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Afghanistan: Preserving and Returning the Musical Heritage of Afghanistan: Afghan Children’s Songbook

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MUSIC FOR LIFE LONG LEARNING


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
Brazil
PROJECT:
PROVIDING UNDERSERVED CHILDREN AND TEENS WITH SOCIAL INCLUSION OPPORTUNITIES THROUGH ACCESS TO MUSICAL KNOWLEDGE AND ARTISTIC EXPERIENCES: VILLA-LOBOS ORCHESTRA

DESCRIPTION:
Since 1992, Villa-Lobos Orchestra has been providing an innovative program of music education at the school Escola Municipal de Ensino Fundamental Heitor Villa-Lobos and its community center. The Villa-Lobos program is also connected to NGO organizations and therefore has a broad concept of the role and place of music in achieving their social missions. Children are involved with music through their first contact with instruments to their preparation for University entrance examinations. This is done through thirteen different kinds of music workshops and an intense performance schedule. The program also provides apprenticeships to advanced students, who can gain experiences ministering classes, becoming mentors to younger musicians. They learn group dynamics as involved in music, teaching, and community life. The program transformed the school into a cultural center for the community and a venue of positive reinforcement. Consequently the program has made an impact in one of the most vulnerable parts of the city as a way to combat social exclusion, poverty, and violence.

Using music as a means to improve self-esteem, cultural and social inclusion, the orchestra has broad musical and social goals:

 

Sustainability is integral to this model and over the years the Villa-Lobos Orchestra has found a partner in the Education Department of the city of Porto Alegre, which subsidizes it.  Further the orchestra has established a network of partners in the private and public sectors, such as Fundação Maurício Sirotsky Sobrinho, Instituto Junia Rabello, Ministério da Educação, Caixa Econômica Federal and UNESCO/Rede Globo, through the project Criança Esperança. For four years, it has had as a main partner the community center/foundation Instituto Cultural São Francisco de Assis, a non-governmental organization within the community.

The Orchestra has won the award for Human Rights Defense in Rio Grande do Sul given by UNESCO and the Foundation Maurício Sirotsky Sobrinho. It has also received a Living Culture Award, given by the Ministry of Culture in recognition of the program’s initiative and its innovative and influential character in the life of the community members and the award Leaders & Winners 2009 granted by Board of Commerce and Services of the Rio Grande do Sul and the City and State Councils.

CURRENT STATUS:
Currently, the program assists over 300 students in an average of 430 music classes starting at the age of four. There are 70 groups divided into classes of music initiation, recorder, body expression, piano, cello, violin, acoustic guitar, cavaquinho, percussion, choir singing, advanced studies, musical theory and perception, and creation of instruments using recyclable materials. All of these take place at the school, in two pre-schools, and in two venues from the partner institute. All classes and activities are free and giving preference to students from public schools and from financially disadvantaged communities.

ADDITIONAL INFORMATION:
http://www.myspace.com/orquestradeflautasvillalobos

CONTACT INFORMATION:
Organization: Escola Municipal de Ensino Fundamental Heitor Villa-Lobos
Address: Avenida Santo Dias da Silva, s/n – Vila Mapa, CEP: 95.550-240, Porto Alegre/ RS, Brazil
Phone: (51) 99548897; Fax: (51)33191413
Contact Person: Cecília Rheingantz Silveira
Email: orquestradeflautas@terra.com.br


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
Canada
PROJECT:
PROMOTING INTERCULTURAL UNDERSTANDING THROUGH WORLD MUSIC WORKSHOPS WITH UNDER-RESOURCED ELEMENTARY SCHOOL STUDENTS: ROOTS & SHOOTS

DESCRIPTION:
The Roots & Shoots program fosters intercultural understanding and team-building among students while providing under-resourced Vancouver elementary school children with the opportunity to engage in world-class music workshops. It is a unique program that focuses on both social and musical development by giving students from under-resourced schools the opportunity to have experiences in creating music. Students from six schools are selected each year to receive up to twelve hours of music instruction via workshops held in their school and attend a concert at the Chan Centre. In addition, Roots & Shoots seeks to foster team spirit and a sense of community within schools that are struggling on a day to day basis to maintain students’ attendance and foster a secure school environment.

The primary goals of Roots & Shoots are:

CURRENT STATUS:
The project has just completed its 2010 concert series, and is halfway through the series of workshops. Planning is underway for the 2011 season.

ADDITIONAL INFORMATION:
www.chancentre.com

CONTACT INFORMATION:
Organization: Chan Centre for the Performing Arts
Address: 6265 Crescent Road, Vancouver BC, V6T 1Z1
Phone: 604-822-2283; Fax: 604-822-1606
Contact Person: Wendy Atkinson, Programming Manager
Email: wendy.atkinson@ubc.ca


SECTIONS:
Music for Mental and Physical Health
Music for Lifelong Learning
clefCOUNTRY:
Costa Rica
PROJECT:
A LATIN PERCUSSION ENSEMBLE FOR SPECIAL NEEDS CHILDREN: ENSAMBLE DE PERCUSIÓN INCLUSIÓN

 Please Refer to SECTION II, PAGE 87


SECTIONS:
Music for Sustainable Community Development
Music for Lifelong Learning
clefCOUNTRY:
Mexico
PROJECT:
PROVIDING MUSIC EDUCATION TO STUDENTS IN DIVERSE SETTINGS AND INSTITUTIONS: MUSIC AND CULTURE AT CEDROS

DESCRIPTION:
This project began in 1995, based upon the idea that “every child can,” and that music, as a form of education, serves as a natural resource connecting youth to education. Equal opportunity is critical to such goals. Therefore, the program is open to anyone without having admission criteria based on ability or talent. Diversity is another essential element fostered by the project, through offering over 23 music ensembles, thereby providing students with a variety of sonic experiences and a myriad of musical opportunities. These vary from participating in symphony orchestras to drums ensembles. CEDROS actions and goals focus on the notion that, in order to understand differences, it is necessary to understand the world and its complexities. Thus, the program strives to expand a youth’s horizons.  Ensembles are an important part of this process, whereby youth participate in concerts across the globe:  Washington, Annapolis, Chicago, San Diego, Los Angeles, Fresno, San Francisco, Berlin, Roma, Madrid, Bilbao, Pamplona, London, Cambridge, and 15 states of Mexico.

Part of communicating with others involves close interaction, thus creating opportunities for new ideas and musical experiences. The project has consequently been aided through the production and recording of ten CDs, all by student ensembles. Further, with this aim in mind, CEDROS has opened its own borders to all levels and types of education in Mexico through the “Festival Internacional Cedros-UP”- an event designed to improve the quality of the music education in Mexico and to foster awareness of the ways in which music can be an element in social, cultural and economic development. Performers and educators from 29 countries taught Mexican teachers during the seven festivals that have been held to date, each festival having a different focus. The 2010 festival is focused on the issue of “Music and Education toward Peace.”

