Introduction:

This project aims to nurture a sense of empowerment for children coming from disadvantaged groups using tools to increase self-expression, creativity and personal growth through music. Music is a great tool to offer the children a wide range of positive experiences, it can build self-esteem and provide a sense of community through artistic communication. Studies have shown that music education can improve children’s cognitive abilities, including their memory, attention, and spatial reasoning skills. This can be particularly important for disadvantaged children who may not have access to other forms of enrichment.

-Project duration

5 days

-Target Audience

Children enrolled in a public school who are Roma ethnic (Romania) or Migrants (Greece) between the age of 12 and the age of 16.
Teachers who work with minority children groups and want to develop new methods to better understand the needs of the community.

– Objectives

Raising awareness about the needs of cultural expression for the minority groups. Minority groups need to be able to express their culture in order to feel understood and connected to their community. This can include traditional music, dance, and clothing, as well as language and food. When minority groups are able to express their culture, they feel more included and supported, and they can build stronger connections within their community.

Exchanging experiences between Roma culture and Migrants culture to understand the similarities and the differences in music, daily habits, traditional clothing style, alimentation, social activities, etc. Exchanging information about cultural differences is good because it helps to build understanding and appreciation for other cultures. It can also help to resolve misunderstandings and conflicts that may arise.

Stimulating the desire to discover other cultures, people, places and habits. This is beneficial for disadvantaged children in several ways. It promotes cultural awareness and sensitivity: Exposure to different cultures can help disadvantaged children develop an appreciation for diversity and learn to respect and value different cultural practices and perspectives. It fosters curiosity and creativity: Discovering new cultures, people, and places can inspire disadvantaged children to think creatively and come up with new ideas and solutions to problems. Learning about different cultures, people, and places can expand disadvantaged children’s understanding of the world and expose them to new ideas and ways of thinking, which can broaden their horizons and give them a sense of possibility. Encountering people from different cultures and backgrounds can help disadvantaged children develop empathy and understanding for others, which can help them form meaningful connections and relationships with people from different walks of life. Learning about different cultures and people can help disadvantaged children develop strong social skills, including communication, collaboration, and problem-solving, which are essential for success in many areas of life. Overall, stimulating the desire to discover other cultures, people, places, and habits can have a positive impact on disadvantaged children’s personal and social development, enhancing their understanding and appreciation of the world around them and increasing their chances of success in life.

Increasing self-esteem through the attention given from other participating groups. Social isolation is the main problem that arises in Roma and Migrants communities. Due to the fact that these groups are not encouraged to publicly present their traditions and lifestyles, this often leads to the problem of self-exclusion, generating low self-esteem towards themselves, as well as towards their own values and traditions. We consider this objective to be extremely necessary in order to encourage social inclusion of these two minorities, which will ultimately lead to acceptance from society and the inclusion of the specific cultures of these minorities in the general context of the country.

Training teachers in working with children from disadvantaged categories. The educational systems in Europe do not involve the preparation of teachers to work in a school where minorities are predominant. As a result, most of the time, teachers do not know how to approach difficult situations or how to adapt to the mentality of the respective community. Even if teachers adapt as they gain experience, they still need assistance and encouragement to continue working with these social categories, and this project aims to provide help for the needs of teachers.
Exchanging training methods between teachers. Applying theory into practice is more productive when there is an exchange of experiences between participants, because in the absence of specific directions or training from state institutions, teachers who work with minorities develop their own methods to approach different situations that arise. Therefore, examples of good practice need to be shared and even improved through brainstorming sessions that help achieve this important objective.

Creating an open platform that presents artistic/creative moments during the project is an important objective. This platform can also encourage other people to make elements of their own culture public, following examples of good practice presented during the period in which Roma and migrant children have exchanged experiences. This objective is important in stimulating courage on a larger scale to present specific traditions and customs in public.

– Minimum skills for participants

The age of the participants must be between 12 years old and 16 years old.
Children must know how to read and write at least one language and to know English at the conversational level.
The teachers must know how to communicate in English and to make themselves understood with children that do not have advanced language skills.
The teachers must have at least one year of experience with Roma/Migrant children or other students from disadvantaged social groups.

