Social Inclusion Club Through Music
Discuss about the Social Entrepreneurship Theory And Sustainable.
Leisure activities provide a platform for social interaction. People derive their identity from communities and participation enhances social skills. Integrated group participation has benefits. It shapes individuals and supports personal development. This report highlights the development of leisure activities through an initiative tagged Social Inclusion Club through Music Skills. It highlights the benefits of the activities involved, the development of skills and the target group. The report includes an analysis of possible partnerships, resources required and a sustainability plan.
The aim of this project is to:
- Address activities involved in the development of a new initiative featuring a Social Inclusion Club through Music Skills.
- describe the social inclusion through a music club and its critical motivations
- give a historical overview of the activities and the benefits of inclusion in different activities featuring young people with disabilities and the community in general
- detail the specific attributes of Social Inclusion Club through Music skills
- highlight the election of suitable grants considered and complete the grant application process
This project brings about the role of the community in providing a platform for the development of skills. The National Arts and Disability Strategy Evaluation 2013-15 (2016) defines disability as a long term impairement that affects the mental, intellectual, and physical ability. The definition points out that Australians enjoy the right to protection from discrimination based on such challenges under the 1992 Disability Discrimination Act. Motivated by the role of an inclusive group, this project brings about a music-training programme designed to benefit disabled and non-disabled children between ages 12 and 17. The music training features different music instruments in a community with this gap.
The planned project focuses on a target group with children who are currently accessing support programs such as computer school holiday programs and the Rotaract club,. These students are also engaged in the swimming club, and sports activities. They also have access to extra programs such as the learning living skills by the Twelve25 Salisbury Youth Enterprise Centre. Held at the Salisbury Centre, the classes or sessions provide the children with a platform:
- to create casual or serious leisurely activities that enable them to overcome stereotypes created by societies regarding disability and leisure
- for making friendship and creating relationships with other children from different circles
- to break through the barriers and isolation by engaging their free time with learning new skills
This is a new projector program for this community, designed to take place during afterhours. It will give more options to the existing children and new members seeking to join and enjoy learning new skills. The immense benefits of this program includes a platform for enhancing friendship. This project gives a good experience and it adds value to individuals by shaping new skills. It allows children to break through the barriers and existing stereotypes on disability and learning.
Strategically located next to the Twelve25 Salisbury Youth Enterprise Centre, this program is within a business organisation that offers music lessons to the high-end groups. The Salisbury area located in the northern parts of the suburbs is in need of an affordable social inclusion and music club. This makes the Social Inclusion Club through Music Skills viable.
Social Music Inclusion
Based on the UN perception of Social development and community engagement, social inclusion encourages involvement in cultural activities (Silver, 2015). The concept covers social justice theory and critical areas of inclusion. Involving the minority in cultural, socio-economic, cultural and class based activities. This project targets an age based, class based group and ability-based group living within a geographic location.
The Twelve25 Salisbury Youth Enterprise Centre provides a conducive environment for the disabled to engage in creative activities. On location, there are no specific programs providing an opportunity for both mainstream and social inclusion functions to people with disabilities. This creates a demand for the music program.
Next to the Twelve25 Salisbury Youth Enterprise Centre are the private business organizations, which offer music lessons to the mainstream community groups, living in the northern suburbs. The Music Corner Education Centre is a high-end music school offering lessons for all ages. Having been in existence for more than 20 years, the school has an established program offering a variety of instruments including keyboard, guitar, drums, saxophones, clarinet and vocals among others (https://www.musiccornernorth.com/music-tuition/)
Nearby is a private primary school, which offers music tuition with the guitar, keyboard and voice. Designed for children who attend the ST. Augustine’s parish school this institution emphasizes on participation in order to boost self-esteem, life skills, and physical skills (https://www.saps.catholic.edu.au/learning/special-programmes). However, this is not an inclusion support program and it is not available for public access. It is also limited to the schooling time and it is a religious based organization. Although it has specialized programs for the gifted and talented, it does not cater for the disabled.
Industry research on the existence of competitors to Social Inclusion Club through Music Skills shows gaps. With the afore mentioned St. parish primary school and Music corner offering mainstream music lessons, the area needs additional community groups to offer services beyond the working time or leisure activities to those with disabilities.
