IDEA Annual Report 2017-18 - Enabling Leadership · Delhi/NCR implemented by Integrated Development Education Association. The program was implemented wholly as an in-school intervention,

INTEGRATED DEVELOPMENT EDUCATION ASSOCIATION

ANNUAL REPORT

2017-18

Organization Integrated Development Education Association

Program Music Basti

Report term April 1st 2017 - March 31st 2018

Area of Implementation Delhi/NCR

Total Number of Children Impacted 320

Total Number of Schools Impacted 10

Total Number of Teachers Selected and Trained

25

Total Number of Volunteers Engaged 50+

Total Number of People Engaged Directly through Events and Online

10,000+

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TABLE OF CONTENTS

I. Summary 3

II. Introduction 5

III. Mission and Strategy 6

IV. Program Activities and Impact 7

A. Program Design and Curriculum 7

B. Training Program for Teachers 12

C. Implementation in Government Schools 14

D. Public Engagement Events and Concerts 16

E. Impact Assessment 17

i. Life-Skills Learning 18

ii. Musical Knowledge and Learning 21

iii. School Transformation 22

V. Conclusion and Future Plans 23

Annex A: List of School Partners 26

Annex B: List of Program Partners & Supporters 27

Annex C: List of Teachers and Staff 28

Annex D: List of Events 29

Annex E: List of Teacher Trainings 32

Annex F: List of Teacher Development Workshops 34

Annex G: List of Donors 37

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I. Summary

2017-18 marked the fifth edition of yearlong ‘Music Basti’ music education program in

Delhi/NCR implemented by Integrated Development Education Association. The

program was implemented wholly as an in-school intervention, and worked with 320

students in 16 classrooms, across 10 selected government schools. Since 2016, the

program made a shift from working with community based centres and organisations

to government schools and low-income private schools.

A team of 25 teachers were selected and trained to lead the program with over 320

children across 10 selected schools. 28% of teachers were continuing into a second year

of teaching, and 8% into a third, 16% into third and fourth year. This continued

engagement of experienced and highly motivated teachers helped ensure a quality

focused approach the program. Similarly, due to the positive response and feedback

from school authorities, 70% of schools continued as partners into a second year,

allowing up to 30% continuity of students into a second year.

While the majority of teachers engaged for this year’s program were part-time, a pilot

model was introduced with three ‘full-time’ teachers, teaching up to 8 lessons per week

that was very successful. This competitive model of hiring teachers had many benefits

including promoting teacher retention, delivering high quality lessons in the classroom

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and developing a pool of highly skilled teachers who can train other new teachers.

Based on this pilot, more similar positions will be opened in the 2018-19 program. One

of the key features of the program is the teacher training which is provided to selected

teachers for up to 14 days, equipping them with curriculum and classroom tools be

effective. This year, in addition to this training program, a series of professional

development workshops were also made available to the teachers to further enhance

their musical and teaching capacities, and this too served as a powerful tool for keeping

teachers motivated.

Since 2015, Music Basti’s has designed its program with a goal to retain students for at

least three years. In order to do this, starting early is essential and enrolling students

between grades 1-3 ensures their ability to participate for up to 3 years, as per the

primary school system where students move to a new school upon completing grade 5.

Through partnerships with the government schools part of the South Delhi Municipal

Corporation (SDMC) students were enrolled in the program 47% of students enrolled

were under 8 years, and 39% in the 9-12 years range.

In addition to the program

l e s s o n s a n d c o n c e r t s ,

students participated in a

range of performance

opportunities in Delhi at

summits, events, festivals ,

etc . giving them many

o p p o r t u n i t i e s t o g a i n

exposure and confidence.

Students completed the

program with a series of

powerful compositions on the theme of non-discrimination, performed at the annual

concert in February 2018. While the scope for parental engagement has not been fully

explored yet, this year there was unprecedented engagement with parents, with almost

300 parents attending the concert. Efforts to engage older students as volunteers at

the concert were also fruitful and positive learning experiences for them. The overall

impact of the program has been examined through feedback and qualitative

interviews and group discussions, outlined in this report, focused on life-skills

development, musical skills growth and school transformation.