– Training methods

Brainstorming – one of the quickest learning methods for young participants. They will be stimulated to find answers and solutions themselves through communicating with students from other minority groups. This is an important step to allow the children to express themselves in exercises that encourage each individual to voice their opinions without having to be right or wrong. This step will create the foundation for the children to feel the safety and the courage to express musically afterwards. The brainstorming method is a way of making everybody involved in the development of the project. That will give the children a sense of responsibility in an environment that values their ideas.

The six thinking hats method is a tool that can be used to help improve problem solving and decision making. The method was developed by Edward de Bono, and involves the use of six different colored hats to represent six different thinking styles. The method can be used to help break down a problem into its component parts, and to help identify potential solutions. The white hat is used to assess the facts of a situation, the black hat is used to assess the risks and potential problems, the yellow hat is used to assess the potential benefits of a course of action, the green hat is used to generate new ideas, the red hat is used to assess the emotional implications of a course of action, and the blue hat is used to coordinate and control the other hats. The six thinking hats method can be used in a variety of situations, including business meetings, problem solving, and decision making. The method can be used to help participants to focus on a specific problem, and to avoid getting bogged down in emotional arguments. The hats can be used to help identify potential solutions to a problem, and to help assess the risks
and benefits of each solution. The six thinking hats method is a useful tool for problem solving and decision making. The hats can help to break down a problem into its component parts, and to assess the potential solutions. The method can help to avoid getting bogged down in emotional arguments, and can help to identify the potential risks and benefits of each solution.

Venn diagram – it uses overlapping circles or other shapes to illustrate the logical relationships between two or more sets of items. Often, they serve to graphically organize things, highlighting how the items are similar and different. The diagrams are used to teach elementary set theory, and to illustrate simple set relationships in probability, logic, statistics, linguistics and computer science. A Venn diagram uses simple closed curves drawn on a plane to represent sets. Very often, these curves are circles or ellipses. The children will collaborate in order to achieve factual visual representation of some aspects. For example they will use the Venn diagram when asked to find similarities and differences in different cultures, music styles, instruments, etc.. By doing this the participants will see basic statistical representation about their work.

Mutual teaching – Mutual teaching is a teaching strategy that involves both the teacher and the students in the learning process. It is a collaborative approach that allows students to share their ideas and helps the teacher to understand what the students are learning. In a mutual teaching classroom, the teacher and students work together to create a lesson plan, explore ideas, and assess learning. The benefits of mutual teaching include: Students are more engaged in the learning process, are more likely to understand the material, they are more likely to be successful in school, the teacher can assess what the students are learning and they can modify instruction to meet the needs of the students. Mutual teaching is a highly effective teaching strategy that can help students to learn and understand the material. It is a collaborative approach that allows students to share their ideas and helps the teacher to understand what the students are learning. In a mutual teaching classroom, the teacher and students work together to create a lesson plan, explore ideas, and assess learning. The benefits of mutual teaching include: students are more engaged in the learning process, students are more likely to understand the material, students are more likely to be successful in school, and the teacher can assess what the students are learning.

Artistic performance – It will be a great way to find acceptance and a sense of empowerment in their differences and to learn how to enjoy and express these particularities. They will create artistic performances together with children for other minority groups and they will perform in front of the other children. It’s a fun and difficult exercise that stimulates the creativity and self-awareness of the performers. Creating an artistic moment is a holistic method of musical education that encourages the children to express feelings with a more nuanced and organic perspective. Our emotions and thoughts can be difficult to understand, especially when they are our own. Artistic performances can be a wonderful way to train self-awareness. When we watch a performance, we are observing someone else’s experience. We are seeing them express their emotions and thoughts in a way that is visible to us. This can be a powerful way to understand ourselves better. For example, if we watch a performance that is full of anger, we can begin to understand where that anger might be coming from. We might see that the performer is angry about something that has happened in their past, or something that is happening in the present. This can help us to understand our own anger, and why we might feel it. Performance can also help us to understand our emotions in a different way. For example, if we watch a performance that is full of sadness, we might see that the performer is sad about something that has happened in their past. This can help us to understand our own sadness, and why we might feel it. Performance can also help us to understand our thoughts. For example, if we watch a performance that is full of anxiety, we might see that the performer is anxious about something that is happening in the present. This can help us to understand our own anxiety, and why we might feel it. Performance can be a powerful way to train self-awareness. By watching other people’s performances, we can begin to understand ourselves better. This can be a helpful way to deal with the complex and ever-changing human experience.