The main objectives of CEDROS are to:

Populations being served include:

CURRENT STATUS:
This project has attained a great deal of recognition in the music education field in Mexico. Nevertheless, because this project belongs to a private organization, the Mexican government has not supported this enterprise. The budgetary restrictions have not prevented the continuation of the project, but have hampered its expansion.  For example, the constraints make it impossible to acquire large percussion instruments such as xylophones, and cymbals.

ADDITIONAL INFORMATION:
www.musicacedrosup.org.mx
www.ficup.org

CONTACT INFORMATION:
Organization: Departamento de Arte y Cultura Cedros-UP
Phone: (5255) 5091 9563; Cell: (5255) 1019 827, Fax: (5255) 5091 9543
Contact Person: Gabriel Pliego, Director
Email: gabriel_pliego@cedros.edu.mx


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
MIDORI & FRIENDS: INSPIRING CHILDREN THROUGH MUSIC

DESCRIPTION:
Founded in 1992 by the world renowned violinist Midori and a committed Board of Directors, Midori and Friends has enhanced the lives of almost 200,00 underserved New York City children and their families through providing high quality music education programs and initiatives. The program serves over 15,000 students annually in 40 public schools and community agency sites within the city’s most disadvantaged neighborhoods.

Partner schools reflect the diversity of New York City, representing a broad range of ethnic and racial background. The majority of students live in low-income communities, with about 80% qualifying for the City’s free lunch program. Many of the students reside with foster families or in single parent households. Approximately 20% have special needs.

Focusing on children with little or no access to the arts, programs are offered at no cost to students and are available to all children regardless of skill, ability or background. In many cases, these programs provide the first experiences in which children become engaged in school, realize a sense of accomplishment, and attain self-confidence.

Midori & Friends offers long-term, school-based programs that provide children with opportunities to play instruments, sing, discover music traditions from varied world cultures, and express themselves creatively. By engaging in substantive partnerships with schools – forming and maintaining relationships with principals, educators, students, and parents – Midori & Friends creates and implements school-wide visions for customized, multi-year music programs. These programs strengthen each school’s infrastructure, which then enhances student learning and promotes youth development. Every program integrates the bench marks and goals of the NYC Department of Education’s Blueprint for Teaching and Learning in the Arts.

As a catalyst of change for school-wide involvement and improvement, Midori & Friends helps to transform underperforming schools into vibrant learning communities, while helping to build musical and life-long skills that positively impact students’ social, emotional, and intellectual development.

The programs provided by Midori & Friends include:

All Midori & Friends programs are offered at no cost to participating students.

ADDITIONAL INFORMATION:
www.midoriandfriends.org

CONTACT INFORMATION:
Organization: Midori & Friends
Address: 325 Seventh Avenue, Suite 301, New York, NY 10001
Phone: (212) 767-1300
Contact Person: Judi Linden, President
Email: jlinden@midoriandfriends.org


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
A MULTI-DISCIPLINARY WORLD DRUMMING PROGRAM FOR UNDERSERVED CHILDREN: ROOTS OF RHYTHM

DESCRIPTION:
In 2004, the “Roots of Rhythm” (ROR) became the first free, online world drumming curriculum aimed at training teachers to learn hands-on techniques that bring musical experiences to underserved children in the United States. Since then it has expanded to countries in Europe, the Middle East and South Asia. ROR provides teachers with (1) the necessary tools to bring students the joy of learning to play percussion, especially those who do not normally have an opportunity to take music classes, and (2) creative musical ways of addressing core academic subjects such as history, social studies, art and science.

During the weekend or weeklong training workshops, both music and non-musically trained teachers learn how to use the ROR Teacher’s Guide to teach drumming from Africa, Asia, the Middle East, Europe and the Americas. Key to this process is providing students with ways of learning how they can connect to their own cultural heritages. This global view is vital to young people today, particularly those who may never leave their own local community. Children discover how music and world drumming connect to their broader education. Students of ROR teachers will learn:

Originally written for teachers of 5th and 6th grade students, Roots of Rhythm is now used in Kindergarten through 12th grade. To assist teachers in learning the program and using it effectively, they receive materials at almost no cost including:

RESEARCH AND EVALUATION:
Surveys, narratives, final reports and video documentation testify to the effectiveness of the ROR teacher training and its value in increasing student achievement and self-esteem. These evaluations come from a wide range of populations and communities with an emphasis on underserved students.

CURRENT STATUS:
The Roots of Rhythm professional development workshops are one of the programs of the Percussion Marketing Council, a 501(c)(3) nonprofit. ROR funding comes as grants from the NAMM Foundation (NAMM, International Music Products Association). Additional support comes from a small materials fee that teachers pay at the workshop. 

At least six professional development workshops will be presented across the U.S. for the grant year ending in June 2012. The ROR Teacher's Guide is used for teacher training at many locations of the International House of Blues Foundation under the title ‘Cultural Journeys’. New content to the curriculum will be added during 2011-2012.

ADDITIONAL INFORMATION:
http://www.RootsofRhythm.net
http://www.PlayDrums.com
http://www.NAMMFoundation.org
http://www.ihobf.org 
http://www.EthnomusicInc.com

CONTACT INFORMATION:
Organization: Percussion Marketing Council, Roots of Rhythm
Address: 17950 Geauga Lake Road, Chagrin Falls, Ohio 44023
Phone: 440-725-8767; Fax: 440-543-2963
Contact Person: Dr. Craig Woodson, ROR Director
E-mail: woodsonphd@gmail.com


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
MUSIC MAKING FOR ADULTS: NEW HORIZONS MUSIC PROGRAMS

DESCRIPTION:
New Horizons International Music Association provides entry points to music making for all adults, including those with no musical experience at all and those who were active in school music programs but have been inactive for a long time. Originally conceived by Roy Ernst as a group for adults over 50, there is currently no age minimum, although the typical participant is retired and near 70 in age. Many adults would like an opportunity to learn music in a group setting similar to that offered in schools. However, for most the last music experience was elementary school. New Horizons Music programs serve that need. To that end the philosophy of the program promotes the belief that the style of instruction must be completely supportive and free of competition.

CURRENT STATUS:
Over 150 New Horizons ensembles exist in the United States, Canada, Australia, Ireland, and Iceland. Most are wind band ensembles, but there are orchestras and choirs, as well.