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II. Introduction

Learning music is more than just about performing or entertaining. It builds practical,

transferable and applicable skills in areas of school, work or social development. Through

Music Basti’s program, students learn invaluable lessons that boost their self-confidence,

self-awareness, leadership and teamwork. Music learning builds dedication, perseverance,

goal-setting abilities; preparing for and giving performances and concerts promotes

confidence, skills in presentation and communication; and song-writing builds

collaboration, creativity, listening and improvisations skills. These are all important skills

that students can carry forward into experiences in school or later as adults in the

workplace.

Most students enrolled in Music Basti’s programs access school through the Right to

Education (Sarva Shiksha Abhiyan), i.e., free and compulsory primary education. Their

parents work daily wage jobs or work in the unregulated sectors as street vendors and

hawkers, domestic cleaners, security guards, electricians, cooks, drivers, and some are

unemployed. Their average household monthly income may vary between 2000-10,000.

Set up in 2008, Music Basti began its journey using music as a tool for transformation and

learning in institutional care-homes for children through volunteer-led workshops and

short term projects. In 2013, the yearlong intervention in schools and communities was

launched, in conjunction with an annual teacher training program. Since 2013, Resound

has impacted over 1500 children, and trained more than 130 teachers. Over the years,

many international and national artists and organisations alike have expressed their

support for the mission of the organization, and it has been recognised by national and

international media and awards for social entrepreneurship.

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III. Mission and Strategy

The mission of Music Basti’s program is to enable music learning for children to develop

skills and confidence to achieve their best.

The benefits of music and its contribution to personal growth are immeasurable. More

than ever before, there is now compelling evidence about the positive and wide

ranging developmental impacts. It is much more than just about performing or

entertaining. it builds practical, transferable and applicable skills in areas of school, work

or social development. These include:

i. learning preparation and academic achievement

ii. cognitive development and improvements in math and verbal skills, critical

thinking, abstract reasoning, memory, information retention and recall

attention, self-esteem and confidence

In order to reach out to the maximum number of students over time, the program’s

key strategies include:

i. Design and implementation of a unique tested music learning curriculum to

build life-skills outcomes in children, in particular children who from under-

served and poorly resourced schools and communities.

ii. Design and delivery of a professional teacher training program focused on using

innovative teaching pedagogies using music.

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IV. Program Activities and Impact

A. Program Design and Curriculum

i. In-School Intervention Model

Between 2008 and 2013, Music Basti designed and implemented

projects in residential care-homes, shelters, after-school community

centres in low-income areas, slums or ‘bastis’. The transition to

government schools was imperative in order to retain students and

work with them in a consistent manner over the course of an

academic year, and also in order to be engage with and bring about

structural transformation to the challenged education system itself

that the students are immersed in.

By running a pilot in 2014-15 with one school, to adopting 50% of

students from government schools in 2016-17, finally the program

shifted it’s operational model, curriculum content and methodology

and teacher training towards working effectively with government

schools.

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This model allows for engagement with a range of stake-holders who

influence the overall learning, growth and development of students,

including parents, teachers, school authorities and principals.

Demonstrating to these groups the importance of learning

leadership and life-skills by children through interventions such as

Music Basti’s is critical. The response from schools has been

overwhelmingly positive, with more requests for partnerships from

schools than it was feasible to take on. Going forward, programs are

being expanded, first, with existing school partners by adopting an

entire grade or multiple grades, before moving to adopting new

schools.

ii. A Unique Curriculum: Music Learning for Life-Skills Education

Underpinning the curriculum of the program is a focus on fostering

life-skills such as confidence, communication, creativity, teamwork,

collaboration, self-awareness, cooperation and sharing. Through the

unique group-based teaching methodology, focus on using active

learning principles and best practices of classroom management, the

overall pedagogy focuses on outcomes related to building these life-

skills.

