Music has often held a precarious position in the school curriculum. When arts programming comes under scrutiny at the school board or ministry level, support for music seems to wax and wane. Yet its contribution to children’s learning and well-being gives us compelling reasons to protect its place in education. As an elementary music teacher, I would begin each year by discussing the benefits of studying music with my students. I wanted to nurture their enjoyment of music and the arts while helping them understand how listening, performing and creating engage their developing brains. My hope was that they would appreciate music both as a source of pleasure and as an experience that supports their growth. Music education offers opportunities to build musicianship alongside capacities that support learning and connection. Music engages interconnected brain systems involved in movement, emotion, memory, attention and language processing. These connections make music a promising means of supporting early and ongoing literacy development. Educators are also recognising its potential to support social and emotional learning. With these possibilities in mind, how can music be considered anything less than a vital part of the curriculum? Teachers are navigating an ever-expanding range of responsibilities. Alongside curricular expectations, they are asked to support the whole child, emotionally and socially. A child cannot be regarded simply as a vessel to be filled with knowledge and information. Children need to feel safe, accepted, appreciated and encouraged to be ready to learn. A thoughtfully led music classroom offers opportunities to nurture these conditions. The music classroom is a place where students can experience joy, play and experiment, take chances and share what they have learned. It can bring children with very different experiences into a shared sense of wonder. An experienced young musician and a child with little musical exposure can both be captivated by the fantasy and drama of an opera. Students can explore drumming rhythms, contribute to a collective improvisation, or discover the pleasure of composing with pitched percussion, recorders and band instruments. Creative songwriting can offer students an outlet for personal and emotional expression. Studies have shown that singing in a group increases bonding hormones that elevates participants experience of social cohesion 1. Oxytocin: an increase found in a small study Kreutz, G. (2014). “Does singing facilitate social bonding?” Music and Medicine, 6(2), 51–60. Research is helping us understand the developmental significance of these experiences. Since 2012, the University of Southern California’s Brain and Creativity Institute has worked with Youth Orchestra Los Angeles and its partners to investigate the effects of intensive music training on children’s brain, cognitive and social-emotional development. Led by Assal Habibi, the longitudinal research compares children participating in music training with peers involved in sports and those without systematic after-school training. Findings have included differences in the development of auditory brain regions and pathways connecting the brain’s hemispheres. Researchers have also examined skills such as impulse control and aspects of social-emotional development. This work contributes to a growing understanding of how sustained music participation may support children’s development and can help inform decisions about music’s place in education. Music training and child development: a review of recent findings from a longitudinal study The social opportunities offered by school music are equally meaningful. For children who have experienced exclusion or bullying, a music classroom, choir or band can offer a place to connect with others through a shared activity. Creating music together gives students opportunities to listen, contribute and experience being part of a group. It is an empowering and exciting sensation to be contributing to a collective sound. It is not unusual to see students waiting to participate in musical extra curricular offerings like choir, band, even unplanned and spontaneous musicking like dancing to a favourite song or playing a singing game. Many elementary schools don’t have designated classrooms, requiring the music teacher to perform daily acts of magic, carrying equipment and instruments from room to room with no scheduled transition time to deliver their program. In the best-case scenario where a music teacher has their own space, students tend to gravitate to these places of solace, common understanding and safety. The value of a school subject is not always captured in a performance, a report card or a test score. Sometimes it is visible in a child’s willingness to join in, share an idea, feel good and smile broadly, and return to a space where they feel accepted. Music in the curriculum has earned its place in enhancing learning and developing musicianship. It can also be a place where students experience joy, find support and explore their creativity in a welcoming environment. When we advocate for music in schools, we advocate for all these possibilities, and for every child’s opportunity to experience them.