ADDITIONAL INFORMATION:
http://www.newhorizonsmusic.org
www.newhorizonsmusic.org/nhima/downloads/music_for_life.pdf

CONTACT INFORMATION:
Contact Person: Dick Prettyman, NHIMA Board President
Email: R.Prettyman@cox.net


SECTIONS:
Music for Sustainable Community Development
Music for Mental and Physical Health
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
TRANSFORMING LIVES AND COMMUNITIES THROUGH MUSIC: THE CENTER FOR MUSIC NATIONAL SERVICE

Please Refer to SECTION I, page 35


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
USING MUSIC AS A LEARNING TOOL FOR ECONOMICALLY DISADVANTAGED CHILDREN: GUITARS IN THE CLASSROOM

DESCRIPTION:
Founded in 1998 in California, Guitars in the Classroom (GITC) is based on the principle that music making is a fundamental human experience and a ready resource for learning as well as a powerful tool for building and strengthening communities through shared interpersonal expression and musical engagement. The organization puts music to work in educational contexts by training classroom teachers to play, lead, write, and integrate it into academic lessons to boost learning, communication, and creativity. The majority of the teachers trained and students served through GITC's programs come from Title I schools where half or more of the students exist at or below the poverty level. In many cases, GITC is their only access to music instruction.

Teachers across the country are now strumming and singing as they introduce, reinforce, enrich and extend lessons in every subject area using guitars for musical accompaniment and songs as vehicles for lesson content and language learning. They learn to facilitate collaborative student songwriting by embedding popular melodies and folk songs with academic content for deeper student connection to and retention of lesson material. Music leadership also equips them with a valuable classroom management tool that increases student focus while nurturing students’ sense of creative ability and belonging.

GITC’s guitar technique is a key component to the success of the work. The organization’s founder and executive director created an unusual developmental approach to guitar education that makes the instrument accessible, beautiful, and easy for total beginners to learn. Based in musical traditions from Argentina and Hawaii, the method begins in an open tuning with simplified chords and essential strums to accompany singing. The result is immediate gratification and success for the teachers and assimilation into the classroom.

GITC sees life saving potential of this technique to communicate important information and messages for health, well-being, and safety in social contexts around the globe. This past year, Guitars in the Classroom has chosen to include teaching eco-sustainability through music to teachers and students and is beginning the work of integrating song based learning into life laboratory garden lessons, curriculum for health and nutrition, and lessons in science on topics of alternative energy, sustainable farming, conservation, and more. The organization has created The Green Songbook to help with this effort and to raise funds for its free teacher training programs. Using GITC’s methods in the classroom have a number of direct benefits:

CURRENT STATUS:
GITC is a 501-c-3 nonprofit organization funded through donations from private individuals, small businesses, corporate sponsors and philanthropic foundations. The guitars and other equipment are donated by the manufacturers. Incorporating GITC into the curriculum is entirely cost-free to the teachers and the schools, although many schools choose to assist with the fundraising. GITC also continues to enlist the support of well-known musical artists and music lovers in both fundraising and outreach. This funding model encourages community participation and stake-holding in education at all levels.

Guitars in the Classroom is developing two innovative approaches to assist students who receive special benefit from learning through music:

GITC continues to grow and expand around the US, while maintaining its identity as a grassroots, independently-run organization based on the expertise and energy of local instructors. The first overseas course was taught at the American University in Kabul, Afghanistan, and a new program is being developed at the American University in Sulaymaniyah, Iraq.

RESEARCH AND EVALUATION:
A 2009 research study specific to Guitars in the Classroom’s AMIGO program explores the impact music on language learning for students in grades 1-5. This paper summarizes the analysis of test score data, comparing student benchmark scores on standardized tests based on the inclusion or lack of inclusion of music integration. In summary, AMIGO participants made better than expected progress in Decoding & Word Recognition; Vocabulary & Concept Development; Grammar, Capitalization, & Punctuation; Spelling; Listening and their Total Reading Assessment Score. Both highlights from this study and the study itself are available at http://www.guitarsintheclassroom.org/research.php along with another 2009 study exploring the Characteristics of Teachers Participating in Voluntary Music Integration Professional Development. This gives a detailed picture of the educators who seek and pursue GITC training.

ADDITIONAL INFORMATION: 
www.guitarsintheclassroom.org

Publications:
Wagner, D. (January 2009). Guitars in the classroom teacher impact study. Guitars in the Classroom: San Diego, CA. 

Wagner, D. (July 2009). Guitars in the classroom AMIGO Project teacher impact study. Guitars in the Classroom: San Diego, CA.

CONTACT INFORMATION:
Organization: Guitars in the Classroom

Address: 1911 Shady Acre Circle, Encinitas, CA 92024
Phone: (760) 452-6123

Contact Person: Jessica Anne Baron (Executive Director)
Email: jess@guitarsintheclassroom.org


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
USING MUSIC TECHNOLOGY TO PROMOTE LEARNING WITH ADOLESCENTS AND YOUNG ADULTS ON THE AUTISTIC SPECTRUM: SOUNDSCAPE

DESCRIPTION:
The SoundScape program is an interdisciplinary, university-based music intervention for high-functioning adolescents and young adults with autism spectrum disorders (ASD). SoundScape also provides an informal parent group to promote support for this approach with family networks.

In context of the SoundScape program, the music-making activities require students to listen, analyze, problem-solve, create, and reflect on their work, allowing students the opportunity to attach personal meaning to their learning. The activities of the SoundScape program were designed around the students’ existing interests in music and technology. Many have a strong interest in music or even an outstanding and unique (i.e. savant) talent. In addition, the incorporation of technology through the use of computers and video equipment helped make SoundScape particularly attractive to those with ASD who often find motivation through these methods. As well as learning about music and encouraging creativity, the SoundScape activities enabled participants to experience success, which is important as many individuals with ASD have poor self-esteem and low self-confidence. The program activities were designed so that it was impossible to fail or do poorly. The music production software used in the program (Garageband) is very versatile and enables even those who cannot read music or play an instrument to successfully create their own pieces using a broad range of different instrument sounds, tempos, styles, rhythms, etc.

SoundScape also attempts to address the social challenges experienced by those with ASD by providing participants with the opportunity to meet others and practice effective communication and successful interactions, and potentially form rewarding friendships. This was facilitated by designing class activities and projects that maximized the need for group work and collaboration. 

RESEARCH AND EVALUATION:
The research component of the music program consists of participants and parents completing questionnaires. They complete questionnaires before and after participation in the music program, and a brief questionnaire each week. These have been selected and designed to evaluate the success and efficacy of the program. If parents agree to be in the research component, the pre-evaluation questionnaires are completed at the first session. Post-intervention questionnaires are completed at the end of the last session.  The program also uses feedback to constantly re-adjust our approach in terms of the projects we are doing, time frames for projects and length of time for each session.  We continually revisit the format based on feedback about project deadlines – which means including more free-form improvisation activities this year using iPads as the instruments. There are marked medical and psychological benefits of improved self-esteem, improved ability to collaborate and make friends, and reduced levels of stress.

