In Crescendo: educational actions for a community music project with children at risk of social exclusion

Abstract

Music has a great capacity for personal and social transformation, and instrumental practice can change ways of learning towards more democratic, inclusive, integral and multicultural models. Projects such as El Sistema (Caracas, Venezuela), In-Harmony (Liverpool, UK) and DaLaNota (Madrid, Spain) are working along these lines. This article proposes a case study of [Anonimizado], a Spanish music project in a public school for children at risk of social exclusion, inserted in the school timetable. Data consisted of systematic observations, interviews, analysis of documents and press reports. The impact factors of the project over its more than 10 years of existence are analysed through three themes: 1) The structure of the project: its curricular flexibility; the involvement of its teaching staff; the inclusion of music in the school timetable; the number of music teachers available; the participation in public concerts; and the collaboration with other institutions. 2) Learning: new forms of teaching in choir, instrument, orchestra and band; a cross-cutting methodology through these activities and the various subjects; an agreed and shared repertoire; a plurality of guest teachers and methodological approaches; and a methodology adapted to the emotional and social needs of the children. 3) The Social paradigm, which addresses the tensions arising in the social relationships and the impact of the project on the participants and their families.