered by the team of music specialists, thereby extending and complementing music making opportunity for the early junior years.

Children’s feedback

‘I love Shuna coming in because she let’s us sing lots of songs’.

 ‘I like that she teaches us new songs’.

 ‘I love singing ‘best day of my life’ and ‘green green grass’

‘I like singing with Shuna’

‘I like when she sings’

‘I like giving her hugs ‘

Staff feedback:

Lots of new ideas to continue using in class.’

‘Lots of hand eye coordination in the songs’

‘Lots of repetition’

‘Shuna is super enthusiastic and has a lovely manner with the children’

‘Really nice for the children to have an opportunity to learn modern pop songs’

 ‘From my point of view Shuna has been fantastic from the start, she engaged with the children straight away and immediately the class knew her name, her expectations and were fully focussed throughout each session.’

‘The children regularly ask ‘when do we see Shuna again?’ and they have never got ready in the morning as quick as they do on a Tuesday when I remind them that we are meeting her.

She has made a great impression on the children, and, in a good way, I often have to ask them to stop singing as her songs are sung throughout the week in anticipation and preparation for the following Tuesday. They are very catchy and we cant help a wee sing song at the end of each day.’

‘ It’s a small class of 12 pupils, but within this class there a significant number of pupils with additional learning and emotional needs. Shuna delivered the sessions in a very lively and engaging manner. Her energy really uplifted us and encouraged all to engage. She was fantastic at learning everyone’s names.’

‘I think everyone felt valued, included and that they were making progress with their singing and confidence. It was great to see them progress. The songs were fresh, fun and challenging . The pace was quick and Shuna adapted so beautifully to the children’s responses.’

Parent Feedback

At the recent parent consultation appointments, many parents said their child’s highlight of this term was ‘singing with Shuna’. The music has been ‘just what the class needed’ and we have enjoyed a mix of rhythm, rhyme and hilarity as they experienced traditional songs as well modern pop songs and dance. (East Linton Primary).

‘My son is in her class and has absolutely loved the sessions with you!!!! He has been showing us all the songs and dances you have taught him.’

The YMI outcome for this project is:

Young people have more opportunities to take part in enjoyable and quality music-making opportunities

With Lammermuir Festival

East Lothian YMI is delighted to work with long time partners Lammermuir Festival who’s outreach wing works collaboratively with local people, schools and music providers alongside professional musicians, composers and creative artists.

Over a 3-day residency for P5 or P6s, musicians Jen Hill and Moira Morrison work with the children to  co-create a mini opera, devising music and movement and song. The project culminates in a performance to parents and/or the rest of their school.

Let’s Make an Opera includes:

• exploring how to use music to develop text/storyline using writing text, musical composition, graphic scores and improvisation techniques.

• Learning to work as a team, musically and creatively

• Creating a 20-minute narrative musical event with the children in each school, an informal sharing of work on the final day.

The YMI Outcomes for this project are:

• Young people have more opportunities to take part in enjoyable and quality music making opportunities.

• Organisations in the music sector and beyond work together to strengthen the youth music sector for the benefit of young people.

EARLY YEARS MUSIC and STORY MAKING.

Makin a Brew, delivered by Gica Loening & Claire McNicol, is an Early Years /CPD project which specialises in working with vulnerable families, through Child and Family Centres. It offers a 8-10 week programme of live participative music and storytelling for babies up to four year olds, and includes a CPD session with nursery staff and parents. Through weekly music and story sessions, Makin a Brew aims to build skills and confidence in singing, rhymes, games, and storytelling. A song booklet accompanies the programme and is issued to each family. Simple accessible materiel is used, along with weekly repetition, to engage and opens doors for vulnerable children and their families. Parents are invited to take part alongside their children. A special feature is the introduction of aural storytelling, live fiddle playing, and connection to Scots traditional song and story.

Claire and Gica will discuss if / when a standalone staff CPD session would be useful. Staff are encouraged to take part fully and to practice leading songs and stories throughout the programme

Simple rhymes, songs, and aural storytelling are a vital part of the early years experience, and when shared with parents and family, can contribute to the bonding of parent and child, supporting wellbeing, self esteem, and family connection, as well as supporting young children to build motor skills, phonological awareness, listening skills, and positive connection to others. This has a huge impact on their academic and mental health and wellbeing development.

