School Project—Endeavors in various countries—

Indonesia

In Indonesia, where Yamaha has conducted training programs for teachers to enable them to teach the recorder since the 1990s, the national curriculum has covered fostering children who are good-hearted, well-mannered, and capable of thinking creatively, innovatively, and swiftly since 2013. Although music has been included in textbooks, in practice, music classes were often omitted and did not sufficiently reach all students.

The School Project started in 2015 aiming to establish music classes using instruments. A memorandum was concluded in cooperation with “Strengthening Character Education” (PPK), which the Indonesian Ministry of Education (MOE) announced in 2017, and a program using different instruments for each grade, from first to sixth grade was implemented in the target schools. Furthermore, in 2022, Yamaha cooperated with MOE to hold webinars for elementary school teachers, and many from throughout the country participated. In 2023, we collaborated with MOE to hold a national pianica competition. We are also providing e-learning content and educational materials to aid teachers.

Voices
“I was inexperienced with music, but through the introduction of the instructional method I’m able to teach it with confidence.” (teacher)
“The students became capable of giving an ensemble performance after repeated instruction, and parents were also quite enthusiastic about their performances.” (teacher)

Malaysia

Endeavors began in Malaysia in 2015, where Yamaha has conducted training programs for teachers to enable them to teach the recorder since the 1990s.The country’s educational policy calls for nurturing the capability to create new knowledge by synthesizing learned knowledge, cooperate with persons of different backgrounds, and peacefully resolve problems. The recorder had already been adopted in the national music curriculum.

The School Project began by implementing extracarricular activities using the keyboard initially at the grassroots level. In 2017, based on a memorandum concluded with Malaysia’s Ministry of Education (MOE), we partnered with MOE to offer an elective program using the keyboard as an extracurricular activity in 404 schools in 16 states. In 2023, we collaborated to introduce music education using the keyboard that was recommended by MOE, and pilot classes began in 11 schools.

Voices
“I feel that cooperativeness and other skills in students are being nurtured through interactive learning.” (teacher)
“Thanks to the music classes, I feel my son’s concentration skills and confidence have improved.” (parent)

Vietnam

Endeavors in Vietnam began in 2016, when music classes already existed but concentrated on singing and music theory, and did not include education that used musical instruments.

However, as Vietnam’s Ministry of Education and Training (MOET) was preparing to revise the national curriculum, Yamaha introduced extracurricular activities using recorders in primary schools to encourage the inclusion of instrument activities in music classes within the new curriculum. In collaboration with Japanese governmental organizations, we supported the curriculum revision through various approaches based on a memorandum concluded with MOET in 2018. These efforts included dispatching experts from Japan and conducting trial instrument courses at teacher training universities. As a result, instrument activities were successfully incorporated into the music classes of the new national curriculum.

Based on the new curriculum, either the recorder or pianica has become mandatory from fourth grade, and instrumental music activities have been incorporated to the music curriculum from elementary school to high school. Furthermore, in 2023, we worked with MOET to conduct training for teachers selected from throughout Vietnam. Since then, under the leadership of MOET, teacher training has been taking place. We are continuing to develop an environment to ensure the establishment of music education that incorporates instruments.

Voices
“Even during breaks, the students eagerly express themselves using the recorder and pianica.” (teacher)
“I was anxious about teaching a class using musical instruments, but the teacher training taught me how to handle the recorder and teach the students, so I gained confidence.” (teacher)

Philippines

In the Philippines, music is taught as part of an elementary school subject known as “MAPEH” (Music, Arts, PE, and Health). However, since the teacher training for music is not included in the teacher training curriculum, the number of teachers who conduct music classes using educational instruments like the recorder is limited.

In 2024, Hamamatsu City in Shizuoka Prefecture, where Yamaha’s headquarters is located, signed a sister city partnership agreement with Davao City, the third largest city in the Philippines, to promote mutually beneficial cooperation in various fields, including education and academics. As a specific initiative, Yamaha and Davao City’s local ministry of education signed a memorandum for educational cooperation. Trial recorder classes were launched at three elementary schools in Davao City.

Voices
“I’ve never received music training or played an instrument before, but after participating in the training, I feel like I could teach it.” (teacher)
“We didn’t have these educational materials continuing specific activities before, so it really helps when teaching.” (teacher)

India

In India, where there are one million primary schools, multiple public school curricula exist, which differs from other countries. In these curricula, music classes existed before introducing the School Project, but they were centered on singing Indian folk songs and did not include instrumental music activities for the entire class. In addition, the environment was insufficient for providing music education. For example, some schools are unable to offer music classes because of a shortage of music teachers.

