Peace education often relies on dialogue, debate, and analysis. While these approaches are important, they do not always reach everyone. In many youth groups, especially in post-conflict or polarised contexts, young people may struggle to express themselves verbally or may disengage when discussions feel abstract, confrontational, or emotionally overwhelming.
This is where music offers something different.
Music does not replace other peace education methods, but it complements them in powerful ways. It creates entry points into learning that are emotional, relational, and inclusive, especially when words alone are not enough.
Emotional engagement as a starting point
One of the core reasons music works in peace education is its ability to engage emotions directly. Peace is not only a political or social concept; it is deeply personal. Music reaches participants on an emotional level, often before they are consciously aware of it. When young people feel something (tension, release, belonging, discomfort), learning becomes embodied rather than purely intellectual. This emotional engagement makes reflection more meaningful and lasting. Participants are not just discussing peace; they are experiencing aspects of it through sound, rhythm, and shared presence.
Importantly, emotional engagement through music does not require participants to reveal personal stories unless they choose to. It allows individuals to participate at their own pace, creating safety and autonomy within the learning process.
Non-verbal communication and expression
In peace education, language can sometimes become a barrier. Participants may lack confidence, struggle with articulation, or fear saying the wrong thing, especially in multilingual or sensitive contexts. Music provides a form of non-verbal communication that bypasses these obstacles. Through rhythm, tone, and silence, participants can express ideas and emotions without needing to translate them into words. This is particularly valuable in diverse groups where linguistic or cultural differences exist.
Collective creation builds connection
Another strength of music-based peace education lies in collective creation. When participants create something together, a rhythm, a soundscape, a song, they engage in cooperation in real time. Collective creation requires listening, adaptation, and mutual respect. Each person’s contribution affects the whole, making interdependence visible and tangible. In this way, music becomes a practical lesson in collaboration and shared responsibility.
These experiences often reveal dynamics that remain hidden in discussion-based methods: who leads, who follows, who holds back, and how groups respond to change. Reflecting on these dynamics helps participants understand conflict and cooperation in a lived, embodied way.
An innovative approach to peace education
Music works in peace education not because it is entertaining, but because it aligns with how people learn, feel, and connect. It addresses emotional, social, and relational dimensions that are often overlooked in traditional approaches.
Within the MY PEACE project, music is used not as an add-on, but as a core educational tool, the one that supports inclusion, participation, and meaningful engagement. By combining music with reflection, dialogue, and follow-up action, peace education becomes more accessible, human, and relevant to young people’s lives.