Collaboration – almost all the activities will be based on collaboration, especially between children from different backgrounds and minority groups. This way, it will be much easier for them to understand and assimilate what brings them together. By collaborating with others, the students will develop a sense of integration in groups of people that are different and a sense of community acceptance. They will also develop communication skills having to create together with strangers. Artistic collaboration can be beneficial in many ways. Here are a few reasons why:

1. Diverse Perspectives: Collaborating with other people allows for the exchange of diverse perspectives, ideas, and techniques. This can result in more innovative and creative work, as each artist brings their unique background and experiences to the table.
2. Skill Development: Collaborating with other artists can provide an opportunity to learn new skills and techniques. Each artist can share their expertise and experience, which can result in growth and development for all involved.
3. Increased Productivity: Collaboration can lead to increased productivity, as tasks can be divided among the artists involved. This can result in more work being completed in a shorter amount of time.
4. Networking: Collaborating with other artists can also provide networking opportunities. Through collaboration, artists can make connections with others in the industry, which can lead to future collaborations, exhibitions, and other opportunities.
5. Shared Resources: Collaboration can also lead to shared resources, such as materials, equipment, and studio space. This can help to reduce costs and increase access to resources that may not have been available otherwise.

Overall, artistic collaboration can be a great way to learn, grow, and create new and exciting work. By working together, the children can expand their skill sets, share resources, and make meaningful connections within the groups. Improvisation – artistic practices that use improvisation can reveal different aspects about each individual. Each child that will improvise will do that based on his life experience and his view on what music means to themselves. Also, improvisation can be a great tool for expressing emotions in front of others without having the feeling of being judged or criticized. Improvising is not about having the right way to express feelings, but a personal way of doing that. Musical improvisation can be particularly beneficial for disadvantaged children for a variety of reasons:

1. Encourages Creativity: Improvisation allows children to create their own music in the moment, without the need for pre-planned compositions. This encourages creativity and allows for personal expression, which can be especially important for children who may not have access to other creative outlets.
2. Builds Confidence: Improvisation provides an opportunity for children to take risks and make decisions in a supportive environment. This can build confidence and self-esteem, which may be lacking in disadvantaged children who may face more difficult life circumstances.
3. Fosters Collaboration: Improvisation often involves working with others to create music in the moment. This can encourage collaboration and teamwork skills, which can be beneficial for children in all areas of their lives.
4. Enhances Listening Skills: Improvisation requires active listening and responding to other musicians. This can help to develop children’s listening skills and their ability to communicate effectively with others.
5. Provides a Sense of Belonging: Playing music with others can provide a sense of belonging and community for disadvantaged children who may feel isolated or disconnected from their peers. This can help to improve their overall well-being and social skills.

Overall, musical improvisation can be a valuable tool for helping disadvantaged children to develop important life skills, build confidence, and express themselves creatively. It can provide a positive outlet for their emotions and experiences, while also promoting social and emotional development.

– Materials/ location requirements

The hall/halls in which the activities are going to take place must contain large tables so the students can be split into groups (2 – 6 groups). Also the hall must have a panel or a place that allows the exhibition of some materials that were made in the workshop.
A video projector or an interactive board so the students can experience visual representations about the activities.
A laptop/computer that has internet access and that can be used for all the activities during the project.
Handmade crafting materials that are appropriate for children (paper, cardboard, glue, rope, etc.).
Musical instruments that are easy to use (ex. percussion instruments, ukulele, keyboard, etc.).

– Content for session

The main theme addressed is tolerance and social integration because we work with minority groups. We can use examples of various success stories about people who grew up in disadvantaged environments and used art and music as a way of expressing the differences between the cultures. These examples will show people who managed to escape the difficulties encountered growing up in those circumstances and how they embraced their differences and used them as an advantage in building a successful career.

Information about Roma and Migrants culture – daily activities, cultural identity, people mentality, curiosities and problems in the social context in which they grow up in. Relevant elements from the culture of both minorities that have high cultural value should be selected, avoiding the use of modern elements as defining ones. Renowned figures who preserve traditional culture in their creations can be involved as a model of good practice.
Information about traditional music and instruments in both cultures. We can use traditional songs from free streaming platforms or documentaries that are relevant to the participants and the cultures that they are part of. The participants can get inspired by the different means of expression used in the examples provided.