In terms of musical skills, the focus is on building functional fluency

over technical proficiency or theoretical learning for students. A

unique curriculum framework serves to guide teachers with their

lesson planning and assessment of progress through the year. A

typical lesson engages students in 3-5 activities that are visual,

physical and aural, i.e., games involving movement, singing and

listening, as well as the blackboard or audio-visual aids. Teachers are

trained in this methodology, and it sets it Music Basti’s program

apart from the traditional music learning paradigm that is one-way

from the teacher to students, and primarily only aural, focused on

listening and repetition by students.

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Curriculum & Pedagogy

The curriculum framework focus on building children’s knowledge of

fundamentals, their ability of create music and perform, as well as to

synthesise and meaningfully connect these learnings with their

communities. While the curriculum draws from international best

practices and standards, in its goals and pedagogy it is

contextualised to suit the context of the government school

classroom, in particular, to support the education of students who

may have backgrounds of severe learning and developmental gaps.

The curriculum framework is designed to allow

different levels of progression and advancement.

At present, it is designed as a 3 year program,

however, it can be expanded to include learning

progression for up to 10 years. Most classrooms

that the program works in are co-educational,

teaching boys and girls together, with a

maximum age-range for students is 2 years, i.e.,

students from grade 1 and 2, or 3 and 4 may

learn together.

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Break-up of Student Age

Ranges

14%

39%47%

Under 8 years9-12 yearsOver 12 years

Music Basti’s curriculum framework focuses on four key aspects,

namely:

i. Students learn the tools of the discipline to understand

sound and music, i.e., vocabulary, elements, concepts and

principles.

ii. Students develop the building blocks to any form of creative

exploration around music. They learn a repertoire of songs

incorporating the knowledge fundamentals, exploring different

musical styles, genres and cultures. Students have two

performance opportunities organized by Music Basti, an annual

mid-year concert, and a culminating public concert at the end

of the program. In addition, students may be invited to perform

at local festivals, events, schools, etc.

iii. Students express themselves through music by writing songs

and working on compositions. At the end of the program,

students perform their original compositions at the culminating

public concert. This is a unique feature of the Music Basti

program.

iv. Students recognize music's roles and influences in different

cultures and time periods, as well as about different artists and

musical styles. This understanding will also help the students

listen to, appreciate and explore new and diverse forms of

music. Students also develop the ability to synthesize and relate

knowledge and personal experiences to understand and music.

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The classroom pedagogy and methodology use a combination of

teaching styles borrowed from both Western and Indian Classical

traditions, as well as other systems of teaching like Kodaly and Orff-

Schulwerk to teach music fundamentals. A game and song-based

pedagogy underpins the program and helps to create an awareness of

and appreciation for different genres and styles of music. Along with

this focus on building proficiency in music fundamentals, the

curriculum equally focuses on building skills to create and perform

music. While primarily being voice and rhythm based, students can

also use small percussion instruments like shakers or glockenspiels

(small xylophones) as accompaniments to their choir oriented

performances.

Group-based music learning in Music Basti’s pedagogical approach

lends itself effectively to teaching these important skills. Students are

engaged in a lot of creative activities that engages their imagination;

through learning music concepts and then applying them in songs or

ensemble pieces they build their critical thinking capabilities; students

are actively encouraged to share, improvise, lead and perform in front

of their peers and in public, thereby promoting their leadership

potential; lesson plans involve many activities in small-groups or pairs,

enabling children to learn how to work with others and in a team.

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Some of the key features that distinguish Music Basti’s curriculum and

program from other music programs include:

i. active learning principles that use multiple learning styles to help

engage all students in listening, asking questions, having

opportunities to demonstrate leadership and teamwork, as well as

enable them to think about their role as agents of positive change

in their communities;

ii. emphasis on building musical fluency over theory, in other words,

the program focuses on building practical musical knowledge and

skills versus theoretical knowledge;

iii. a focus on song-writing as a key program outcome that helps

students to positively engage with relevant issues in their

community;

iv. public performances that challenge perceptions of music concerts

as just entertainment or talent contests, by presenting concerts

with original music by children focused on important social issues;

and

v. group-based classroom learning in a two-teacher model, with a

student to teacher ratio of 30 students to 2 teachers.

B. Training Program for Teachers

Music Basti selects teachers through an open recruitment process, focusing on

selecting individuals with a passion for transforming education. While there is a

requirement of musical proficiency, teachers are equipped with the tools and

competencies to be effective in classrooms through a robust teacher training

program.