There are moments in life when words simply aren't enough. When someone you love is living with dementia or another condition that changes memory and communication, conversations can become difficult. Familiar faces may no longer be recognized. Shared stories may seem lost. Yet, remarkably, a simple song can reach places that words cannot. Music has an extraordinary ability to awaken memories, evoke emotions, and reconnect us to the people we love. A favourite melody can spark a smile, inspire conversation, encourage movement, or bring a sense of calm during moments of uncertainty. It reminds us that even when memory changes, the capacity to feel, connect, and experience joy often remains. This is the inspiration behind Without a Song, a moving tribute to the power of music in care. Written by legendary Canadian singer-songwriter Murray McLauchlan , Without a Song was dedicated to the Room 217 Foundation on its 10th anniversary in 2019. The song beautifully captures what caregivers, families, and healthcare professionals witness every day: music is far more than entertainment. It is a bridge to connection, comfort, and hope. That belief is at the heart of MUSIC CARE by Room 217. Through evidence-informed education, practical tools, and professional training, the organization is helping caregivers across Canada and around the world confidently integrate music into everyday care. Whether in long-term care, hospices, hospitals, community programs, or family homes, music becomes a trusted companion that supports both the person receiving care and those who care for them. The story behind the recording is just as inspiring as the song itself. Produced by Philip Janz at Hi Tyme Studios in Abbotsford, British Columbia, the recording features talented musicians who are part of the Room 217 community. But perhaps its most powerful moment came during the 19th MUSIC CARE CONFERENCE in November 2025. Inside Metalworks Studios in Mississauga, Ontario, 180 caregivers gathered to lend their voices to the song's background chorus. These were not professional singers. They were nurses, recreation professionals, therapists, care partners, and other caregivers who understand firsthand the impact music can have on the people they support every day. Together, their voices became a powerful reminder that caring is something we do together. Among those voices is Ontario's Minister of Long-Term Care, the Honourable Natalia Kusendova-Bashta who spoke to conference participants about the transformative role music can play in dementia care. Her voice, alongside those of 179 other caregivers, professionals, and advocates, became part of the recording—a meaningful symbol of a shared commitment to bringing music into care. The accompanying video, produced by Kelsey Blake Creative in Toronto, features actors connected through Room 217's certification program, reinforcing the message that music care is built through community, compassion, and shared purpose. At a time when healthcare continues to seek more person-centred approaches, Without a Song reminds us of something beautifully simple: music helps us remain connected to ourselves and to each other. It reaches beyond illness, beyond diagnosis, and beyond the limits of memory. Because sometimes, when words fail, a song can help us find our way home.  We invite you to watch Without a Song and experience the message for yourself.

There are moments in nursing that stay with us forever, and others that seem to pass by without much notice or fanfare. Many nurses, for example, vividly remember the excitement and nervous anticipation that accompanied their first job. In contrast, writing a first care plan rarely evokes the same intensity of emotion or lasting memory. Yet, care planning is a fundamental component of nursing practice. Effective care plans help the healthcare team communicate clearly, understand each member’s role, and collaborate in meeting the individualized needs of every resident. As a Registered Nurse, I have seen that personalized care can make a real difference in the lives of older adults. One simple but powerful example is planning music care. When music is intentionally added to a resident’s care plan, it becomes much more than entertainment. Music can be used as a therapeutic tool that improves comfort, connection, and quality of life. What makes music so valuable is that it is simple, easy to access, and adaptable to each person’s preferences. Music is at your finger tips with the use of Spotify, Amazon Music, YouTube, and other streaming services. In addition, programs like Music Care by Room 217 help healthcare teams excel in the safe and effective use of music in care. From a nursing perspective, music fits naturally into holistic care, which means caring for the whole person, not just their physical health. Nurses look at emotional, mental, social, and spiritual needs as well as physical symptoms. Music can support all of these areas. It can help reduce anxiety and agitation, encourage movement, improve mood, promote relaxation, and even lessen the feeling of pain. In long-term care, staff often support residents during vulnerable moments, such as personal care, transitions, or times of distress. Music can help these moments by creating calm and comfort. One resident experience clearly showed me how powerful music can be. This resident was living with dementia and had some communication deficits. As part of a quality improvement initiative at Glen Hill Terrac e, staff gathered more information about the resident’s musical preferences and created a personalized music-based care plan. The change was remarkable. During care, while this personalized musical list was playing, the resident started singing along with staff, engaging positively, and had enhanced verbal communication. Most importantly, music helped the resident reconnect with moments of joy. Quality care is about more than treating illness. It means supporting dignity, comfort, joy, and human connection. Music is a simple but powerful tool that reaches people in ways medicine alone cannot. When thoughtfully included in care plans, music becomes part of compassionate, person-centered approach to caring. Juanne George is the Director of Dementia Care at Glen Hill Terrace, a 160-bed Long-Term Care Home.

