Music 4 All:


Glocalised music education is based on the classical Indian music heritage, but with a global and contemporary outlook. We apply internationally applied methods to teach music in an Indian context. The Music 4 All curriculum is unique for India. We use the Music 4 all curriculum, lesson plans and teachers for over 150 school children in Delhi. Music 4 all teaches music as a subject in the classroom and conducts choirs to familiarize children with the joy of making music together.

We introduce a new approach to music education in our specially developed curriculum for the Indian classroom:
‘Music4all: a GLOcalized music education to empower youth’

Glocalized music education is based on Indian music heritage with a global outlook.

We combine the most effective tools of Indian and Western music and its methodologies to teach music to develop this. Our teacher- training program sensitizes music teachers and focuses on the development of the child keeping in mind the Indian foundation and culture combined with a global outlook.

There exist many systems of music education in the Western world that are widely implemented in Western schools from Pre-K through high-school. These systems establish both an appreciation for music and a foundation for musical understanding and expression of music. For example, students learn to identify the differences between the major vs. minor scale. They learn basic notation to be able to understand rhythmic values and melody or even chords. They learn about the fundamental concepts of harmony and structure. They become familiar with the instruments of the traditional classical ensemble the Symphony Orchestra as well as the standard Western Rock band. Many students even have access to ensemble education in orchestra, band, or choir where they learn basic playing techniques and ensemble skills, then allowing more motivated or interested students to pursue further training in private lessons or ensembles. They also learn about other musics, but their music education translates these styles into the musical vocabulary that the children understand: that of western music. The problem that arises when these well-developed systems are implemented into India is that it lacks an Indian context and does not connect with the musical culture of India. A music education that understands the socio musical context of India is the need of the hour.

India, traditionally, has a very different tradition of music education, the guru-shishya parampara or “teacher-student tradition.” This is an oral tradition, meaning everything was passed from teacher to student through playing and imitation without any notation. While this very demanding and devoted practice creates wonderful musicians and promotes Indian classical arts, it is not something widely accessible to millions of Indian underprivileged youth who do not have the resources to study with these gurujis. Institution like SpicMacay are doing wonderful outreach that brings classical artists into schools all over the country. But a systemized music education that bridges the available western methods with Indian traditional knowledge is not available. We combine methods and fundamentals of the time tested Waldorf, Delcrose and other systems developed in the west with the fundamentals of Indian music.

In North India there is no music education that focuses on the development of the full child from infancy. That is about connecting to their individual voice and valuing their potential and future through the medium of the arts with the goal of building confidence through appreciation and enjoyment of the arts.

Music 4 All ranges from nursery students to 12th standard. At this moment we are focusing on music formation classes for different ages. We found that no matter the age of the child, once the formation is strong, they can easily follow any curriculum of music.




Music for Hope is a Shubhendra and Saskia Rao Foundation’s project to introduce music as a subject in the curriculum of the girls’ non-formal school of the Hope project and organize a choir for the school. The school has over a 150 children ranging in age between nursery to 12th standard and the children are progressing very well. The music program empowers them and helps them heal.

The Hope Project was founded in 1980 by the Sufi teacher, Pir Vilayat Inayat Khan. Moved by the extreme poverty of the people living near the mausoleum of his father Hazrat Inayat Khan, he envisioned a program, which would enable the poor to help themselves. Located in Basti Hazrat Nizamuddin, the Hope Project currently runs a community health centre, a crèche, a non-formal school, vocational training courses, thrift and credit program, and a women’s micro-enterprise unit.

The director Samiur Rahman of the Hope project and Zuleikha, an American dancer and well-known for her story dance project and empowering people through dance and movement, approached us to create ‘an attractive curriculum for music that is secular, keeping in mind the background of the children and teaching the universal foundation of music in a loving manner.’

What do we do there?
Teaching over 150 children the fundamentals of music is not something we take lightly! It is one thing to prepare the curriculum and lessons on a drawing board, it is something else to interact with them and see that it works. Yes, all the research we are reading about music: it is true. The joy the children feel and the sense of accomplishment they get is astounding. And: after just one month, all of them can match pitch with the Sa in the tampura, can recognize the most common Indian instruments by look and by sound, can identify rhythmic cycles and sing simple polyphony (2 melodies at the same time). We have received many requests for learning more music and the children seem happy. For all the 4 age groups we teach there, Nursery, KG, Middle school and High school, it has been a success.

A good project can only be successful when good people apply themselves and work towards a common goal. Both in teachers and in the Hope project we have found this attitude of ‘can do’ and growth that is determining the success of the program. This collaboration to include music as a subject can stand as an example for other schools to implement our curriculum successfully.


Currently, we have lesson plans available for Nursery, KG, Middle school and High school. We create the lesson plans with as many details as possible so anyone with a basic musical background can use them. The lesson plans use both Hindi and English and some musical terminology.

You can download 1 lesson plan on this site for each level. If you want to use more lesson plans, you can contact us. It is advisable to follow the teacher training for the Music 4 All curriculum as well to make the music education program in your school a success.

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Music 4 all
lesson plan 1



Music 4 all
lesson plan 1



Music 4 all
lesson plan 1



Music 4 all
lesson plan 1




We teach musicians and regular teachers our ‘Music 4 All’ curriculum so they can bring it to their schools. We are currently training young musicians who want to expand their horizons to understand how to teach music in a classroom as a separate qualification from being a performing musician or teaching your instrument. We also teach general primary school teachers on how to include music in their curriculum. We believe that the most important facet in being a good teacher lies in how you communicate with the children. We want our teachers to teach with love and respect for the children. We want them to listen to the children and make lessons interactive and a positive experience that the children look forward to. Only on that basis can learning happen. Unfortunately only too often children are told not to participate in music or arts education in school by a perceived ‘lack of talent’. To most people this attitude would not be acceptable in Mathematics or other subjects, but in music it too often is. In our teacher training we spend a lot of time on how to give each child the attention they need. Some children need more time to grasp concepts like pitch and rhythm, others are more talented than most. Both these groups are addressed.


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