PART 3: Involvement of the Community 

Title

Riborquestra

Country

Promoter

Local initiative

Context of implementation

X large city ☐small city ☐village

Goals of the activity

Riborquestra is an intergenerational and community organisation in the Ciutat Vella district of Barcelona. It aims to contribute to improving the lives of people in the neighborhood by providing resources for artistic learning. Riborquestra fosters young people's personal growth and facilitates community development by providing them with the opportunity to learn an instrument and be part of the orchestra. Riborquestra´s goal is to, through culture and group musical practice and performance, promote solidarity, inclusion, coexistence and interculturality within the neighborhood.

Description

Content of the artistic activities carried out

Children and young people participate by learning specific instruments separately and then coming together to form an orchestra. Participants have an hour of instrument class per week and an hour of orchestral rehearsal where they have the opportunity to meet all the other people learning different instruments. The organisation seeks to generate spaces for interaction and positive coexistence between people from different backgrounds and diverse socio-cultural situations.

Main Steps

All of the music classes are free and accessible. Instruments are donated to the organisation and there is an instrument bank from which each participant is given their own. You can register online to participate and when instruments are available new members can be incorporated into the social project. Musicians engage in two hours of classes weekly; one hour of instrument specific learning and one hour where all participants come together for orchestral rehearsal. Practice is building towards performances which permit a shift away from spectatorship and facilitates the active participation of the community in the neighborhood’s cultural life. This also allows for a connection with the community to their area and transforms the neighborhood into a public meeting space.

Theories on which the practice was based on

The project is based on an innovative and inclusive methodological model which democratises artistic practice and facilitates citizen participation, enabling the generation of new relationships between people.

Creativity is focused on from distinct points of view. One area is personal creativity, and the ability to critically question one's own reality and create tools to open new pathways. Creativity is also seen as a way of analyzing everyday circumstances and conflicts in order to generate alternative solutions. The learning and development processes and the relationship between the participants favor positive behavioral change, generated as a result of personal and contextual awareness, enhancing the potential for individual and community transformation.

Implementation choices

a. Target groups: young people in the neighborhood aged from 6 to 20 years

b. Duration: continuous

c. Number of sessions/activities: weekly classes for specific instruments held in small groups of between 8-15 students and a weekly orchestra practice where all participants come together.

d. Teaching methodology

Different technical and musical techniques are developed using a participative and creative methodology. The project implements an inclusive methodological model which facilitates active participation, and the development of relationships between participants, their families, and the wider community. The democratization of artistic practice generates a space for positive socio-cultural interaction between people from diverse backgrounds.

In this complex environment, Riborquestra is instrumental in the creation of opportunities, building social cohesion and guiding children and young people in the development of artistic, communicative and social skills.

e. Type of assessment and tools used to identify the benefits

Riborquestra, founded in 2009, was dedicated to using culture as a means of community development. By 2012 they were forced to cease activity as a result of insufficient financial backing. A number of teachers and families took it upon themselves to continue with the project which was then subsidized the following year by the municipality. Since then, it has received financial support from the district, from companies and individuals in support of the socio-cultural contribution the project makes to the community.

The project has also received recognition from key institutions in the area of culture and education. It has been named a success story in education by The Fundació Carulla and it won the third prize Mayor Zaragoza in the social and cultural category promoted by the Associació Amigues i amics de la Unesco Tortosa.It has also been selected for the CompArtte project that supports artistic proposals with social commitment and that promote Spanish art. Riborquestra in collaboration with the Cervantes School also won the Carles Capdevila 2020 grant, promoted by newspaper ARA and the La Caixa Foundation, for their project “Tandem for the universal right to music” which had inclusion as its principal focus.

Though project activities generally take place in venues within the neighborhood, the project successfully transitioned to online work during the Covid-19 lockdown.

Artistic mean

analysis of famous artistic expressions

artmaking activity

☐ Painting A ☐ B ☐

☐ Theatre play A ☐ B ☐

X Music A X B X

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

☐ Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: __________________

Materials

Instruments and sheet music, music stands

Who runs the activity

Organization / Institution.

Benefits and results

a. The benefits of this best practice for the target groups

The project has provided a space for coexistence and dialogue between people from diverse cultural backgrounds who are all living in the neighborhood. This project fosters the personal growth of the children and young people participating and enables them to actively participate in the positive development of their community. They experience learning through active and creative participation and experimentation and the project demonstrates the benefits of intergenerational relationships. Young people have benefited by having access to musical instruments and classes and partake in artistic and cultural events and activities. The project has reinforced self-esteem and created an open, inclusive, cooperative environment between the participants and the locality.

b. Community/social impact

The Riborquestra has become part of the identity of the neighborhood where it is located. It is a space where social connections are created and fostered. As a result of the project there is a greater sense of pride, trust, and community both within the organisation and with the locality. Through the communal language of music, there is an enhanced sense of belonging. The educational and musical instruction has paved the way for social transformation within the community and has added a rich cultural aspect and relevance to the community.

