Voices and Music for Integrat
ion (Inoffizielle Übersetzung)
- EMPLOYMENT STATUS
- BÜRGERSCHAFT UND BETEILIGUNG
- Freiwilligenarbeit und Dritter Sektor
- Beteiligung, Mediation und Plattformen für Dialog
- SOZIALER ZUSAMMENHALT
- BILDUNG UND KULTUR
- Außerschulische Bildung inkl. lebenslanges Lernen und Fernausbildung
- Interkultureller und interreligiöser Dialog
- Kulturelle Aktivitäten und Vielfalt
- ANTI-DISKRIMINIERUNG UND GLEICHBERECHTIGUNG
- WERKZEUGE UND METHODEN
- Evaluierungen und Folgenabschätzungen
|City / Region
The association and project was created under the premise that music is a powerful social inclusion tool. Since 2005, over 100 kids and teenagers of different nationalities and socio-economic backgrounds have taken part in the diverse activities.
Voices and Music for Integration is conceived as an inclusion platform encouraging integration, whilst giving the opportunity of giving musical and artistic training to kids who normally would be ‘excluded’ from artistic activities given their socio-economic or ethnic backgrounds. Through music, respect for diversity and tolerance are taught. Besides the regular artistic dynamics (concerts, recordings, collaboration with other artists…), activities are oriented towards the naturalization of artistic activities into their day-to-day lives, as an inclusion tool in their environment. Activities and dynamics take place in a recreational, cooperative and ambience of solidarity, but without losing the rigor that musical training entails; it allows the participants to develop a sense of discipline and team spirit.
Besides offering a musical background, the project underlines the role of cultural activities as promoters of equality, mutual understanding, solidarity, respect for all the players, and respect for the environment. With this ‘democratization’ attempt of musical training, no longer exclusive to the ‘elites’, the project pioneers in the creative empowerment of tomorrow's generation, being a tool of integration, social inclusion and development.
Participants throughout the program gain not only in musical training, but also acquire self-esteem and self-confidence, discipline, patience, perseverance, solidarity, commitment and responsibility, are aware of the value of personal effort to achieve goals and the importance of individual contributions to the collective achievement.
General objective: Creation and maintenance of a centre for training and development of musical activities for children and youth from low and middle socio-economic conditions, immigrants and families at risk of exclusion.
• Creating a choral and / or special vocal groups.
• Creating a Kids and Youth Orchestra, conceived as a space for collective and inclusive education.
• Management of activities (concerts, special events, etc..) that promote the activity undertaken by the beneficiaries.
• Greater encouragement to practice art activities.
• Improvement in use of free time of the children and youth involved.
• Better integration into society for both beneficiaries and their families.
• Ability to view the music as a professional activity
• Increase attendance to musical events, creating a public.
•Bring music to places where its unavailable, or not a possibility open to everybody.
|Wie funktioniert das?
Group activities are the backbone of this whole project. The musical education approach emphasizes intensive group practice from the earliest ages, always keeping in mind the joy and fun of learning and playing music.
We demand discipline without being overly strict; attendance is not a problem. Children are motivated, and so are their teachers and peers. Hard work and achievements are of crucial importance for the success of the project; however, fun is just as important and always present.
The "Choir" and "Orchestra" are understood in this project as group activities and integrators, which build on passion and interest for music, integrating a variety of social and music origins, styles, and genres.
Students play in front of a public as much as possible. This decreases the pressure of formal presentations and allows music to become a natural part of their lives as musicians.
Plus it helps to raise their self-esteem and self-worth as useful citizens to their community and the rest of society.
Currently the team consists of:
- A general manager and teacher
- A general coordinator
- 7 Violin Teachers
- 2 Cello Teachers
- 2 Bass Teachers
- 1 Flute professor
- 3 teachers of theory of music
- An animator
- Parent Volunteer Team
- "Turo of Peira" (110 children)
- "Ciudad Meridiana" (45 children)
- "Roquetas" (30 children)
- "Can Fabra" (25 children)
- "Gavina" (25 children)
In 2012, 280 kids took part in the program, and given the infrastructure limitations, there is a ‘waiting list’ of 32 kids.
- Democratization of culture
- Increased self-esteem, confidence within the environment, improved academic performance and art project dynamics (Concerts, musical colonies, and music practice)
- Improves the children and young people's organization in their studies; School directors and families have estimated the impact in improving school performance
- Positive changes visible by the project participants, invaluable intellectual, social and emotional gains, which encourage teamwork and constructive leadership
- Positive changes in families; the emotional and economic support to achieve their goals, making these families improve their socio-economic situation and reinvent themselves for a better environment and conditions favourable to their development and integration into society.
- Positive changes in the community: The orchestra and choir are revealed as new space creators of culture - public squares, theatres, schools, churches and parks have literally been taken by the creator boom and boosted by the performing experience in concerts; the multiculturalism represented in the choir and orchestra participants awakens a sense of community integration.