Several years ago, I met Brian*, a young adult who was living with stage 4 lung cancer. The highly aggressive disease had metastasized to multiple parts of his body, including his brain. In our lengthy conversations over many music therapy sessions at the hospital, I was struck by his focus on legacy. He told me he was constantly wondering if and how he would be remembered. At only 27 years old, he was at once youthful and existentially weighed down by the reality of the disease progression, eager to soak in as many experiences as he could while being mindful that his time was limited. As a music therapist, I often focus on “legacy work” through songwriting as a vehicle for creative self-expression but also as an offering to the patient’s family. The songs I write with patients who are receiving palliative and end of life care often represent that which holds meaning to them. We write songs for loved ones, about loved ones, about oneself, about hopes, dreams, regrets, ideas, and reflections. Sometimes the patient wants to infuse humour, other times the lyrics and chord progressions are pensive, even melancholic. However, the songs come together, they always serve as a form of legacy. Perhaps that is an intrinsic outcome of songwriting: it’s inherently representative of a point in time and can be revisited as a reflection of that moment, of that person, of that experience or relationship. In one of our music therapy sessions, I introduced the idea of songwriting to Brian, who immediately connected with the concept and told me he’d be thrilled to try it, though he wasn’t sure what he wanted to say or how the process would unfold. Together, over several weeks, he and I crafted lyrics, which he would later speak atop a chord progression we created. He told me he wanted the chords to feel “deep, painful, yet hopeful,” a contrast which he named as his own current reality, as he was balancing living while dying. I had heard of other music therapists recording patient heartbeats with a stethoscope and using the audio as a backing track of sorts, a rhythmic line that threaded through the song. Having just been generously gifted a digital stethoscope from a community organization, I knew in my own heart that Brian would be the perfect first patient for me to create a heartbeat recording with at the hospital. With a little help from my nursing colleague, we recorded Brian’s heartbeat, embedded the sounds into the track he and I had written and recorded, and a few days later, presented it to his family. Brian died several months later but his vitality remains embedded into the song he wrote, both in the music and lyrics but also in the acoustic representation of his life force: his heartbeat. Over the past several years, music therapists have been using heartbeat recordings as legacy work with patients and families in a number of settings including but not limited to oncology, pediatric intensive care units, and hospices. Last year, together with the Adolescent and Young Adult (AYA) Oncology Program at Princess Margaret Cancer Centre , the Music Therapy Program launched a “Heartbeat Recording for AYAs” research project where we will be writing songs with this patient population and researching the lived experience of the legacy work and heartbeat recording for these patients. We’re so thrilled to be able to carry on this work as a research endeavor and hopefully come to a richer understanding of the impact of this songwriting approach. When I reflect on the work Brian and I did together, I’d like to think he would be excited to see this type of legacy work expanded for adolescents and young adults. Perhaps his courage to be the first patient to trial this experience is part of his legacy, too, and I will be forever grateful. Dr. SarahRose Black PhD RP MTA is a certified music therapist and registered psychotherapist, specializing in palliative care and psychosocial oncology at the Princess Margaret Cancer Centre, and her private psychotherapy clinic (Whole Note Psychotherapy) in Toronto, Ontario. She is a pianist, vocalist, and music health educator, and has performed, taught, and presented on her clinical work and research across Canada.

Music is everywhere. It plays in the background of waiting rooms, fills quiet spaces, and is often added to care environments with good intentions. But music care is not just about playing music. The difference is intention. In music care, intention means using music with a clear purpose. It is not just about what is playing, but why it is being used, when it is introduced, and how it supports the moment. It is the difference between turning on any playlist and choosing the right piece of music for what is happening right now. This shift may seem small, but it changes how music functions in care. When music is used intentionally, it moves from background to something that actively supports the care process. A familiar song used at the same time each day can help signal routine. A slower tempo can support calm during moments of agitation. An upbeat rhythm can encourage movement and participation. In each case, the music is doing something. It is not just filling space. It is supporting care. At its core, intentional music care can be understood in three connected ways: Use: How music is used in the moment Design: How music is structured and selected to support care Performance: How music is expressed and adapted to suit different settings and care scenarios