Our children have learned to play several instruments (guitar, dulcimer) thanks to our musical program. In addition, they have developed a close relationship with folk music and our folk traditions.
Their sense of rhythm has improved, and they have learned to read sheet music. Their knowledge has expanded with music history. They have learned to play simple folk songs on the instruments they have studied. They have learned to play in an ensemble, paying attention to each other's nuances. Their musical listening and concentration skills have improved. Thanks to music, their well-being has improved, and they have become more balanced. Music develops the soul of the child, making them more disciplined and noble individuals.
Indirect effects: The knowledge acquired during music lessons can be well utilized in other environments, positively impacting their academic achievements. Their time management has improved, aiding their social integration. Music education continuously trains their abilities, which are prerequisites for success in other areas. Music is the most effective tool for the development of mind and character. It enhances self-control, dexterity, willpower, perseverance, memory, and attention. It teaches to focus in multiple directions instead of just one. It has a positive effect on improving writing skills. Music education influences the development of mathematical abilities. Logical thinking improves. Those involved in music education experience much lower dropout rates. Participants in music education show higher levels of persistence and determination compared to their peers. It helps socially disadvantaged children facing problems in school to socially integrate through a complex toolset. It has a community-building effect and helps in the constructive use of free time. It enhances self-awareness and contributes to the establishment of trust between social workers, music teachers, participants, and their families. We observed that the concentration skills of these children have significantly improved, leading to better performance in school.
There was a child who learned songs on both the guitar and the dulcimer simultaneously. Before organizing the music education, we distributed leaflets to parents, and then held an information session for the participating children and their families, presenting the details of the program and introducing the music instructors and social assistants, most of whom were already known to them. Music sessions took place twice a week, one day for guitar lessons and another day for dulcimer lessons, a total of eight times a month. The duration of each lesson was 45 minutes. Two volunteers assisted in the sessions, individuals with extensive experience in guitar and dulcimer education. Unfortunately, it is now very difficult to find a good professional who can come to a small settlement for less than 10,000 HUF and provide lessons to the children. Music teachers are very overloaded, and the cost of fuel is high, so we could only finance one expert with this amount. We are fortunate that there are young people in the settlement who often help our organization with various programs. Three of them volunteered to assist in the musical education and training of the children during this program.
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