Why we do it..

From birth, we lick, touch, taste, listen to and stare at everything that catches our attention. We wriggle, crawl, totter and toddle until we learn how to walk. We experiment, invent and innovate with everything and anything we can get our hands on.

Our learning and discovery between the age of 0 and 5 is generally a self-taught, playing and learning process that evolves and progresses relatively un-interrupted until primary school and then, something quite disappointing happens.

Somewhere, between primary school and becoming a grown up, we lose our ability to embrace the creative, experimental approach to learning. We lose the ‘suck it and see’.

Creative experimental learning is abandoned in favour of a more structured curricular approach, for the purpose of increasing our academic knowledge in an effort to become better equipped for entry into normal society.

The problem is that today, ‘normal society’ is a complicated neighbourhood. Today, academic ability alone will no longer guarantee success or personal achievement.

In today’s rapidly changing, high speed, globally connected world, it is so easy to get left behind, and feel out of touch. When money is tight and the job market practically non-existent, many people feel valueless and disillusioned.
Our appetite for meaning and purpose however remains strong and drives us ever forward and we employ all kinds of methods to appease the dissatisfaction and boredom that we really feel.

What is the root of this dissatisfaction and what steps can be made to connect us back to healthy, positive, and creative lifestyles?

Igniting creative, cultural and social change in the UK is more important now that it has ever been, and it needs to begin at ground level, in the local environment, in the local community.

GGM was founded in July 2007 by Mark (Marco) Frankland to help encourage people, through music creation and production, to discover or re-discover the natural creative talent that exists in all of us from birth and to re-dress the misconception that academic knowledge is a greater asset than that of creative intelligence.