Interview of Alan Gampel

Alan, you are an American virtuoso pianist and classical musicologist. In 2022, you founded the organization Les Bonnes Notes, an educational support program that uses music education to reduce educational inequalities in underprivileged neighborhoods.

Francis Kurkdjian Endowment Fund: Could you tell us about the origins of Bonnes Notes and what motivated you to create this project?

Alan Gampel: "I grew up in Los Angeles and attended a public school located at the border of two neighborhoods, one affluent and the other underprivileged. I quickly became aware of the resulting educational inequalities. At the age of 17, I created a small association to offer scholarships to talented music students who could not afford private lessons.

In 2000, with the rise of the Internet, I founded Joy to Learn, an organization that connects renowned artists with children. This initiative aimed to support teachers by enriching their lessons with content presented by iconic figures such as Frank Gehry (architecture), Wynton Marsalis (jazz), or Richard Serra (sculpture). The idea was to make academic concepts more accessible and engaging.

When my own children started attending the conservatory in Paris, I became aware of the impact of music on learning. I studied educational inequalities in France, which appear as early as first and second grade, and the effectiveness of music in reducing these gaps. I decided to conduct a rigorous study to scientifically demonstrate the benefits of music education.

We launched an initial study in Le Kremlin-Bicêtre five years ago, but the pandemic disrupted its progress. Since then, we have restarted in Aubervilliers with a scientific team led by Stanislas Dehaene. Preliminary results already show improvements in children's well-being and focus."

Fdd FK: Why did you target a two-year program only for first and second-grade classes?

A.G.: "Studies show that educational inequalities become evident as early as first grade. This is when children begin learning math and reading. Introducing music at this stage makes perfect sense. In kindergarten, children are still too young to sit and properly learn an instrument.

We chose a two-year duration because one year is not enough, and vacations reduce the effective learning time to about six months. However, extending the program beyond two years is unnecessary for our goal, which is academic support rather than training professional musicians."

Fdd FK: What does a typical music lesson look like?

A.G.: "Each lesson includes technical exercises on the instrument (piano or violin), correct posture for well-being, and activities related to music theory, rhythm, and musical reading. We also incorporate emotions, such as joy or sadness, to enhance the child’s engagement. All of this is designed to positively impact their math and reading skills."

Fdd FK: Why is parental involvement essential in this project?

A.G.: "Parental support changes everything. During the pandemic, parents were involved in virtual lessons, helping their children follow the teachers' instructions. Over time, some parents who knew nothing about music began correcting their children. This creates a positive dynamic and strengthens the children’s motivation.

We also encourage families to attend concerts. At a concert in Aubervilliers, we were surprised to see a full auditorium with parents, grandparents, and siblings. This family involvement is crucial to the project's success."

Fdd FK: Do you have any memorable anecdotes about the children and how they feel during the lessons?

A.G.: "During the lessons, the children’s joy is palpable. They arrive enthusiastic and leave proud of what they’ve learned. Classroom teachers also notice an impact on their well-being and behavior. Although our latest pilot study was too short to scientifically measure the impact on math or reading, the positive effects are already visible."

Fdd FK: What are the main challenges of the project?

A.G.: "Coordinating between the different stakeholders is the primary challenge. We have to work with the Ministry of Education, funders, and families. Funding is particularly complex because it includes purchasing instruments, paying teachers, and covering other expenses that vary depending on the number of participating children. This requires significant organization before the project begins each year."