This 14-day teacher training program enables teachers

with curriculum and pedagogical knowledge, practical

classroom management skills.

“Music Basti is an excellent program and one of its strongest

features is that it invests in increasing the skill-set of its

teachers. It's approach is values-based and provides you the

space to think and grow as a teacher and individual. One of

the most positive experiences for me!” — Teacher, Music Basti

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Break-up of Teachers’

Experience

14%

39%

47%

First year teaching2 years experience3 years experience

"One of the biggest strengths of the program is the emphasis on life skills and the focus

on the student's personality rather than their musicality. The program exposed many

core strengths of mine which I was unaware of. As a teacher, it has been a wonderful

journey! The biggest strength I feel is to instil the values and life skills among the

students through the teachers.” — Teacher, Music Basti

The key outcomes of the 14-day training program include the following

• Understanding and application of the life-skills outcomes approach to

teaching music

• Child centred pedagogy and methodologies that utilise active learning and

multiple learning styles in order to create dynamic lessons for students

• Best practices in classroom management, modelling behaviour, lesson

delivery and facilitation and child protection

• Orientation to Music Basti’s curriculum, how to apply it, design lesson plans

and conduct assessments on student learning progress

The teacher trainings were designed and delivered in collaboration with a range

of experts including teachers, Principals, music education experts, mental health

experts, theatre professionals, amongst others.

In addition the the training program, a series of 8 professional development

workshops were also conducted for the team of teachers. These specialised

workshops were delivered by national and international industry professionals to

help enhance the overall capacities of the teaching team. They included themes

related to music theory, voice maintenance, song-writing, song arrangements

and production, introduction to music softwares, Hindustani music theory and

practice techniques, delivering music education through focusing on creativity

through perceived learning and social environment, and an introduction to the

discipline of music theory, using improvisation techniques role play etc. for

teachers to be more effective in classrooms.

A process of assigning teachers to staff mentors was introduced this year. Staff

mentors were provided with training on classroom observation and best

practices for providing constructive feedback and to teachers. These were

documented through an observation framework that actively engaged teachers

as participants, analysing their own performance and areas of development.

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C. Implementation in Government Schools

Music Basti partners with selected government and low-income schools to

implement its program. The yearlong program consisted of the following

components:

a) 50 lessons, beginning in the month of July and culminating in

February. Each session is for approximately 60 minutes, and is led by

trained teachers.

b) A mid-year concert performance and an end-year culminating public

concert;

c) Opportunities to attend and/or perform at local or national concerts,

festivals and other community events; and

d) Opportunities for performances and/or workshops at government

schools for participating students.

A total of 320 children were enrolled in the program, split

into 14 classrooms, across 10 schools.

Of the total 320 students, about 60% were new students

enrolled for the first year, 33% in their second year, and

about 5% in enrolled for the third consecutive y e a r . A

majority of the students, 47%, were in the under 8 years age

group, followed closely by 39% of students in the 9 - 12 years

age group, and the smallest group of 14% above 12 years of

age.

A majority of the newly enrolled students were in the

under 8 years age group due the higher potential of

keeping them engaged in the program for between 3

and 5 years.

Interviews with students across the program reveal

the following common feedback:

• Teachers as positive role models who were

approachable, encouraged students to have

fun, ask questions, didn’t punish or scold them

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Student Information

45%

30%

25%

Grade 1&2Grade 3&4Grade 5+

Student Enrolment

5%

33%62%

Students in first yearStudents in second yearStudents in third year

• Engaging and fun methodology in the classroom using games, exercises,

songs, etc.

• Highlights of the program included attending and performing at the

concerts, as well as interacting with other students and watching them

perform.