Challenge to inclusion addressed

Cultural challenge.

 How did it address that challenge?

The project has provided a space for coexistence and dialogue between people from diverse cultural and socio-economic backgrounds who are all living in the neighborhood. Riborquestra, with over 120 members, is fundamental in the fostering of respect, inclusion, tolerance, interdependence, teamwork, and commitment within the district of Ciutat Vella. It has played a key role in developing a feeling of identity and belonging within its participants connected with the locality. A collective image and strengthened self-esteem have been developed as a result. By providing this opportunity free of charge, and arming participants with instruments, the project is accessible and democratised so that anyone with any level of knowledge or skill can play in an orchestra.

21st Century skills addressed

As a result of the practice, participants have the opportunity to hone key 21st century skills. Creative thinking is developed through the one-on-one and group music lessons. Effective communication skills are improved through group work and coming together to create the orchestra. Finally, empathy is also developed as participants collaborate with other members from different cultural backgrounds and gain a better understanding of each other and the makeup of their shared community.

UDL as   Guiding principle

multiple ways to engage: use of several different tools

The activity includes multiple ways to express and support student understanding

Website/E-mail /Other contact info:

Riborquestra (2021) https://comusitaria.wixsite.com/riborquestra/

https://www.facebook.com/associacioriborquestra

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

Why do you think this activity is important?

How much did you know about the subject before we started?

What have you learned from participating?

In what ways have you worked with the other participants? How have you helped each other?

Title

‘Barrios: inclusión social a través del arte’/ Neighborhoods: social inclusion through art

Country

Promoter

City based project

Context of implementation

X large city ☐small city ☐village

Goals of the activity

This project is about the sustainable development of society and the search for identity within the sectors that make up the diversity of a specific urban environment. It focuses on a setting where children can feel integrated, using art as a catalyst of communication and development of the individual.

The first general objective is to promote the cohesion and social inclusion of groups of children and young people through their recognition as a community and through interrelation with other peer groups. The project facilitates coexistence by recognizing the neighborhood and the various sectors that make up the community, taking the experience of art, creativity, and symbolic expression as a reference.

Description

 Content

The program consists of a series of activities and workshops with different

Objectives, such as using the social character of art, especially in relation to its possibilities for building social cohesion and shaping identity, promoting the individual development of young people in relation to elements such as creativity, and the acquisition of knowledge and skills through group work. Art is used as a vehicle for the practice of habits that help improve society through solidarity action. It is also intended to bring the art centre closer to society and disassociate it from the classic vision of an elite space.

Main Steps

The project encompasses knowledge and practices aimed at developing cohesion and social inclusion. The project has worked in different artistic disciplines such as: direct experimentation, manipulation, touch, look, drawing, and photography of their surroundings in order to see that art is the creative expression of ideas, experiences and emotions. The project also proposes to experiment with the transformation and reuse of objects by decontextualizing a pre-existing object and placing it in the artistic realm.

The main activities of the project include:

Initial small group discussion on one or two works of art, following the methodology of the Visual Thinking Strategies. This occurs for students to recognise their ability to be active participants in the project, form a group, observe, listen, and discuss topics related to the artwork. This will eliminate prejudices about their ability to analyse the art, and as such is a key element in the development of the project.

A series of workshops where they will take their neighborhood as inspiration for various works of art and creativity.

They will conduct interviews with people from their neighborhoods

They will organize an exhibition of their work, inviting their neighbors to also participate and contribute their artwork based on their neighborhoods. In this way, the installation grows in time, in size and in styles, encompassing diverse elements of the neighborhood. This involvement of the public in the reflection of art and their surroundings is one of the main project objectives.

Theories on which the practice was based on

The project utilises Visual Thinking Strategies in which students cultivate a willingness and ability to present their own ideas, experience how to inquire and listen actively, and provide logical reasoning. Through the use of artwork students learn about and respect their peers' diverse perspectives and the group develops an awareness of different ideas and perceptions. The activities have tried to use this method to enhance aesthetic development, stimulate creativity and encourage the ability to remove judgement, integrate mistakes and reflect critically.