Staff Feedback:

“This was a fantastic group time for our children and on a couple of occasions parents. We have continued using the songs and story telling. We are in the process of purchasing new musical instruments for the children”.

“57 children and 14 parents accessed the three sessions that we ran, who would not have had an opportunity to access music making groups otherwise.  Staff were delighted about the parent engagement, and stated that there were dads attending who had not attended any groups, until they came to Makin a Brew.”

YMI outcomes for this project are :

Young people who would not normally have the chance to participate take part in music making opportunities.

Music and Me (delivered by Dave Trouton) is an Early Years music project that encourages children’s “emotional literacy” skills, as well as helping to establish essential pre-reading cognitive abilities.

These skills include active listening, concentration,  sharing, turn-taking, carrying out instructions, leading and following, co-operation, collaboration and self-expression.

Structure:

Each weekly music session includes a warm-up activity, games and exercises related to the main task or theme of the day (identified from the skill sets described above) followed by a story, song or group music making activity and a relaxation exercise. The sessions are designed to engage every pupil and progress over the weeks as the children’s confidence and listening skills are cultivated. An online pre recorded video and online CPD prep with staff has worked successfully if the project needs to move to online.

Music and Me has developed a “Test of Change” on-going evaluation of the children’s skill development, giving staff a real and invaluable insight into the progress of their pupils – as well as the effectiveness of the music programme as a teaching and learning tool. A CPD session for staff to explain the programme and introduce the Test of Change evaluation methodology, and give a Music and Me resource pack will be offered. (This is funded by East Lothian Support from the Start).

The YMI outcomes for this project are:

Young people develop their music and music making skills.

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The Big Drum Adventure, led by Mat Clements aka ‘Mat the Hat’, takes a whole class (P4-7) on a musical journey with drums, percussion and voice, taking inspiration from world music and the diversity of drumming from many cultures including Brazil, Africa and the UK.

Introducing pupils to the exciting world of music making, building rhythm, and performance skills, Big Drum Adventure supports each pupil in building confidence and technical skills. Each project can be adapted for the unique needs of the class

Structure : 

9 weekly sessions for whole classes with every pupil actively involved, regardless of prior musical experience. Music codes for 2nd Stage Curriculum for Excellence are covered, with pupils learn a variety of specially chosen percussion instruments , drumming techniques, accompanying songs and how to play together as a band. Warm-ups and musical activities encouraging personal and musical development, teamwork and leadership are taught, along with integration of musical content with wider learning and class projects. Achievement is celebrated with ‘Drummer of the Week’ certificates and badges . Mat introduces weekly story-time visits to the ‘Museum’  revealing unusual and inspiring world percussion

The project finishes with in-school assembly performance, presented by the pupils, upload of a band recording to Soundcloud so pupils can share their achievements outside school with families and friends – example.

Click here to watch a promotional video for the Big Drum Adventure.

Listen to some examples of completed work here:

The Deil’s Awa Jig

Funky Drumming

Campie Primary Sessions 2018:

Mat and the Maroons

The Rocking Ronnies

Feedback for this project has been resoundingly positive, with schools remarking on how much it instilled confidence and self esteem in pupils who may have struggled in other areas of the curriculum. Big Drum Adventure has brought the heartbeat of the carnival into the centre of school life and been much enjoyed by all.

“All highly motivated and fully engaged. Couldn’t ask for better.”

“Very motivated about music lessons – and they’re playing rhythms all over the place. One child has asked his parent for a djembe for Christmas.”

“A fabulous experience in many, many respects. I would highly recommend this project”

What one word would you use to describe your feelings at the end of the music project?

“loud, proud, unhappy (because it was finished), enthusiastic, amazing, great, wow, brilliant, best, fabby, Out-of-this-world!”

The YMI outcome for this project is:

Young people develop their music and music making skills.

The Trumberbone Streetband  led by Oi Musica (with Marcus Britton & Mat Clements) is a targeted project for up to 20 care experienced children and young carers in East Lothian. It is organised in collaboration with East Lothian Youth Services, Young Carers, and the council’s Promise Lead Officer ( The Promise.)