CURRENT STATUS:
The program is entering its fifth year in the fall of 2011. The program generally operates for eight weeks every fall and has an enrollment of around 15 students each year. Students can repeat this program for several years.

ADDITIONAL INFORMATION:
http://faculty.uml.edu/ahillier/SoundScape_Music_Program.htm
Publications:
Hillier, A., Greher, G., Poto, N., & Dougherty, M. (2011). Positive outcomes following participation in a music intervention for adolescents and young adults on the autism spectrum. Psychology of Music 0305735610386837, first published on February 23, 2011 as doi: 10.1177/0305735610386837

Greher, G.R., Hillier, A., Dougherty, M., & Poto, N. (2010). SoundScape: An Interdisciplinary Music Intervention for Adolescents and Young Adults on the Autism Spectrum. International Journal of Education & the Arts (IJEA) 11, (9) ISSN 1529-8094. http://www.ijea.org/v11n9/

CONTACT INFORMATION:
Organization: University of Massachusetts Lowell
Address: 1 Mahoney Hall, 870 Broadway Street, Lowell, MA 01851
Phone: (978) 934-2930
Contact Person: Ashleigh Hillier, Ph.D., Assistant Professor, Department of Psychology
Email: ashleigh_hillier@uml.edu


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
United States of America
PROJECT:
YOUTH DEVELOPMENT THROUGH MUSIC: HIP HOP4HUMANITY

DESCRIPTION:
The Business of Entertainment, sponsored by Hip Hop4Humanity (HH4H), seeks to decrease the recidivism and high school dropout rate by fostering entrepreneurial spirit with a focus on youth development through the art of music. HH4H recognizes that young people who are exposed to music programs excel academically and are more likely to attend college.

As the State of Georgia has cut its music programs in schools, a tremendous need for a curriculum-based music program has developed. The Business of Entertainment was launched in 2005 on the campus of Emory University as an alternative educational summer camp program in association with Georgia State University School of Social Work MSW Program and Communities In Schools. Communities In Schools started in Georgia over thirty years ago and is now the nation’s leading dropout prevention organization, serving over one million youth in 25 states and the District of Columbia. High school students selected for this program were able to experience college life during an intensive week of music-based activities. They were introduced to opportunities that exist within the music and entertainment industries while incorporating character development and reinforcing academic standards. Students participated in skill-building workshops led by entertainment industry professionals, trained educators and community leaders.

The Business of Entertainment fostered self-esteem and confidence in the students and demonstrated how to use music to enhance study skills, resolve conflicts, effective communication, team building and interpersonal skills. Students who initially felt they had no musical skills were able to come together in a group and create a music project in a simulated studio environment led by a Grammy award-winning recording engineer. Students were encouraged to use their experience to help them achieve success in the classroom and in their community.

The program allowed students to have a creative outlet in performing arts and music. Students gained a unique insight and experience exploring various opportunities and learning hands-on while working on music projects through the infusion of inquiry-based instruction and also focusing on areas not traditionally covered in high school curriculums.

CURRENT STATUS:
The Business of Entertainment was launched as a pilot program and components are currently being used in other entertainment summer camps and programs across the country. The current goal is to replicate the program in its entirety or a la cart on a national and global level. It is funded through donations from private individuals, corporate sponsors and philanthropic foundations.

Entertainment industry professionals founded HH4H in 2001. HH4H is a 501(c)(3) nonprofit organization focusing on educational and health initiatives for at-risk youth. Among its many projects, HH4H supports The Ron Clark Academy in Atlanta, Georgia that uses music to transform children’s lives in education.

ADDITIONAL INFORMATION:
http://www.hh4h.com/
www.RonClarkAcademy.com\
http://isepp.wordpress.com/tag/music-therapy-2/
http://www.cisga.org/cisgawpress/?page_id=130

CONTACT INFORMATION:
Organization: Hip Hop4Humanity
Address: 1280 W. Peachtree Street, Suite 300, Atlanta, Georgia 30309
Phone: 404-733-5511 Ext. 117; Fax: 404-733-5512
Contact Person: Judy Mauldin, Executive Director
Email: JMauldin@HH4H.org


SECTIONS:
Music for Sustainable Community Development
Music for Lifelong Learning
clefNON-AUTONOMOUS TERRITORY: 
Puerto Rico
PROJECT:
MUSIC TO PROMOTE ENVIRONMENTAL AWARENESS: ECOMUSICLAJE

  Please Refer to SECTION I, PAGE 39



SECTION:
Music for Lifelong Learning
clefNON-AUTONOMOUS TERRITORY:
Puerto Rico
PROJECT:
REBUILDING FAMILY LIFE THROUGH MUSIC: ATENCIÓN ATENCIÓN

DESCRIPTION:
“Atención Atención” is an educational music program for pre-school and primary school students, initially started in 1999 at the Drug, Alcohol and AIDS Prevention Institute of the Inter-American University of Puerto Rico. The “Atención Atención” project addresses through music many of the major social issues that Puerto Ricans are facing today, including the deterioration of family values, the high incidence of divorce, unemployment, alcoholism, drug addiction, and the diverse manifestations of violence. These issues adversely affect family life in general and especially children’s lives. Taking into consideration that music is an essential part of the Puerto Rican culture, the music project “Atención Atención” is a powerful tool to work through these social issues in a preventative way, with even the youngest audiences.

The objective of the program is to improve children’s self-esteem by helping them incorporate key values into their lives. The program uses songs and music to teach children personal and family values, such as trust, perseverance, truth, respect and to encourage positive social skills. It also develops an awareness of the surrounding world and a respect for nature. All of the songs require students to be active participants in the learning process. Singing and dancing directly stimulates children’s expressive potential, opening up communication channels, increasing self-confidence and strengthening student-teacher bonds.

Atención Atención attempts to strengthen parent-child relationships by helping to develop communication channels. The program also focuses on working with special needs children, thereby improving their confidence and motivation. 

Atención Atención has participated in numerous efforts offering aid and support to various institutions in their mission to enrich children’s lives, including the “Hospital del Niño de Puerto Rico”, the Pediatric Ward at San Jorge Children’s Hospital, and the “Project for Children’s Literacy” at the University of Puerto Rico.

Atención Atención’s educational foundation has moved from the classroom to the general public through live theater presentations and television. These activities are intended to demonstrate that music has no boundaries and children can have fun while learning. The “Atención Atención En Vivo” theater presentation premiered May 2005. Since then, the group has continued to offer a variety of live shows in theaters and coliseums island-wide, boasting sold-out shows year after year.