Implementation choices

a. Target groups: Students aged 8- 14 years from 4 different schools in 2 different neighborhoods of the Gran Canaria Capital.

b. Duration: 3 months, 6 weeks of workshops + 3weeks of artistic installations in the two neighborhoods + 3weeks exhibition at the San Martín Centre for Contemporary Culture.

c. Number of sessions/activities: 8 workshops sessions and then the exhibitions

d. Teaching methodology: This is an art-based project focused on building and strengthening social cohesion and inclusion through creativity. The project methodology encompasses interactive participation and hands-on activities to get the young people engaged with the inspiration that surrounds them in their classmates, neighbors, and neighborhoods. Students are guided through the creative process in workshops and peer partner learning is emphasized in order to gain different perspectives and see the beauty in diversity. Similarly, intergenerational methodologies were used through the interviewing of locals from the neighborhood which allowed for an exchange of competencies and an authentic learning experience. Finally, the exhibits and displays are used as a method to enable students to take ownership of their learning. Through this they can work together, encourage other community members to get involved, and share their creations within their community.

e. Type of assessment and tools used to identify the benefits

The project began in 2017 and has occurred for 3 consecutive years. Its success has allowed it to continue annually, focusing on different schools and neighborhoods each year. The growing interest from schools and communities to participate in this project highlights the positive impact that it has had. Furthermore, from the project exhibitions created, the interviews, and the community participation, it is clear that this project has brought intergenerational communities together and strengthened social cohesion and social interaction through the medium of artistic practices.

The Covid-19 pandemic disrupted last year's initial project plans however, it was successfully adapted and was fortunately able to continue virtually.

The project could potentially be manipulated and used in a secondary or high school context with minimal changes (perhaps changing the art content to make it more relevant to older age groups).

Artistic mean

analysis of famous artistic expressions

artmaking activity

X Painting A X B X

☐ Theatre play A ☐ B ☐

☐ Music A ☐ B ☐

☐ Sculpture A ☐ B ☐

☐ Creative Writing (storytelling, poetry, etc.) A ☐ B ☐

X Arts and crafts (pottering, needlework, sewing, etc.)

☐ Other, please, specify: photography

Materials

creative materials including- paper, crayons, coloring pencils, cardboard, needle and thread, cameras, notebooks and pens

Who runs the activity

A foundation and an Art Museum

Benefits and results

The benefits of this project are clearly threefold:

1. For the students (the main target group) the project enabled them to develop as individuals by recognizing that their surroundings help them to shape their identity. They also benefited from knowledge acquisition through group work and learning from their peers. This also worked on coexistence, understanding a plurality of opinions and accepting differences.

2. Through the project, students were encouraged to participate within the wider community of their neighborhoods. This allowed for the development of appreciation of their community and to feel rooted within the space. As well as building a sense of pride for their neighborhood, the project encouraged solidarity within the community as a whole by bringing people together through creative practice and appreciation of place. Finally, intergenerational dialogue was started through the interview process and the invitations by students for their neighbors to take part in the project, further adding to its social impact.

3. The artistic experiences and creative thinking explored by the participants of this project enabled them to gain skills and experiment with different creative disciplines and mediums. This artistic expression facilitated coexistence through the recognition of diversity within the community, shared neighborhood space, and an opportunity to really analyze and reflect on the beauty of their neighborhood and how that shapes their sense of identity.

Challenge to inclusion addressed

Socio-economic challenge.

 How did it address that challenge?

Given the social, economic, educational and cultural diversity of these young people, the project has taught the participants that diversity is not seen as an obstacle but rather an opportunity. This project proposes in an innovative way that all minors and adolescents themselves actively participate in the creative process that works to create more inclusive and socially cohesive neighborhoods. Participants learn how to work together, how to see things from new and various perspectives and also the benefit of building a sense of community within their neighborhood.

21st Century skills addressed

Through participation, young people sharpen their interpersonal relationship skills. They have the opportunity to build relationships with not only their peers, but also with members of the wider community living in their neighborhood. As a result of these connections, they are learning effective communication skills and are engaging with people from diverse socio-economic and cultural backgrounds all living in the same area.

UDL as   Guiding principle

equality of rights for all, without discrimination;

avoiding stigmatisation

participation

freedom of creative expression

inclusion

The practice could be considered to be in line with UDL in that it offers multiple means of engagement for participants. There are diverse forms of creativity from arts and crafts, photography, and painting, as well as analysing and discussing famous works of art. Additionally, participants are required to invite and interview neighbors living in their area which requires someone to design questions, someone to write them, someone to interview and possibly someone to record or photograph the interview. All of these elements enable young people to participate in ways that suit them.

Website/E-mail /Other contact info:

CAAM. (2017). Proyecto Barrios. https://www.caam.net/es/actividades_int.php?n=3897

CAAM. (2019). Barrios comienza una nueva aventura. https://caam.net/deaccion/barrios-comienza-una-nueva-aventura/

Fundación Disa. (2020). El proyecto ‘Barrios’ desarrolla actividades en Internet

https://www.fundaciondisa.org/salaprensa/noticias/2020/04/24/proyecto-barrios-desarrolla-actividades-internet

Questions for reflection:

Questions that can be asked to stimulate target groups’ feedback and reflection

How did you feel while you did the activity?

What did the group have to do?

What was one of the challenges of doing this activity?

Did the activity help you learn more about your classmates/community? How?

How can you take what you have learned and apply it to your own life?