Alongside developing basic technical ability on streetband instruments, participants are supported to develop their skills in listening, teamwork, how to support each other to learn, and how to contribute to a group creative process. The aim is to build self confidence, esteem, with the opportunity to perform on a public stage integral to the outcomes of the project, giving young people a chance to shine.

The children are recruited through Young Carers and The Promise. Participants who have previously attended are encouraged to return ( as well as new enrolments) to build on their skills in an intensive 3  full days of drum and brass workshops, which is supported by the agencies above and youth work staff. Signposting to further musical opportunities is provided. The workshops often culminate in a festival performance (eg 3 Harbours Festival or Haddstock)) and this year they were invited to perform at the Scottish Parliament.

With an exciting range of instruments including trumpets, trombones, samba drums and djembes, Trumberbone Street Band involves the children in fun games, rhythm exercises, movement, words, rhymes and improvisation. Musical content ranges from Brazilian and African material to current pop tunes and film themes. Participants learn the music by ear and play from memory, with additional material tailored to the needs of the group such as warm-ups and theme tunes.

Learning outcomes: Alongside developing basic technical ability on the instruments, participants will develop skills in listening, teamwork, how to support each other to learn, and how to contribute to a group creative process. The aim is to build self confidence, esteem, and encourage greater uptake of brass and percussion playing at school. The opportunity to perform on a public stage is integral to the outcomes of the project, giving young people a chance to shine.

The YMI outcomes for this project are:

• Young people who would not normally have the chance to participate take part in music making opportunities

• Organisations in the music sector and beyond work together to strengthen the youth music sector for the benefit of young people.

Drake Music Scotland and freelance music practitioner Nick Cook offer bespoke creative workshops over a period of eight weeks to the six East Lothian ASN hubs and Nurture bases.   

The Drake Music Scotland Associate Musicians utilise music technologies such as iPad and Soundbeam and alternative notation Figurenotes with conventional instruments. These sessions will work towards potential sharing events within the schools at the end of the 8 week blocks.

Nick Cook offers creative music sessions using a variety of drums, improvised song writing/vocal melody interaction.

The sessions will include an introduction to traditional sound therapy instruments and as well as instruments from around the world (acoustic and electronic). The format will change and develop from group to group, with a flexible approach to fit in with each class.

The YMI outcome for this project is:

Young people develop their music and music making skills.

Science Ceilidh’s DIY Orchestra is an award-winning music programme exploring the science of sound through music, movement and wellbeing. The workshops include an exploration of how sound works, discussing the senses in relation to music, exploring brain anatomy and how we hear/listen. This 3 week creative project is available to two  P5-P7 classes.

Science Ceilidh workshops run as follows (and are open to flexibility where needed):

• 6 hours of tuition over 3 weeks (1 hour per week per class

• Each class will be taught as a whole, with every pupil actively involved, regardless of prior musical experience.

• The project finale, will take the form of a live ceilidh for a wider group, with the classes involved presenting what they have learnt, including ceilidh dances for everyone, with a live fiddle player. This event will be discussed further with you and can be held as suits, either during school hours e.g. at assembly or after school and involving the parents too.

The YMI outcome for this project is:

Young people have more opportunities to take part in enjoyable and quality music making opportunities.

Wee Story, Big Sound for P1s and 2s is a development of Dave Trouton‘s “Music and Me” programme that has been so successful in engaging with young children and enhancing early learning. The post covid need for working with these age groups has intensified, as lack of socialising/ interaction and group activity has had an effect on some young children’s pre verbal skills and confidence levels, along with lack of opportunity for singing and creative activity together.

Wee Story, Big Sound uses music-based games, exercises, activities, singing and group music-making as strategies for developing listening, turn-taking, team work and music skills.

The 8 week programme will include:

• Rhythm and rhyme, making up songs and going off on imaginary journeys

• Finding out how music communicates ideas and feelings to help tell stories.

• Creating music each week to accompany a new story.

• Meaningful collaboration with Primary 1 and 2 teachers to support and enhance current class work.

To find out more about David’s work see www.engagewithmusic.com

The YMI Outcome for this project is:

Young people who would not normally have the chance to participate take part in music making opportunities