Therefore, in 2017, Yamaha started by implementing recorder and keyboard programs as extracurricular activities, focusing on private elementary schools. To cover the expansive country, core instructors are being actively hired in each area, and teacher training is being carried out. With the aim of introducing the project into regular classes at public schools, pilot classes were started at 10 public schools in 2023. We are working on expanding to other schools with the support of the Embassy of Japan and other related organizations.

Voices
“I feel the students are more social and happier.” (teacher)
“I think the students’ level of concentration has grown.” (teacher)
“I feel the class is united, and I look forward to learning new songs.” (student)

United Arab Emirates (UAE)

In the UAE, there were music classes in schools for persons of foreign nationality, who comprise 80% of the country’s population. However, there were no music classses in schools for Arabs (persons with UAE nationality).

Therefore, Yamaha’s local sales subsidiary started a program to promote the recorder, which was the predecessor to the School Project, in 2018. In 2022, we conducted recorder training for teachers in over 90 public schools through cooperation with the local ministry of education.

Voices
“I’m happy that the children seem to really have fun enthusiastically participating in class.” (teacher)
“Playing the recorder requires practice, so providing instruction is rewarding. I feel joy when the children are able to do it.” (teacher)

Egypt

In Egypt, although elementary school music classes existed in the curriculum within the country’s education policy, which aims to nurture "Non-Cognitive Skills" such as sociality, cooperativeness, and discipline, that had not been recognized or steeped in the educational setting. On the other hand, in the Egypt-Japan Education Partnership (EJEP) signed between the governments of Japan and Egypt in 2016, the importance of music education was explicitly stated, and there were high expectations for the steady implementation of music education in schools.

Therefore, the School Project began introducing and supporting new music education that included the recorder in 2020. Yamaha created educational materials through collaboration with Egypt’s Ministry of Education and Japanese academic organizations, and implemented teacher training, which has led to child-centered classes being conducted rather than lecture-type classes.

The endeavor that began with ten Egypt-Japan Schools (EJS) in 2021 grew to 50 schools in 2024. Today, too, we are working on training music teachers through twice-yearly onsite and online training.

Voices
“My mindset has shifted from approaching music for the purpose of raising musically talented children to making music with all children.” (teacher)
“There are recorders for every student in the class, and we can participate in classes with enthusiasm and a sense of responsibility.” (student)

Brazil

In Brazil, although music classes became mandatory in schools as of 2015, educational materials and teaching methods were left to the discretion of the teachers.

Yamaha’s local salses subsidiary launched the Sopro Novo Project in 2005, and music seminars were held over 350 times until 2015. We have conducted the project for a long time to realize the expansion and sustainability of music popularization activities.

With the reform of the general content of preschool and elementary education in 2017, we are strengthening the activities even further and supporting the improvement of the educational environment in Brazil so that the quality of music education can be ensured.

Voices
・The method has given me many insights into teaching children. (teacher)
・Even the students who said “playing the recorder is difficult” at first, came to enjoy music within a few months. (teacher)

Colombia

In Colombia, the subject of “art” is included in the national curriculum, but there are very few schools that conduct music classes. Music and other art and cultural education weren’t reaching the children and adolescents, primarily due to the obstacles of providing teachers and equipment.

The School Project began in 2024 to directly contribute to the “high-quality art education” called for by the Colombian government. Pilot music classes using the recorder have been launched in 21 schools in 5 cities in 3 departments.

Voices
“The instructional method based on the concept of ‘nurturing children’s Non-Cognitive and life skills through music’ was very novel.” (teacher)
“My mindset toward education itself has greatly changed.” (teacher)

Mexico

In Mexico, primary schools offer a subject called “General Arts Class,” which sometimes includes music. However, the implementation of music, its content, and quality of this subject vary greatly depending on the school and teachers.

The School Project, under the shared vision of “solving social issues through music” with the local ministries of education in Mexico State, has signed a memorandum with them to strengthen “Non-Cognitive Skills” through music education. In 2025, the project started Pilot music classes using recorder at 18 elementary schools in the state.

Voices
“I enjoy playing the role of a teacher and having the whole class play the recorder altogether.” (student)
“At first I was a little anxious because the content and teaching methods were completely new to me, but now I am able to encourage the children to actively participate in class.” (teacher)