Social inclusion starts with learning and is part of cultural development (Mcleod, 2014). It is engaging and supports interpersonal interaction. Skill development in a multicultural environment discourages exclusion or any form of discrimination. As part of the UN Sustainable development, Goals social inclusion is context specific. The social inclusion through music skill is culturally oriented and:
- self-directed for improving personal skills through active participation
- supports self-expression
- encourages freedom of choice on the type of instruments the learners want to use
- provides learners with new skills
- allows learners to make friends or engage in interpersonal relationships with new people thereby networking
- helps people to learn problem solving skills
Music training is a serious artistic leisure activity that increases the effectiveness of the disabled communities. This professional activity presents economic opportunities for emerging artists who have disabilities (National Arts and Disability Strategy Evaluation 2013-15, 2016). It provides employment opportunities, and addresses issues faced by the disabled such as discrimination. This platform is also critical for policy makers and the government because it offers development opportunities for the wider audience.
Organizations surrounding the venue
Children who will participate within the Project program have mental challenges. Social participation opens opportunity doors and enhances cohesion, and integration. Although everyone has a right to engage in social activities, this project targets specific individuals with certain attributes. To enable successful participation in Social Inclusion Club through Music Skills, the following characteristic are necessary:
- The ability and desire to be a part of the social inclusion club through music skills
- Ability to participate in the regularly in the session
- Ability to use the music instrument of their choice
- Ability to interact and make new friend with the member of the group
People living with disability often face economic, sociocultural and political seclusion (Gillian, 2013). Violation of their ability to interact, limited group interaction and lack of cohesion limits individual potential. Limited access to crucial services hinders professional development contributing to poverty. Music has activities that support social cohesion because it encourages social organization. Social inclusion supports individuals to connect with friends, family and professional networks through pursuit of personal interests. It allows the disabled persons to enjoy life and thrive within the society. A story featured in the ABC News highlights the plight of a blind man, Mr. Philip Chalker who overcomes social inclusion challenges by engaging in music (Ferguson, 2016).
Research on social inclusion and music indicates that people with intellectual disabilities have developmental challenges, which hinders the individual interpersonal, organizational and social political development (Leahy, Kosciulek, Leader, & Simplican, 2015). Social inclusion as concept gives a sense of belonging and connectedness in the community. Philips, Robinson, & Kossciulek (2014) undertake a study to discover the contribution made by people in form of social capital. The research concludes that human capital contributes to individual income directly and indirecty. Music as part of creative art suppors social inclusion. Besides strengtheing social networks, music brings people together. It gives the disabled an opportunity to express themselves emotionally (Hall, 2013)
Simplican, Leader, Kosciulek, & Leahy (2015) discuss social inclusion with reference to the ecological model, which advocates for community participation through various activities. Young people enjoy music hence its use in social interaction.
The project identifies then target participants of Social Inclusion Club through Music Skills as:
- Children aged between 12 and 17 living in the City of Salisbury council and Playford council areas.
- A group of not more than 6 people with non-disability and 4 people with disability (intellectual disability) with an interest in learning music through playing either keyboard, guitar, hand drumming and other instruments
- Children from a culturally and linguistically diverse background including African, Europeans, Asian, Australians and Americans
The objective of this project is to:
- Create casual and serious leisure activities that allow children to break from stereotypes created by societies on disability and leisure
- Provide an opportunity for the group members to make friendships and develop relationship with other children from outside their group
- Overcome barriers and isolation by capitalizing on free time for learning new skills
- Develop interpersonal communication and social skills
- Learn what is in the community by getting involved in music activities
- Creating inclusive activities that are meaningful for interaction while raising the community awareness on how to accept and appreciate people with disability.
These objectives support social inclusion as a channel for social participation, integration and personal development. All objectives highlight the importance of music as an art used in the community to engage all types of people.
Social inclusion is a right to participate fully in all aspects of life (National Arts and Disability Strategy Evaluation 2013-15, 2016). The Australian government has an obligation to give all citizens an opportunity to find a job, access critical services, connect socially with friends and family as well as pursue personal interests. This project takes advantage of the community to enhance this right through cultural activities. The project also helps the target group to deal with personal crises paving the way for the children to air their voices through personal expression.
- Children aged between 12 and 17 living in the City of Salisbury council and Playford council areas.
- A group of 6 people with non-disability and 4 people with intellectual disability from diverse cultural backgrounds and different nationalities such as African, Europeans, Asian, Australians and Americans
- Weekly session program held at the Twelve2 community hall providing by music specialist for 30 weeks in 3 terms.
- Ample time for learning, practice, observation, asking a question and receiving feedback in 2 hours sessions per week.
- Different sessions, with 15 minutes used for social interaction involving meeting and greeting in order to allow social interaction over a cup of coffee.
- Concert session held on the last day in conjunction with a fundraising activity that caters for staffing resources.