CURRENT STATUS:
Since 1999, with the support of various federal grants, teacher training workshops have been conducted all across Puerto Rico, focusing on using music to strengthen values. In the fall of 2009, the first season of “Atención Atención” debuted on the Univision Puerto Rico network. Currently, the show is in its second season and was renewed by Univision, enjoying the highest viewer ratings in the children’s programming category. A third season is in its final production stage. After observing the show’s success, the WAPA America network picked up the show in spring 2011, airing the first season nationwide in June 2011.  During the past twelve years, Atención Atención has released 3 educational teacher’s kits, 4 DVDs, and 5 music CDs.

 

RESEARCH AND EVALUATION:
The program has employed evaluation rating scales for various Atención Atención programs that were developed and analyzed by the InterAmerican University of Puerto Rico. The results demonstrate a high degree of satisfaction by workshop participants and their families.

ADDITIONAL INFORMATION:
www.atencionatencion.com
http://translate.google.com/translate?hl=en&sl=es&u=http://www.cdbaby.com/cd/atencionatencion&ei=7udPTof6NInf0QGpgoWdBw&sa=X&oi=translate&ct=result&resnum=2&ved=0CCgQ7gEwAQ&prev=/search%3Fq%3Dwww.atencionatencion.com%26hl%3Den%26client%3Dsafari%26rls%3Den%26prmd%3Divns

Video:
http://www.youtube.com/watch?v=agovoUylJKk

Facebook:
http://www.facebook.com/atencionatencion (Spanish)

CONTACT INFORMATION:
Organization: Atención Atención
Address: PMB 316, Calle Sierra Morena 267, San Juan, PR 00926
Phone: (787) 200-5875, Paula Rivera, (787) 455-5840, Victor Rivera, (787) 447-6728
Contact Persons: Paula Rivera, Víctor Rivera
Email: info@atencionatencion.com or atencionatencion@gmail.com

SECTIONS:
Music for Sustainable Community Development
Music for Lifelong Learning
clefCOUNTRY:
Afghanistan
PROJECT:
PRESERVING AND RETURNING THE MUSICAL HERITAGE OF AFGHANISTAN: AFGHAN CHILDREN’S SONGBOOK PROJECT

 Please Refer to SECTION I, PAGE 43


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
India
PROJECT:
DISCOVERING MUSICAL POTENTIAL IN CHILDREN AND PROVIDING FREE MUSIC TEACHER TRAINING: MY PEACE MUSIC INSTITUTE

DESCRIPTION:
Many children in Kalimpong, District Darjeeling, have great musical potential but never come to know it.  In the My Peace Music Institute, a nonprofit organization, these children get the chance to discover their potential and receive a free education to become music teachers. Funds are provided by the Institute for the children to complete high school and, in many cases, a college/university degree.  Presently 24 boys and girls are in the program. All instruments (violin, viola, cello, key-board, piano and guitar) are provided by the Institute.  The My Peace Music Institute also welcomes any student interested in music lessons and has more than 30 students enrolled whose parents contribute small amounts of money for the classes.

The My Peace Music Institute (MPMI) has five goals:

An informal partnership of the My Peace Music Institute with the Johann Sebastian Bach Music School  (JSBM) in Vienna, Austria, aims at exchanging knowledge as well as enabling the MPMI’s teachers and students to meet international teachers and learn from them. The costs for workshops of Austrian teachers in Kalimpong or study trips from Indian teachers to Vienna are jointly financed by the Bach Music School and My Peace Organization Austria, a charitable association for the support of the My Peace Music Institute. In May 2009 the JSBM gave an E-Piano to the My Peace Music Institute.

CURRENT STATUS:
With the help of the partners there are now plans to build a concert hall for the children.

ADDITIONAL INFORMATION:
http://www.mypeacemusic.net
http://www.bach-musikschule.at/

CONTACT INFORMATION:
Organization: My Peace Music Institute (Kalimpong)
Address: Malli Road below Flower Patch, Kalimpong, 734301, District Darjeeling, West Bengal, India
Email: office@mypeacemusic.netor mpmi.kalimpong@gmail.com
Contact Persons: Mr. Balam Gurung, Office Manager of MPMI; Phone: 9851413816;
Mr. Dawa Tamang, Director MPMI; Phone: 9932768498

Organization: My Peace Organization Austria
            (Nonprofit Association for the support of MPO   Kalimpong)                          
Phone:  +43 699 112 989 96

Contact Person: Bettina Kuprian, Chairwoman, Email: office@mypeacemusic.net


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
Pakistan
PROJECT:
A MULTI-DIMENSIONAL APPROACH TO MUSIC IN EDUCATION: THE PRISM PROJECT

DESCRIPTION:
For the last two decades, schools in Pakistan have debated whether or not to offer or continue offering music classes to children. “The Prism Project,” a multi-dimensional approach to music in education, is founded on the idea that children who do not receive music classes in the early years are educationally disadvantaged. Music activates the whole brain, thus promoting the full potential of each child. A music class develops a child’s creativity and provides the means to exercise both sides of the brain. The music programs are designed to improve student academic performance through musical instruction in solo and choral singing, musical instrument instruction, listening to both Eastern and Western music, and the use of music and imagery to promote critical thinking. With adolescents music is used to develop improved self-image and enhance problem solving capacity. The program’s philosophy regards music as beneficial to all children regardless of disability.

The main objectives of The Prism Project are to:

CURRENT STATUS:
In February 2011, the project began its training sessions with several workshops for more than 500 teachers. A new music curriculum for elementary and primary grades is in the final stages of development. A music conference is planned for October 2011 that will explore the world of music and its effectiveness in learning. A music album is currently being developed where students will have a chance to demonstrate their musical skills.

RESEARCH AND EVALUATION:
Research in the multi-dimensional approach of music in education is now being done on an informal basis. More systematic research is planned when resources become available.

CONTACT INFORMATION:
Organization: Music Therapy Centre
Address: B-37 Block C North Nazimabad Karachi 74700, Pakistan
Phone: +92-21-34526334, +92-21-35445048, Fax: +92-21-34546895, Cell: +92-345-3179727
Contact Person: Mr. Sohail Ahmed Khan, Regional Music Coordinator
E-mail: sohailk22@yahoo.com, csn60@csn.edu.pk, mtc.musictherapy@yahoo.com


SECTION:
Music for Lifelong Learning
clefCOUNTRY: 
Singapore
PROJECT:
BRINGING LEARNING, CREATIVITY AND CULTURAL CONNECTION TO STUDENTS THROUGH GLOBAL ETHNIC PERCUSSION: RHYTHM ROCKS

DESCRIPTION:
Rhythm Rocks is an extensive enrichment program for schools in Singapore provided by OneHeartBeat Percussions – an organization that aims to nurture the child holistically through the process of music making. In Singapore, schools are free to engage with external service providers for education programs that meet the respective schools’ wider objectives. Each Rhythm Rocks workshop includes ten weekly sessions offered to 30 to 45 students integrated within a school’s curriculum. Workshops are led by trained professionals and are customized according to the school’s objectives, student profiles and timeframe. 