Some of the key challenges faced over the course of the program that require to

be addressed in the following year include the following:

• Occasional lack of proper facilities like properly allocated classrooms or

access to the instruments and teaching and learning materials at certain

schools

• Occasional poor communication by certain school authorities on re-

scheduling or cancellation of classes

• Inadequate understanding by certain school Principal’s of the goals of

Music Basti’s program, inspite of orientations and discussions

• Occasional student attendance fluctuations due to general attendance

problems at most government schools

• Inadequate engagement with parents by Music Basti teachers and staff,

due to difficulty in meeting and accessing parents, with the exception of

positive parental engagement at the annual concert

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D. Public Engagement Events and Concerts

Music Basti’s program has two concert performances integrated into its program

design. The first, a mid-year internal concert focuses on equipping the students

with the important experience of preparing for and performing in public, in front

of their peers and other students.

“At the mid-year community concert I really liked the puppet show, and going in the bus!

We did art activities too. At the annual concert our performance was towards the end we

performed with the stage lights and fog machine on. The decor at the concert was very

nice, and the garden was beautiful. We enjoyed listening to the other students sing, and

danced with them and had fun. We saw many new instruments on stage too. I was very

happy because my family also came to watch me perform.” — Student, Katha Lab School

The second is an end of year culminating concert, that is an opportunity for

students to perform original songs that tell the stories of their communities. Each

year, this culminating concert focuses on a theme, for example, the 2018 concert

focused on the issue of non-discrimination, while 2017 focused on dreams and

aspirations. At the concert, there were sixteen performances of original songs by

the students, composed on the theme of non-discrimination.

The concerts present unique experiences where the spotlight is solely on the

children's performances. It showcases their hard work through the year

and brings the stories of their songs to life. For most students, it's their first time

on a stage, first time performing in front of their friends, peers and parents, and

first time writing their own song. The end-year culminating concert is free, open

to the public, and focuses on bringing together as many of the students parents,

school staff and community members as possible. It is designed to create a

professional, high quality concert atmosphere and experience for the children.

In addition to the concerts that are a part of the program, students had the

opportunity to participate in many events where they may perform or have

access to watching professional performances. These are invaluable

opportunities for the students to learn about about new kinds of music, watch

live performances, interact with artists, as well as to perform in front of new

audiences and on many different types of performance platforms. Students

participated in over 25 different performance opportunities through the year,

ranging from performing at the India Summit of the World Economic Forum, for

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members of the royal family of the UK upon their visit, the Delhi government’s

youth festival, as well as preforming at Global Music Institute, Adobe, Hyatt hotel,

and having different performers visit classrooms including the International

Community Engagement Program’s (ICEP) Music Sharing group with

internationally acclaimed violin player Midori Goto. These varied experiences offer

many avenues for learning, exchange and growth for students and help them

synthesise and connect classroom learnings with the world outside.

E. Impact Assessment The overall impact of the program may be understood within three categories,

namely, life-skills learning, musical learning and school transformation.

Interviews and focused-group discussions were conducted at the end of the year

with selected students, students’ parents, teachers, school Principals and Music

Basti teachers to record their observations and feedback of the impact of the

program on the students. The data from these form the basis of this qualitative

impact assessment.

To illustrate the program’s impact across the three mentioned areas, detailed

excerpts and testimonials from students, teachers and school authorities who

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observed the yearlong program implementation have been detailed below.

These demonstrate the wide-ranging benefits an intervention like Music Basti

program’s can have in a school and its community of students, teachers and

parents. In addition to these, teachers, parents and school authorities have also

suggested that they have seen improvements in students’ academic

performance, overall positive behaviours such as being more confident,

cooperative and creative, as well as increased motivation to attend school.

i. Life-Skills Learning (1) Social and Emotional Learning

“I feel that one of the biggest impact through Music Basti’s program

is socio-emotional development, which includes the child's

experience, expression and management of emotions, as well as the

ability to establish positive and rewarding relationship with others.