Benefits of the Social Inclusion through Music Skills
Additional benefits of the Social Inclusion Club through Music includes:
- The ability to reach beyond the participants through:
- Groups and into the wider community
- Sharing experiences and stories with others in their social networks
- Research opportunities on the community, individual attitudes, leisure, learning new skill (music), inclusion and disability, friendship and stereotypes for noticeable breakthrough that the staff can notice
- Visible changes that influence people’s perception of the person with disability
- Increased self-awareness and communication, social skills of participants
- Giving people a sense of belonging in community and creating inclusive leisure activities and advocating for integration as well as inclusivity in the community
- The development of a strong connection and relationship with each other in the community within the school, shopping, and church community
- Getting the basic skills that will support involvement in local music events, private school music activities such as the music corner
- Acceptance of the disabled as people as sociable, competent and worthy (Roper, 1990)
- Partner benefits include project implimentations, emergence of networks systems and support organisations
The development of this project provides a wide range of activities hence the need for multiple partnerships. With the participants in the Social Inclusion Club as core partners, the project also has multilevel stakeholders from The Meeting of Cultural Ministers involving a council of cultural ministers, the state Australian Local Government Association, Australian Council for Arts and New Zealand territorial government (National Arts and Disability Strategy Evaluation 2013-15, 2016).
Multiple partnership involves projects, individuals and institutions.
The Twelve25 Salisbury Youth Enterprise Centre provides the venue, and students enrolled in different programs at the center. Currently there are 5 other students enrolled in different programs, hosted by the twelve25.
The Playfold council, which funds the project by providing grants. The council addresses the role of the local government and disability issues through a strategic context (Strategy and Corporate Business Unit, 2016). It social and economic impact on the vulnerable communities.
Disability SA and NDIS two of the participant got funding through the Disability SA, which is under the umbrella of the Department of Human Services and Department for Communities and Social Inclusion.
The National Disability Insurance Scheme (NDIS) gave 2 participants funding. The NDIS is a national social insurance scheme supporting disability.
Amazing northern multicultural services, which provides volunteers, keyboard, guitarist and drum player among other resources.
Project evaluation ensures that the project is systematic by following the project plan. An evidence-based approach has an assessment procedure to ensure that the activities are in accordance to strategy. The development of effectiveness through objectivity considers efficiency and impact. For sustainability, the project involves inquiry from people, community, stakeholder analysis and impact assessment units on the (Austalian Government, 2017).
The measurement of whether the project is successful in meeting its objectives is evident the impact it has on the participants and the community at large. The project’s objective has met its objective if research on the student participants reveals a positive impact. The use of interviews for a questionnaire process takes place within 10 weeks of the project inception. A follow up inquiry also occurs within the next 20 weeks.
The research features an inquiry into the performance of children with disability in the music club. Consideration for the type of music, accessibility to the service and the student experience provides a multivariate analysis (White, et al., 2017). Evidence gathered through an interview process includes short questions carried at the end of each term. This is a face-to-face question process carried out at the end of every 4 weeks. It includes an analysis of the music event performance at the end of each term. The use of a Likert scale to determine response mechanisms shows to what extent interviewees agree with the questions on a scale of 1-5 from strongly agree and strongly disagree respectively.
Characteritics Of Social Inclusion
The open-ended questionnaire used during an interview is appropriate for narrative answers. This makes it easier to interrogate parent and carers for changes in the participants (Cresswell, 2014). The measures include quantitative data with numerical computations of records of attendance for participants visiting the Twelve25 Salisbury Youth Enterprise Centre and community response rates. Since this is, a social enterprise evaluation focuses on policy changes with consideration for value for money (funding) (Al Ebrashi, 2013).
A steering committee for the monitoring and evaluation process includes:
- A representative or participant with disability from the Social Inclusion Club through Music
- A member from each stakeholder group ( including interested parties)
- Members of the local government
- Supporting staff from the Social Inclusion Club through Music
Workers under this project includes specialists, project coordinators, managers, support staff and volunteers. Their duties are as follows:
- Project coordinator: Disability SA program coordinator
- 5 hours X38 weeks
- Duties involved: Planning, coordinating, gathering the feedback and evaluates
- Music specialist (Music teacher)
- 5 hours X 36 Weeks
- Duties: preparing sessions information, teaching, observation and provide test
- Support worker from disability SA, (supporting children with disability with their needs
- Toileting, feeding, transferring, person care
- Transportation
- Volunteering staff for the Amazing Northern multicultural service
- Hands on by supporting one to one teaching guarded with the music specialist Keyboard player,
- Guitarist and drum player.