Rhythm Rocks offers students hands on experiences with a range of percussion instruments (e.g. Malay kompang, Chinese drums/gong/cymbals, and Indian dhol). Many styles and traditions are introduced including Afro-Latin percussion, Global Ethnic percussion and Alternative percussion.  Students can learn a new instrument, be part of a musical experience from another culture and share in the joy of making music with others. Facilitators utilize the concept of the community drum circle, an empowering process in which students are encouraged to explore their inner creativity, to reconnect, be playful and support each other through rhythmic expression within a fun, safe and inspiring environment. 

Rhythm Rocks seeks to achieve the following objectives:

CURRENT STATUS: 
Rhythm Rocks has been active since 2003 with a facilitation approach and style evolving to suit the changing needs of students and the education systems. The program receives various government funding including support from the National Arts Council, Arts Education Program.  Participant fees are used to cover the cost of sessions, use of instruments, rehearsal and performance facilitation. 

RESEARCH AND EVALUATION:
Rhythm Rocks assesses the effectiveness and sustainability of its program through informal evaluation procedures.  Surveys are distributed to students in order to monitor the program and identify areas for improvement.  Facilitators also gain information through informal dialogue with students at the end of each workshop and by examining student projects and presentations. 

ADDITIONAL INFORMATION:
www.oneheartbeat.com.sg

CONTACT INFORMATION:
Organization:  OneHeartBeat Percussions
Address:  116 Telok Kurau Road, Singapore 423802
Phone: 65-98317375
Contact Person: Syed Ibrahim, B.H.M., Program Director
Email:  syed@oneheartbeat.com.sg


SECTIONS:
Music for Sustainable Community Development
Music for Lifelong Learning
clefCOUNTRY:
Spain
PROJECT:
PROMOTING SOCIAL INCLUSION FOR VISUALLY IMPAIRED CHILDREN THROUGH CHORAL SINGING: THE ALLEGRO CHOIR

 Please Refer to SECTION I, PAGE 63


 SECTION:
Music for Lifelong Learning
clefCOUNTRY:
Spain
PROJECT:
THE CREATION OF SCHOOL OPERAS AS A STRATEGY FOR CURRICULAR INTEGRATION AND INCLUSIVE EDUCATION

DESCRIPTION:
Opera, as a total art genre, provides the opportunity to integrate music with the other areas of the curriculum, giving students a multidisciplinary learning experience. At the same time, opera breaks down the barriers among the different subjects eliminating the risk of de-contextualization that music often has in schools. Furthermore, engaging with this project through a co-operative methodology, all students, regardless of their differences (intellectual capacity and/or socio-cultural background), have the same opportunities. This project aims to develop an educational model that begins in the music class where curricular learning and human values go hand in hand. To achieve this ambitious goal, all the members of the class have to support each other and work together to attain common goals.

This project, initially designed for students 10-12 years, creates “school operas”. The musical-dramatic theatre is created completely by the students (script, music and stage-set) and is carried out in three stages:

CURRENT STATUS:
The project described above began the school year 2007/08 as a part of an action-research project. All the material related to this study (theoretical framework, description of teaching practices, analysis of the data collected and the final conclusions) will be presented as a doctoral thesis in the Faculty of Education at the Universidad Complutense de Madrid.

ADDITIONAL INFORMATION:
http://www.educa.madrid.org/web/cp.generalizquierd.sanmartindelavega
http://www.youtube.com/watch?v=rifO3a58_PM

Publications:
http://premio.fad.es/pdfs/2008/ComMadrid_30.pdf
Ocaña Díaz, Á.: “Crear óperas escolares: una propuesta de formación integral”, Revista Scherzo, Año XXV, nº 253, junio 2010. Scherzo editorial, Madrid. (In press)

CONTACT INFORMATION:                                                                                        
Organization: General Izquierdo School
Address: Poblado La Marañosa, San Martín de la Vega, CP 28330, Madrid
Phone: (+34) 91.894.64.38, (+34) 667.76.83.64; Fax: (+34) 91.894.64.38
Contact Person: Ángel Ocaña Díaz
Email: cp.generalizquierd.sanmartindelavega@educa.madrid.org; angel.ocana@educa.madrid.org


SECTIONS:
Music for Sustainable Community Development
Music for Lifelong Learning
clefCOUNTRY:
Australia
PROJECT:
INTERGENERATIONAL INVOLVEMENT AND LEARNING THROUGH MUSIC, RELATED ARTS AND TECHNOLOGY: ARTSTORIES
 
DESCRIPTION:
ArtStories is a transdisciplinary model of practice described as intergenerational involvement and learning with the arts. It is a framework for participatory arts-based initiatives in education, health and community settings where participants create and tell stories of self, family, community and dreams. ArtStories may include listening, singing, playing, dancing, writing, drawing, painting, constructing, and multimedia.

ArtStories began as a participatory, educational research initiative in the Northern Territory of Australia from January 2006 to December 2008. The Northern Territory is an extremely diverse region where the total population includes almost 30% Indigenous Australians, many living in remote communities. The Northern Territory population is both multicultural and multilingual.

ArtStories initially came to life in five urban, rural and remote school communities, investigating the impacts of arts-based teaching and learning in mainstream classrooms. The major findings were improved student literacy, a positive impact on classroom teaching, and four core principles of practice. These core principles do not represent a step-by-step procedure. Rather, these elements of practice are recursive and often simultaneous, and describe ways of engaging and involving people in the arts:

ArtStories looks different in each place, with different groups of people. It provides a framework for practice rather than a prescription for action. The ArtStories model guides our interactions and involvement with each other and the arts. ArtStories practitioners are drivers of change who advocate, model and celebrate the impact of involvement and learning with the arts. ArtStories core principles are robust, with anyone, of any age, anywhere.