Syncretism in the arts can be used as a way of integrating the children who may be reluctant to engage in performing music. They can be encouraged to use other means of expression inspired by the music presented to them such as poetry, dance, improvisation, theater or performative visual arts.
Stories about working with minority groups from teachers. They can show examples of good practices as a way of attracting the trust of the children participating in the activities.

– Examples for training session

The first activity session will consist of an introduction made by a student or a teacher about the cultural characteristics and everyday problems for the respective minority population. This introduction must consist of some musical examples that are representative to the culture. We can use the brainstorming method to find the similarities and differences between the cultures and then find solutions for everyday problems using the information gathered about the culture. We will also use the Venn diagram and engage the students to participate in finding the similarities and the differences. This will create a common ground between the participants and it will be a great step to begin the activities. On the same day, a workshop will be held in which children present an artistic program with the elements presented in the first part of the day’s session, and each group reviews the performance of the other group

Second session will be based on music comparison. For this activity the children will complete a Venn Chart which will contain the differences and similarities found between the examples. For instance, we can find similarities or differences in the style, tempo, dynamics, lyrics, instrumentation, ornamentation, or other aspects of the music presented. The Venn diagram will remain displayed until the end of the sessions. The participants will be introduced to information about the music that they will be listening to. For this activity we will use a free internet platform called The Global Jukebox (https://theglobaljukebox.org/). The Global Jukebox is a digital music archive and research project created by the late American folklorist and ethnomusicologist Alan Lomax. The Global Jukebox App is a mobile application that provides access to this archive and its vast collection of recordings from around the world. The Global Jukebox App offers a user-friendly interface that allows users to explore the music and culture of different regions and ethnic groups. The app includes a variety of features, such as interactive maps, timelines, and musical analysis tools, that help users better understand the music and cultural contexts in which it was created. One of the key features of the Global Jukebox App is its focus on comparative analysis. Users can compare different musical styles and traditions, as well as explore the cultural connections and influences that have shaped them. This allows users to gain a deeper understanding of the music and the cultural heritage it represents. The Global Jukebox App is a valuable resource for musicians, scholars, and music enthusiasts who are interested in exploring the diversity of musical expressions from around the world. It offers a unique and innovative approach to music research and education, providing users with a rich and engaging platform for discovering and learning about the music and cultures of our global community. The children will also take part in a game of guessing the country or culture from which the music is existent. They will be exposed to music from all the different parts of the world and with information about those cultures. From that they will have to gather the similarities and differences and work together or in groups to place them in the Venn chart. In the second part of the day, sessions of artistic improvisation will be conducted with the elements from the diagram by encouraging the creation of common cultural elements that combine the cultural elements of both the Roma and the migrants communities

The third session will bring mutual teaching, students will present concrete artistic moments and each group will choose two pieces from those presented that they wish to learn. The songs must have at least 3 similarities with the music representative for their culture. The learning process will start that day and will continue to take place during the next two days. On the last day, the groups will have to present artistic performances inspired by the music they chose in the third session. The development of the performances will be supervised and coordinated by one teacher assigned for each group. Respective performances will be extended to the
second session of that day due to the complexity of this activity. Children will be encouraged to present as many artistic moments as possible in order to create a database in which these traditional moments will be preserved over time.

In the fourth session, both groups will already know cultural elements and songs about the other culture. We will use the “Six Thinking Hats” method on the topic of „what we can do so that the society we live in knows our culture and defines us based on it”. The students and the teachers will brainstorm upon this subject and the conclusions will be written on the blackboard or projected on the screen. We will use this as a tool to give them a sense of identity and empowerment. Also, we believe that this activity will give them more confidence and self-awareness to explore the artistic performance that they will continue to develop in the remainder of the fourth session. For the second activity of the day, there will be retrospective discussions using the “Thinking Hats” method to evaluate the effectiveness of the method, as well as to draw conclusions from certain discussions held during the activity in the morning of that day.