Music Basti’s program helped children to apply themselves , as well

supported teamwork and appreciation of working towards shared

goals. Students tend to have a easier time learning to speak

confidently, demonstrated better social skills, discipline and

patience; and it improved their academic performance too.” - Lata

Negi, Class Teacher, Nigam Pratibha Vidyalaya, Saket

“One day I had gone to buy milk and a man who didn't have a leg

asked me for water. A lady nearby told me not to give him water

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because he is sick and I will catch his sickness, but I told her we

shouldn't discriminate against anyone. We composed a song called,

'Duniya ko jodo’ or ‘Join the World’. We began by talking about non-

discrimination in class. If you are a Hindu and you only make friends

with other Hindus then that is discrimination, If two people are

sitting and one asks to be friends with the other and he refuses then

that will leave the first person without friends and is discriminatory

behaviour, If a girl is working in the house and a boy is going out

with his friends and he doesn't let her come with them if she wants

then that is also discrimination. We put a lot of thought into writing

our song.” — Student, Katha School, Ambedkar Nagar

(2) Creativity

“This is the second year for our school with Music Basti. What I like

most about Music Basti is that they enable the children to create

original songs. So this allows the students' creativity to come through

as they create and frame their own sentences and songs. It is a very

tiring process to bring the students together and put their words to

tune with a rhythm, and it is very difficult to do this in the school

period, so we are happy that Music Basti includes this as part of its

curriculum, thereby helping the students build creativity. One thing I

have noticed is that the students look forward to Music Basti’s

program. They ask about your class which shows that they also have

interest in something apart from academics and they have their

own ideas.” — Principal, Vidya PTS School

(3) Confidence

“They have become more disciplined and are also enthusiastic about

the fact that there is a program for them to perform in. They also

develop a sense of responsibility, that they should be at their best.” —

Principal, Simple Education Foundation

“The annual concert was a wonderful experience for everyone,

teachers, parents and students. While our students were practising

in school, I could see a lot of nervousness. At the concert it was a

boost for them because they had a lot of fun listening to other

groups sing too. It's a great platform for kids to showcase their

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confidence, and the under-confident ones developed confidence. It's

a different experience to perform in front of so many other people,

and it is really wonderful! It is an important experience for their

parents too who never thought that their kids could perform,

especially at this age. So I could see a lot of pride in their eyes and

they also thoroughly enjoyed it.” — Praveena, Teacher, Simple

Education Foundation

"We have seen an increase in the confidence level. It’s a big thing for

the students from a government school to be learning music and

performing on stages. I believe they haven’t been exposed to this

experience of performing before this. We like how the Music Basti

teachers come in and teach these concepts. We believe the

confidence of our students grown quite strong. It’s a big

achievement for the school as well.” — Principal, Katha South

Extension School

(4) Cooperation with Peers

“There have been a lot of changes in Paridhi due to music class. Her

performance in studies has also improved. Earlier she used to have

lots of mood swings and act like a pampered child and ask to do

things separately from other students, like have her own corner. Now

she seems happier working with others. She was very quiet, but the

more she engaged with music, her mood swings decreased and she

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started talking and cooperating with her classmates. — Parent &

School Principal, Vidya School, Hauz Khas

“Our teachers gave us a topic and asked us to write things related to

that in our journals, we wrote for a few days and used our ideas to

create sentences and the poems. We had a lot of discussions and

even had professional performers visit us in class who inspired us.

We wrote about discrimination between girls and boys. I hope that

everyone who came to listen to our songs will go back with

something to think about.” — Student, Katha Lab School

ii. Musical Knowledge and Learning

“We are very happy and so are the parents because they would not be

able to send their kids for any music class on their own.” — Kanchan,

Teacher, Simple Education Foundation

“In class we learned about different musical concepts such as pitch,

dynamics, and tempo through games, exercises and dance activities.

We also learned journalling. We would learn to sing new songs and

body-percussion. For the concert, we participated in creating

decoration including bunting, and also acted as MCs making

announcements and introduction on stage. We also had many

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discussions about non-discrimination and how to respect others as

part of our song-writing exercises.” — Students, Nigam Pratibha

Vidyalaya

“Their musicals skills have developed. Their have been introduced to

the concept of rhythm. They know how to sing along to the tempo &

pause during the song. Their creativity has increased and they’re

really excited for classes.” — Parent, Katha SDMC South Extension

iii.School Transformation

(1) Increased Access to Holistic Education

“At present, students are only learning the basic things at school. The

students are excited and keep going over what they have learnt in

Music Basti’s classes during breaks — this is something new!