- Participants learn faster and more dynamically, maintaining their motivations levels
- The musical pieces studied and performed are from both classical composers and traditional music. Music and singing in other languages (including Catalán) has improved the relationship with Catalan language and has led to interest in other cultures.
- The flexible curriculum has sparked interest in many teachers and future teachers, allowing teachers to work together with the ESMUC, with Master Students at the UBA, enriching and endorsing the methodologies used.
Artistic and dissemination:
- Since 2005, children have performed in a total of 87 concerts in different auditoriums, plazas, neighbourhoods and even in the Palau de la Música Catalana; moreover they have sung on radio and television including two editions of TV3's Festival of Supers.
- For this coming May 17, 2013 the children have been invited to perform at the Auditorium of Barcelona with the Barcelona Symphony and Catalonia National (OBC) in a gala concert
- They have participated in the recording of 5 CDs: "Song of cultures", "Latin House Christmas Concert 2007", "Detotarrel", "The CD of the TV3 Marathon" and "Human Color".
- They have participated in the Festival of Cultures, the Festival on Sat to Barcelona, Christmas around the world, Hear my song, the three editions of Catalan Common Llengua on St. Jordi's Day, Day of the Migrant sample Associations during the Merce festival.
- The project has constantly been publicized by the media since its inception, especially the programs "Els Catalans Nous", "looks", "Babel", TVE, Info K, Telenoticias, Els Matins, TV3, BBC World News channel, the BBC among others.
- Evaluation mechanisms are framed within the project’s structure. Monitoring activities take place throughout the running of the project.
- Term evaluations: to analyse the results and implement the necessary changes to achieve the objectives.
- Annual evaluations: including stakeholders (beneficiaries, team working in the organizations involved in project activities…)
- Local impact evaluations on the districts into where the program has expanded (before-after evaluations of the cultural and social environment).
Evaluation Framework, 4 stages:
- Assessment and conditioning spaces
- Study and organization of beneficiaries, boys / girls and young people already in the project and new beneficiaries, determine necessities and divide into working groups.
- Meeting with the team that will work with each group and analyze the specific objectives to meet and see their feasibility.
- Evaluate requests for concerts, joint artistic activities, and participation in festivals.
- Evaluate the spaces where activities will take place (theatres, auditoriums, outdoor stages, etc...), ensuring they meet the safety and the technical requirements demanded by the project.
Evaluation “during” the activity:
Ongoing evaluation of everyday decisions; allows for more flexibility in operational planning. It is focused on training and rehearsal activities.
- Weekly attendance of beneficiaries.
- Short reporting by teachers and monitors including, level of interest of the beneficiaries, adaptation to the activity level of participation.
To face the next batch with any necessary changes where appropriate. Not only classes and rehearsals, but concerts are also subject to evaluation.
- Assistance reports.
- Record concerts to listen and analyze both achievements and shortcomings.
- Assessment of the level of efficiency in organizing the logistics of the concert, team organization, level of collaboration and involvement of parents, etc.
- Term meeting with teachers, parents and other organizations involved.
Helps us to identify the extent to which objectives have been achieved and evaluate the diverse phases of project (design, implementation, management and production resources).
- Efficacy: to observe to what extent the project objectives have been achieved
- Efficiency: resources- achievemet of objectives relationship.
- Impact: it seeks to describe and asses the consequences for the cultural-environment locally and of the beneficiaries of the project in the medium and long term
- Sustainability: it aims to understand the future scope of the project and how it can maintain and improve its future goals, taking into account the internal management capabilities and the impact on the environment.
Local and immigrant children and young people up to the age of 16. Low income families and/ or at risk of exclusion are prioritized in admission procedures.
Families and tutors of the children and young involved; families and representatives of the beneficiaries are heavily involved, organized into different groups contributing in different organizational and project activities.
und benötigte Ressourcen
Minimum resources needed to develop the project
- A general manager and head teacher
- A general coordinator
- Teachers: 6 Violin, 1 Cello, 1 Contrabass, 1 flute, 1 choir and music theory teacher
- Premises: 6 acoustically accommodated classrooms
- Computers, two projectors, stereo recording (to record & playback live performances)
- Traditional percussion instruments from different countries, classical stringed instruments, 10 flutes, two pianos, and accessories (stands, orchestra seats), percussion and others: xylophones, tambourines, bells, etc.)
- printers, computers for office use.
Funds, financed by:
Generalitat de Catalunya, Barcelona City Council, Barcelona Provincial Council, Musicians Association For Peace and Integration
In collaboration with: Federacion de Asociaciones Americanas de Cataluña (Fasamcat), Espai Jove Les Basses, Centro Civico Zona Nord, Escuela Antaviana, Escuela Can Fabra, Escuela Gavina, Esmuc, Tallers De Musics.
||Asociación Músicos por la Paz y la Integración
||PABLO GONZALEZ MARTINEZ