Impacts of the Songmakers Program

SongMakers is:

‘internationally significant in the fields of arts education and vocational education, with few comparable programs demonstrating the kinds of consistent and sustained positive outcomes for students’ learning in and beyond music.’

(Multi-year program evaluation, University of Tasmania)

SongMakers 2020 University of Tasmania Evaluation - Teacher Feedback

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teachers stated that students have written more of their own songs since participating in the SongMakers workshop.
0 %
teachers strongly agreed that the workshop provided students with learning opportunities that are not otherwise available to them.
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teachers strongly agreed that the mentors were effective in sharing knowledge about the music industry and in motivating students to create their own music.
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teachers strongly agreed that they had observed positive differences in students’ attitudes towards their learning since the SongMakers workshop.

In 6 years we have

SongMakers 2020

Meet Our Alums

SongMakers alumni are everywhere. Our honour roll includes Taka Perry, Tia Gostelow and Chloe Dadd and many more.

Why SongMakers?

Team writing

“Through the co-creation of popular music, students are offered a number of inroads into a positive learning experience – about music, the music industry, themselves as learners and artists, and themselves and others as collaborators. This supports a vibrant ecology not only for the contemporary music industry in Australia, but of quality education more broadly.”

SongMakers: an industry-led approach to arts partnerships in education Arts Education Policy Review, 2016

DID YOU KNOW?

Most hit songs are written by teams! It takes at least 4 songwriters to make a hit.

SongMakers is an important part of Australia’s industry development ecosystem because it encourages a stronger culture of creating original songs, collaboratively. Being able to collaborate is vital. For example, only 5 of 2018’s ARIA top 50 Australian Artist singles were written by sole writers (Amy Shark, Vance Joy (3) and Tash Sultana) – all the others were collaborations. And a Music Week  magazine study into the 2015 top 100 Billboard chart found it takes an average of 4.53 songwriters to create a global hit single

SongMakers is partly inspired by Sweden, whose music export success is attributed to music-writing and production being a mainstreamed activity for school students over many decades. Despite its small population, Sweden is one of the three top exporters of music, along with the UK and the US. Australia is 8th.

In 2019 Australia earned $52 million in international royalty income, more than double the 2013 figures, driven by the overseas success of our star writers such as Sia, Tones & I, Vance Joy and Sarah Aarons.  

View our at-a-glance outcomes table

Transferrable skills

“Our commitment to inspire and support all learners to be connected, resilient, creative and curious is exemplified in our partnership with the SongMakers program. Maybe we will produce the next famous Tasmanian export but more importantly we will develop the transferable skills and attitudes our learners need for a fast-moving future: confidence, flexibility, adaptability and open-mindedness.”

John Jane Polley, Curriculum Leader, The Arts, Department of Education, Tasmania Doe

SongMakers delivers “Outstanding levels of student engagement, enjoyment, motivation relative to conventional school-based learning experiences".

(UTAS evaluation report 2014 – 2017)

When young people participate in SongMakers, they flex their creative thinking muscles, building all-important 21st century skills. We see improvements in their:

  • Motivation to complete tasks and sustained improvement in overall attitudes to learning
  • Confidence and clarity around goal-setting
  • Improved disposition to group work: creative thinking, collaboration, problem solving
  • Confidence and self-esteem in being able to meet a challenge, to a deadline, and push boundaries
  • Willingness to collaborate with others and value their input
  • Generate greater peer respect, for improved social connections

‘Transferrable’ outcomes (2014-2017 Evaluation report)