CURRENT STATUS:
The Australian researcher, music educator and music therapist who conceived ArtStories is currently employed as Library Program Advisor with Northern Territory Library, a state reference library. Libraries all over the world increasingly utilise the contributions of practitioners and professionals from a range of disciplines, including educators, scientists, historians, and digital artists, who introduce libraries to new audiences, unexpected ideas and inventive collaborations. Current intergenerational library programs in urban, rural, and remote areas of the Northern Territory, where the arts are the currency for community building and learning include:

RESEARCH AND EVALUATION:
Monitoring and evaluation are embedded as a continuous process in program design and delivery. Program teams include families and collaborating agencies in a participatory framework, who together decide what data to collect, how to collect the data, how the data is analysed, what results are important to share with others, to whom to disclose the results, and how the results are reported. Subject to budget constraints, an impact evaluation is conducted by external consultants.

ADDITIONAL INFORMATION:
http://artstories.org.au [under construction]
www.ntl.nt.gov.au, http://www.laptop.org.au/

Publications:
Bartleet, B. L., Brunt, S., Tait, A., & Threlfall, C. (In press). Community Music in Australia and New Zealand. In K. Veblen & D. Elliott (Eds.), Community Music Today. USA: Rowman and Littlefield Publishers.

Tait, A., Musco, E., Atfield, M., Murrungun, L., Orton, C., & Gray, A. T. (2010). Weaving new patterns of music in Indigenous education. In J. Ballantyne & B. L. Bartleet (Eds.), Navigating music and sound education. Meaningful Music Making for Life, 2: Cambridge Scholars Publishing: Newcastle upon Tyne. (Tait et al 2010).

Tait, A., & Murrungun, L. (2010, Fall). ArtStories: Early childhood learning in remote Indigenous Australian communities. Imagine, 1 (1).

Wallace, R., & Tait, A. (2006). Community control & knowledge management: practitioners & community working together. Paper presented at the Connecting Intergenerational Communities Through Creative Exchange Conference 2006, Melbourne.

CONTACT INFORMATION:
Organization: Northern Territory Library
Address: PO Box 42, Darwin. NT. Australia.
Phone: +61 8 89220796 and Fax: +61 8 89220760
Contact person: Anja Tait
Email: anja.tait@nt.gov.au


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
Australia
PROJECT:
MUSIC PRODUCTION AND PROMOTION WITH MARGINALIZED PEOPLE OF ALL AGES: SWEET FREEDOM

DESCRIPTION:
Sweet Freedom is a not-for-profit production and promotion organization comprised of music producers, film makers and community development practitioners. Collaborating with people from marginalized circumstances, Sweet Freedom crafts songs, music videos and documentaries. It then promotes and distributes these to national and international networks in order to educate, entertain and promote solidarity. Culminating in a community festival, performances and a CD/ Video launch, the process produces team building, and self-esteem development. The CDs serve to raise funds for the various communities and provide a mechanism for community participants to enable their voices to be heard. In addition, the CDs offer the broader public opportunities to expand their levels of awareness and understanding. In all cases, profits are returned to the communities.

Sweet Freedom draws upon creative community music activity to:

CURRENT STATUS:
At present Sweet Freedom is evolving from being a community music project organization into a social justice record label whose principal functions are to advance social justice and human rights, through creative and artistic mechanisms crafted specifically for each unique community. Sweet Freedom seeks to document processes and outcomes, evaluate democratically ways that amplify the voices of ‘the unheard’ in communities experiencing marginalization and highlight the elements of resilience within the experiences of the participants. Sweet Freedom presents initiatives online as examples of ethical ways of conducting projects together with ways of evaluating outcomes. The goal is to provide access to resources for others through the website while promoting the products (music, et al) of all Sweet Freedom activities.

ADDITIONAL INFORMATION:
http://www.sweetfreedom.org.au/
http://www.savetodisc.net/

Down Syndrome Association of Queensland-My Life My Voice: http://www.youtube.com/watch?v=yB02EYNRSII/

Scattered People:
http://www.reverbnation.com/#/scatteredpeople/

Transformers: http://ci02.keyvision.net/programs/kb.content_view?sid=9822432&xowner=9822432&xtype=SITE&xfolder=10935722&xcontent=11743732&xnav2=RETURN_ONLY/

New Internationalist Radio Interview: http://ia341003.us.archive.org/0/items/RadioNewInternationalistMusicalUnions_0/062008Musicalunions.mp3/

CONTACT INFORMATION:
Organization: Faculty of Creative Industries: Music & Sound
Address: Queensland University of Technology, O Block B-Wing Room: OB411, Victoria Park Rd.           Kelvin Grove, Queensland, Australia 4059
Phone: + 617 313183691 /Fax 617 313183735
Contact Persons: Brian Procopis (Chair- Projects): Email: Brian.Procopis@lccq.org.au;
Dr. Steve Dillon (Chair- Research): Email: sc.dillon@qut.edu.au


SECTION:
Music for Lifelong Learning
clefCOUNTRY:
Australia
PROJECT:
PROMOTING SOCIAL HARMONY AND WELL-BEING THROUGH MUSIC MAKING: A NEW PARADIGM IN MUSIC EDUCATION

DESCRIPTION:
The Music Education Program (MEP) of the Australian National University’s (ANU) School of Music is based on a social philosophy of shared, active music making through singing. The focus of this approach is on the social processes embedded in the music making, rather than the skills that are traditionally defined as progress in musical development. The goal of the program is to facilitate the music making of others through singing and/or instrumental engagement in order to promote wellbeing and social harmony, as such, the Music Outreach Principle is unique in that it helps others to help others through music.

The Program does not define a particular methodological approach, and differs from structures proposed by Kodaly, Orff, Suzuki, or other recent educators who have tackled the widespread lack of sustained musical engagement from childhood to adulthood. Rather MEP defines a philosophical position that prioritizes the development of the will to engage, and engage others. Consequently, each participant becomes both a music maker and a facilitator of the music making of others, regardless of skill level, age and disability or, indeed, any other form of exclusion.

CURRENT STATUS:
To date, the Program has trained 470 teachers, works annually with over 15,000 children and over 1,000 community members, and provides up to 50 outreach style events each year. Events include intergenerational community singing events, visits to nursing homes and care facilities, whole school community events, and large-scale interactive outreach concerts. Recent highlights include the MEP’s work within the Jervis Bay community in regional Australia, where the local aboriginal community and families from the neighboring naval base were brought together through song in a whole community singing event facilitated by the children of the local school. In 2010 the MEP’s outreach concert ‘A Singing Odyssey’ was live-streamed across the world, accessed by over 7,000 users. Numerous teaching resources have also been developed at the request of participants, which are available at cost for members of the teaching and general community (visit the MEP website for more information).

ANU School of Music works in partnership with the Australian Capital Territory (ACT) Department of Education and Training and artsACT (artsACT is the ACT Government’s arts agency). The program is free to all participants within the Australian Capital Territory. There is local Australian Capital Territory government funding. Interstate and international participants pay a nominal fee to cover costs.

