Many years of work with children and youths have aid to develop and ennoble the adam^® concept. The guiding star in its filosophy has always been the childrens need and expectations around the music experience and a wish to play by themselfs.  

      A expression in childrens world, their way to remain  in music creating an implament to extract and use theirs reserved potential within the territory.          The step between fantasies and correct things are very small for children. The emotional is far in a superior manner of the intelectual. The joy around...., the play around...., "I can play that" aspiration and the like is obvious in life for children. That means also music on highest grade. The music which children has a positive attitude to, like and wish be capable to play.           Play songs, melodies, hits or pieces is the most essential thing to gurantee a succesful playing at the beginning. "I can play that" is the highest request for children. Big and constant increasing repertoir reinforce the self-esteem, develop an important part of making music like finger mobility, technique a.s.o. 
A question at issue force its way: Is it right to import notes in a phase where it shows that most of the children has difficulties to learn it? Their highest wish is to manage the music all at once. The knowledge of notes is not a condition any more, a must for learning to play. The proof of that lays in those thousands of thousands  pop & rock artists, country and folkartists, musicians of diffrent kind, all who are living in their joyful musiclifes beside the knowledge of notes. On their creative music performance rests an extensive music industry with artists we like and buy. In other cultures people use other ways to mediate the music for surviving. The aim to build this perspective is not to critisise the traditional way directly but we maintain that note learning should be done in a later phase when the playing is already an individual profit and when students in question shows a preparedness in subject.
          A suspension to the problem of learning like that makes a faster develop process possible. A clear democratization happens when chances for succesful playing levels off between students when all of them understand the system of grips and can therefore keep themselfes busy and show each other. Even children with understanding problems can follow with a totaly diffrent range. The systems clearness and simpleness inspires self-confidens and stimulate the playing. It can be started whenever you find it appropriate. For children that has a vital importance for the adam^® systems effektivity and popularity.    
        adam^® numeric codesystem makes it easier and faster to learn the process. The code shows unambigous  how to grip the instrument. That is the most important thing for beginners. The present man, children as adult have a crushing numbers of melodies in their minds, even melodies with complicated rythms. All those melodies has this present man acquired on the same way like its nativ language, because of the fantastic ear capacity called musicality. We maintain that the only problem to play those melodies is to know which grip shall be used to all the tonföljder which already are in our minds. Coming into being of adam^® pedagogy make the playing possible to a wide repertory of melodies on all instruments. It follows with joy and spontaneity. Children play melodies they like and the intercourse with music charecterize of well-being. That means bigger effect, wealth of experience and self-esteem. 

 

      A comfurtable and fun atmosphear in music activities and stimulate the playing. The player takes the diffrent components inclusive the knowledge to himself. A child who activate himself on a comfurtable way do progression very fast. They notice that they are good and get a good self-esteem. Teamwork motivates the participants between themselfs. 
The experiences which adam^® pedagogists does in Sweden confirms that there´s no unmusical children. Every child who wants to play can do it in their own time. The important thing is to bring information in an effective way. We invented and worked out that in such way that we see it universal and unsurpassed. Every child understand and accept. Our children are unlimited musicalic which they show by themselfes. I have never heard a swedish child who couldn´t talk swedish with the right melody, rythm and intonation of the language. Children can also recieve diffrent dialects and even other languages which they often can hear in diffrent medias. The music is also a language in media, a very international one. . 
Finally we underline that in the beginning process and so far the individual not choose by himself, the music playing shall not be placed with hard work and burden side by side. The playing shall give lust and joy as much as possible over the gainful music. Let us support "play by ear" in the beginning and wait with the studying. The reward will be more music practicians, a welcoming consequense.