National Music Conservatory

Founded in 1985 by Her Majesty Queen Noor as Jordan’s first music academy, the National Music Conservatory (NMC) enhances the quality of music learning and teaching by encouraging young aspiring musicians to acquire certification, join performances, and attend master classes by visiting renowned musicians.

Students are instructed in orchestral and Arab music instruments, as well as voice training. The instruction is augmented with courses in music theory, appreciation, history, reading, ear training, and analysis. Through the satisfactory completion of NMC courses, students from across the country can acquire the Associated Board of the Royal School of Music, a UK certified achievement. In collaboration with Yarmouk University, dedicated students can attain a bachelor’s degree in Performance, Composition, and Conducting; Arab Music; Music Education; or Music Therapy.

Performances are an essential component of music education and provide goals for student learning. They also equip the aspiring musicians with the experience to pursue non-traditional job opportunities, as talented NMC students and teachers join various orchestras and ensembles locally and regionally.

Since its inception NMC has produced talented graduates that have achieved national and international acclaim as master musicians, opera singers, and conductors.

Esteemed NMC Alumnae include Karim Saeed, Zaid Dirani, Tareq Al-Jundi, Natalie Samaan, Nabieh Boulus, Basel Theodory and many more.

In 2007, the NMC developed Jordan’s first national orchestra in close partnership with the Greater Amman Municipality and the private sector. Today, the orchestra performs upon request, providing opportunities to experience music through the works of great composers, visiting conductors, and fine soloists. Such performances promote music appreciation and unity across cultural divides.

Music Therapy

The NMC pioneered music therapy in Jordan which is recognized by the World Health Organization and many health insurance policies as a rehabilitative practice, akin to physiotherapy sessions. The NMC professional therapists utilize the power of music to improve the coping mechanism and social interactions of autistic, disabled, survivors of gender-based violence, and traumatized people of all ages. After the gulf crisis, the program also proved to be effective in rehabilitating hundreds of refugee children and their families, who were victims of armed conflict.

“Dul Fakhar, a 16-year-old Iraqi refugee living in Jordan, was a survivor of sexual abuse. He suffered from mental disability, attention deficit, and aggression. His parents sought help after his mental state made the home environment unsafe for him and his siblings. Dul Fakhar was referred to one of the NMC’s music therapists who immediately started therapy sessions using mainly drum techniques. Initially, Dul Fakhar was only able to maintain focus for 30 seconds before becoming agitated. Towards the end of the 3- month therapy, Dul Fakhar could play the drums for over three minutes, and his mother and caseworker started noticing a significant change in his behavior. He became calmer and less aggressive, and his social skills improved allowing him to better engage with his family and integrate into his community.”


NMC produced Jordan’s first music curricula and manuals for teachers and students in collaboration with the Ministry of Education in 1991.

“What does music education mean to you?”, asked the National Music Conservatory project coordinator after 2-years of commencing a pioneering music program in 6 public schools in Ein Al-Basha, Russeifeh, Zarqa, and Salt. Ruba Hassan, a young student with a lovely voice said with a smile, “I gained courage and confidence during this project. I was so scared of the thought of singing and having people stare at me during the final concert, but when the time came, I sang in front of the audience without fear and with great pride.” While a group of young boys and girls confirmed that performing and practicing together enhanced their teamwork skills and built a friendly rapport between genders. Ahmad commented, “We never knew that together we feel like we are similar”. Hassan, with nods of approvals from the boys around him added, “We didn’t know what to do in our free time, so we used to hang out doing nothing, but now we use this free time to practice or sing and do not feel the time”.