- Demonstrating and modeling music to those children
- Observations and evaluating
The project location is the Twelve25 Salisbury Youth Enterprise Centre at City of Salisbury
- Assessable toilets, building, good lighting,
- Accessible Kitchen, sink, microwaves and wash area
- Accessible Lockable Cupboards space to store music instrument
- Wheelchair ramp
- Accessible parking
- 3 table
- 20 music comfortable chairs for children and stuff
The project starts with the following instruments including modern and traditional instruments:
- 6 guitars:
- 2 medium guitars ($99.00 each)
- 2 Large guitars ($89.00 each)
- 2 extra-large guitar ($239.00 each)
- 6 African djembe hand drums ($ 38.01 each)
- 3 basic adapted Yamaha keyboard ($320 each), which is good for beginner and children with visual impairment because they can follow the light up keyboard feature.
- 1 acoustic drum with DXP 5 piece black junior drum kit cymbals, 2 sticks and chair ($289)
Communication in the project features:
- Face to face
- Telephone
- Postal services
- Social medial ( face book accounts)
- Message paper and community newsletter
- City of Salisbury councils
- Twelve25 Salisbury Youth Enterprise Centre website
- Pamphlets and flyer to posting on community notice boards
- The Social Inclusion Club through Music Skills organizer will get income from the club
- Each participants will pay $10 per each session which will some up $ 360 for three terms
- The fees will cover teaching wages, other musical suppliers and right supper/ coffee
- The total budget summary is as follows:
- Total fees from the participants: $3600 this include in kind and cost covered by the participants fees
- Other partner this project (Disability SA, Amazing Northern multicultural services and Twelve25 Salisbury Youth Enterprise Centre) will provide in kind $5000
- The funded grants from Playford city council will cover $5000
- The total budget for this project equal = 13, 600
Sustainability is about strategic value and the socio economic impact of the project (Epstein & Buhovac, 2014). Following the successful establishment of the Social Inclusion Club through Music Skills stakeholders, expect that the group will be able to achieve self-sustainability. This is achievable through:
- Continuous involvement of the target groups and kind contributions from project partners
- Charging fees from participants for project maintenance plans
- Appling grants from the Playford council and other applicable grants
- Donations obtained from the final music event after the last day of each term
- Volunteers participation in the program
The Social Inclusion Club through Music is a social agenda focused on offering services to a target group. These are people with mental disabilities living within the City of Salisbury Council and the Playford area. These are children between 12 and 17 years. Featuring a group of not more than 6 people with non-disability and 4 people with disability, the project considers children with intellectual disability. These are children interested in learning music through playing instruments such as the keyboard, guitar and a hand drum and among others. The project looks for children from diverse cultural and linguistic backgrounds.
The expected benefits include:
- Creation of leisurely activities for professional and personal development. These provide a platform that allows children to break from stereotypical notions in society regarding the disabled groups
- Providing opportunities for the group members to make friendships and develop interactions with others from other groups
- Overcoming barriers and isolations by making use of free time to develop important skills
- Developing interpersonal communication and social skills
- Learning about the community through engaging music activities
- Increasing the participation in meaningful activities through interaction
- Raising the community awareness on how to accept and appreciate people with disability
This project supports social inclusion for social participation, integration and personal development of the disabled. Its success depends on an effective evaluation and monitoring process. A multidisciplinary coordinating group comprising of stakeholders and interested parties carries out the evaluation. Project success ensures sustainability for future impacts.
The search for funding and grants considers links and websites such as:
- Multicultural SA website
- Disability SA website
- City of Salisbury Council website
However based to the nature of the project and objective of the project, the Playford council was ideal. Potential funding from the Department of Social Services (DSS) featuring disability programs was also applicable (Government, 2018). International Organizations also provide grants for projects in the community, for disabled groups and social cultural activities.
Attached in the Appendix is the Community Development Grants Program with guidelines for application.
Social Inclusion Club through Music Skills and people with disability
Conclusion
Social enterprises such as the Social Inclusion Club through Music contribute to socio cultural and economic development. Its benefits range from personal development through self-expression and professional development for job creation. This project targets young children for present and future advantages. It helps individuals to develop meaningful talent while shaping critical skills. The participation of disabled children has wider benefits in form of community development. Music also supports cultural activities. Although this project comes with immense benefits, it faces sustainability challenges due to limited partnerships and lack of ample resources. As a first of its kind in this community, the project seeks to advance with the support of existing organization in its community.
Reference
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Strategy and Corporate Business Unit. (2016). Strategy and Corporate Business Unit. Playford: City of Plaford. Retrieved from https://www.playford.sa.gov.au/webdata/resources/files/Disability%20Access%20&%20Social%20Inclusion%20Strategic%20Directions%20Report_S_Drive….pdf
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