The last session will consist of presenting the musical movements that the 6 groups created. They will be allowed and encouraged to create choreographies and props, to use the musical instruments that we will bring, to sing, dance, rap or anything that they will feel most suited to their own personality. After the small concert will be over, the children will have the opportunity to create an original song together, based on the conclusions from the previous session and using all the information gathered in the previous days. This will be a fun and interactive approach that will furthermore encourage the students to engage in creative activities that include the representation of their own culture. One teacher will coordinate this activity and will use the platform called Soundtrap (www.soundtrap.com). Soundtrap is a digital audio workstation (DAW) and music collaboration platform that allows users to create and edit music online, in real-time, and across different devices. It was created by the Swedish music tech company, Soundtrap Inc., which is now a subsidiary of Spotify. Soundtrap is a cloud-based music production software that provides a user-friendly interface for creating, recording, and mixing music. It offers a wide range of virtual instruments, effects, and loops, as well as a variety of recording and editing tools. Soundtrap is compatible with both desktop and mobile devices, making it easy for users to work on their projects from anywhere. One of the key features of Soundtrap is its collaborative capabilities. Users can invite others to work on a project with them in real-time, regardless of where they are located. This makes it a popular tool for musicians, educators, and podcasters who want to collaborate remotely. Soundtrap also offers an education version that includes additional features specifically designed for teachers and students. Soundtrap has been used by a variety of musicians and educators, as well as for podcast production and voiceover work. It has been praised for its ease of use, accessibility, and collaboration capabilities. As a result, it has become a popular tool for those who want to create and share music online. Another platform that can be used is aQWERTYon (https://apps.musedlab.org/aqwertyon/). Aqwertyon is a music creation app developed by MuseLab, a music tech company based in Canada. Aqwertyon is a mobile app that allows users to create music using a unique keyboard layout that is designed for touchscreens. The keyboard is arranged in a circular pattern, with each note assigned to a specific key. This allows users to create melodies and chords by simply tapping on the screen. In addition to the keyboard interface, Aqwertyon also provides a variety of built-in sounds, effects, and loops that can be used to create a wide range of musical styles. The app also allows users to record and share their creations, making it a useful tool for both amateur and professional musicians. One of the unique features of Aqwertyon is its focus on accessibility. The circular keyboard layout is designed to be easy to use for individuals with physical disabilities or limitations, as it does not require complex hand movements or finger dexterity. Aqwertyon is a music creation app that offers a unique interface and features designed to make music creation accessible and intuitive for all users, regardless of their level of experience or physical abilities.

– Inspiration source

Sistema Cyprus is our main inspiration source for this project.
El Sistema Cyprus is a program inspired by the Venezuelan music education system, El Sistema, which aims to provide music education and social support to children from disadvantaged backgrounds, including migrant children.
The program provides free music lessons and ensemble opportunities for children aged 6-18 in Cyprus, with a focus on underserved communities. El Sistema Cyprus operates under the belief that music education can be a powerful tool for social change, promoting positive youth development and community building.

For migrant children, El Sistema Cyprus provides a safe and supportive environment where they can learn and play music alongside their peers, regardless of their background or nationality. The program aims to promote social integration by bringing children from different cultural backgrounds together through music.

El Sistema Cyprus also provides additional support for migrant families, including language and academic support, counseling services, and assistance with accessing social services. This can help to address the unique challenges that migrant children and families may face, including language barriers, social isolation, and discrimination.

Overall, El Sistema Cyprus helps to promote social inclusion and cultural diversity, while providing valuable music education opportunities for children from disadvantaged backgrounds, including migrant children. By offering a holistic approach to supporting the well-being of young people, El Sistema Cyprus is making a positive impact in the lives of many children and families in Cyprus.

Last year, we conducted a project in which we had the opportunity to exchange valuable information with three Sistema Cyprus professors. They presented their work and talked us through the difficulties they face with working with Migrant children and children from other disadvantaged groups. They were a big source of inspiration in preparing this lesson plan.

Conclusion:

Overall, music can be a powerful tool for supporting the well-being and personal growth of disadvantaged children. By providing access to music education, performance opportunities, and other music programs, we can help these children to develop a range of skills and experiences that can support their success in life.

This digital resource, developed in the framework of intoMUSIC project, offers a fun and engaging way for young people to learn about music from different world regions. Through gamification, players can connect various instruments to their respective regions and identify unique sounds specific to different types of music worldwide. By promoting an understanding of music as a universal language, this tool encourages inclusive teaching and internationalization of music education.

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