RESEARCH AND EVALUATION:
The Music Education Program, while now part of the federally funded, research-intensive Australian National University, has always been funded by the Australian Capital Territory Government for service to its local community. This funding has not, historically, had a research component. Nonetheless, what might be seen as a handicap has aided the development of not only a different paradigm for music delivery in schools and the wider community, but a different research paradigm as well.

In particular, the Program has defined a form of practice-led research that occupies the ‘middle ground’ between academic output, often not accessed by teachers, and the traditional forms of school-based practice and professional development. The mixed model research involves developing means of identifying and tracking mass engagement across an entire community, while providing deep, descriptive case studies in a range of different institutional settings that personalize the approach for individual and environment. The MEP research and evaluation paradigm provides a framework for uniting theory and practice in a way that is of immediate value to general classroom teachers who are often called upon to act as music educators with little or no confidence or skill base.

The ACT Government and the ANU, in the lead-up to Canberra’s centenary in 2013, are now collaborating in an expansion of the Music Education Program’s research paradigm beyond its local arena to make the practices and findings of the Program available more widely.

ADDITIONAL INFORMATION:
 http://music.anu.edu.au/open-school-music/music-education-program-mep

Publications:
West, Susan, A New Paradigm in Music Education: the Music Education Program at the Australian National University, Australian National University, 2007.    

Garber, Susan, The Hand-In-Hand Community Music Program: A Case Study, Australian National University, 2004.

Davis, Lauren, A Model View: Achievement, Recreation and Adult Beginning Violin Instruction, Australian National University, 2009.
 
Selected Film and Audio:
Oh Beethoven! (Ronin Music, Australia, 2000) – an arrangement of themes of Beethoven with biographical lyrics sung by Voices of Ainslie, with teaching resource kit.

KIDSING (Ronin Music, Australia, 2001) – a collection of popular songs (Voices of Ainslie).

ANU Music Education Program DVD Compile comprised of:
Promotional Video – The ANU Music Education Program (DVD, Ronin Films, Australia, 2006) – Short film on the basic philosophy and practice of the MEP.

Everyone Knows Aeroplane Jelly (DVD, Ronin Films, Australia, 2008) – Short film documentary on secondary school students and the Music Outreach Principle.

CONTACT INFORMATION:
Organization: Music Education Program, School of Music, College of Arts and Social Sciences
Address: Building 100, Australian National University, Canberra, ACT 0200
Phone: (02) 61258978 and Fax: (02) 61259775  
Contact Person: Dr Susan West, Founder; Georgia Pike, Convenor
Email: mep@anu.edu.au


SECTION:
Music for Lifelong Learning
clefCOUNTRIES: 
Canada, United States of America
PROJECT:
A STATE-OF-THE-ART MOBILE RECORDING FACILITY DEDICATED TO BRINGING THE POWER OF MUSIC AND THE ARTS TO STUDENTS AND PEOPLE OF ALL AGES: THE JOHN LENNON EDUCATIONAL TOUR BUS 

DESCRIPTION:
The John Lennon Educational Tour Bus is a not-for-profit organization dedicated to sharing the power of music and the arts with people of all ages, fashioned in the sprit of John Lennon’s legacy, and with continuing participation and support from his wife Yoko Ono.

The mission of the Lennon Bus is to champion the power of music and to advocate for its continued presence in the school life of children. It contends that creativity is a right, not a privilege, and that each person has an empowering creative voice. The core and most visible aspect of the project is a state-of-the-art mobile Pro Audio and HD video recording facility, now in its fourteenth year of touring. It provides hands-on experience for students in grade school, middle school, high school and college, and from all walks of life. The Bus is an offshoot of the John Lennon Songwriting Contest, a parallel yet mission-related project that encourages the careers of professional and amateur songwriters. On a few occasions, winners from the John Lennon Songwriting Contest have recorded their original songs on the Bus.
 
The Bus currently travels the year-round across the USA and Canada, providing on-board tours and participation in free songwriting and multimedia production workshops. While there is a core staff of experienced engineers who live and work on the road, the Lennon Bus also links to a wide variety of partners/volunteers including professionals from the worlds of entertainment and media who motivate and inspire participants through mentorship and collaboration. On any given day, in any given city, the Lennon staff welcomes a team of students onto the Bus. There they learn how to write, perform, record, and produce original songs, produce and shoot music videos and documentaries and complete a broadcast quality music video – all in one day. They use the very same equipment used by the world’s great artists.  Digital media workshops are also offered to teachers, enabling them to bring their knowledge back into the classroom. The Bus is highly adaptable, and is designed to provide students, their schools and communities with performances, demonstrations, remote recordings, and studio sessions customized for their needs, levels of experience and interest. 

Over the past three years, the Bus has engaged in a number of special humanitarian projects, one of which is the Liyana Tour.  Liyana, a performing group from Zimbabwe made up of persons with disabilities, is an inspiration and a testament to the amazing power of music and how it can transform and enrich the lives of all people. The tour brought the music of Zimbabwe to audiences in 33 venues over 30 days, on two coasts, and partnered with the directorial team of the Documentary “Music by Prudence “ that received the Oscar for Documentary Short in 2010. Another project in 2011 worked with citizens in Miami. The Bus produced two compelling videos entitled “Honor Our Veterans,” giving homage to soldiers. Both are available for free on YouTube.com.

CURRENT STATUS: 
The Lennon Bus is thriving as it approaches fifteen years of successful operations in the USA and Canada. While the project has been underwritten, to date, primarily by sponsorships with corporations such as Apple, Sony, Montblanc and Avid, a multi-faceted fundraising program will soon be initiated to ensure the project’s long-term sustainability, and to fuel replication internationally, including an upcoming program in Liverpool, England. 

Ongoing organizational partners include: 

A project planned for 2012 includes collaboration with students, from grade school to college, in a season-long salute to the power of poetry as an artistic voice, culminating during National Poetry Month in Upstate, New York.

RESEARCH AND EVALUATION:
The Lennon Bus currently evaluates its program through an analysis of the extensive media exposure it has received to date, and through ongoing dialogues with its participants and host organizations.

ADDITIONAL INFORMATION:
www.lennonbus.org
www.liyanatour.com

Honor Our Veterans:
http://www.youtube.com/watch?v=G8ayTOfyjHI&feature=relmfu

CONTACT INFORMATION:
Organization:  John Lennon Educational Tour Bus
Address:  c/o DAS Ventures, Ltd, 83 Riverside Drive, New York, NY 10024
Phone:  212-873-9300
Contact Person:  Brian Rothschild, Co-Founder and Executive Director
Email:  brian@jlsc.com




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