Because they like what they learn at class it motivates them to

attend school. They say, “I have music class today”. So the students

overall enjoy themselves. It would be good if more classes also are

organised then more kids would be able to participate and enjoy the

program.” — School Principal

“She has progressed a lot. The old school we had put her in did not

have music, so since she has come here she has progressed a lot.” —

Parent, Vidya PTS School

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“He is more interested in music and specially in Hindi language. He

has shown interest in Hindi songs. MB classes have also helped in his

speech problem, now he expresses more easily. Yes, I would like him

to continue with Music Basti.” — Parent, Katha Lajpat Nagar School

“The students been exposed to a newer experience and it’s only

these newer experiences that help a child be more aware of the

world. We went to the concert and we liked the experience. We liked

how kids from different schools were singing their own songs. I liked

that she was able to sing with others. When they have these

experience with others then they feel positive.” — Parent, Katha

School South Extension

(2) Increased Attendance at School and Motivation to Attend School

“She has learnt many positive things through the program. She has

the opportunity to learn music! She says that on the days of Music

Basti's class she doesn't want to skip school.” — Parent, Simple

Education Foundation

(3) Increased Concentration in Class

“They are more energetic after the class and during class as well.

They also pay more attention. When you are teaching them songs,

they are very full of energy. They concentrate more in class, that is

the biggest achievement.”

V. Conclusion and Future Plans

The overwhelmingly positive response received from school authorities over the course

of the program year was a huge testament to the need for and impact of programs like

Music Basti to be further integrated into the school system, especially for under-

resourced schools like government schools. The marked rise in student confidence,

cooperation and creativity, as observed by various stakeholders of the program, will

arguably have manifold benefits for children in promoting academic performance or

social and emotional development.

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Different strategies will be adopted in the next program year in order to overcome

some of the challenges faced in implementation with schools. These include the

following:

• Engagement with schools and parents: More detailed orientations with school

Principals and authorities to clarify the purpose and methodology of the program;

Increased engagement with parents through community visits and parent-teacher-

meetings at schools;

• More field experience as part of the teacher training: Integrating school visits and

classroom teaching as a part of the teacher training program prior to teachers

receiving their teaching placements, in order to prepare teachers as much as

possible to take on classroom challenges with creativity and efficiency;

• Curriculum streamlining to meet the needs of specific age-groups: To continue to

experiment and innovate with curriculum and classroom pedagogies in order to

deliver high quality programs to all students, especially focused on grades 3 - 5;

• Professional development for teachers: To continue to include teacher

development opportunities through workshops and specialised trainings in order

to build a highly trained teaching team;

• Full-time teaching opportunities for teachers: To move into a program model that

provides more full-time teaching roles for teachers in order to retain effective

teachers as well as encourage more musicians to work as educators by making it

more financially viable; and Page of 24 38

• Increased scope of monitoring and evaluation: Conduct pre and post assessments

and include more tools to assess the overall impact of the program on participating

students.

In 2018-19, Music Basti’s program will be adopted by global for-purpose organisation

Enabling Leadership, in order to grow the program’s outreach, and develop its program

tools including its curriculum and teacher training. It will reach out to over 500 children

in Delhi, 200 in Pune, and 300 in villages in Dharwad, Karnataka. A total of 50 teachers

will be recruited and trained across the cities and villages to implement the program.

Page of 25 38

Annex A: List of School Partners

Page of 26 38

S No Name of Organization TypeNo of

studentsGrade

Relationship History

1

Nigam Pratibha Vidyalaya

/ Teach for India

(Saidulajab)

Govt. School

(Partnership with

Teach for India)

20 4 & 5

Partner in

2015-16 and

2016-17

2Sarvodaya Vidyalaya /

Teach for India (Mehrauli)

Govt. School

(Partnership with

Teach for India)

20 6 & 7Partner in

2016-17

3Ark School SDMC (Lajpat

Nagar)

PPP Govt School in

South Delhi100

2 & 3

Ensemble

(Class 3, 4 & 5)

Partner in

2016-17

4Katha School SDMC

(Lajpat Nagar)

PPP Govt School in

South Delhi20 3 & 4

Partner in

2016-17

5Katha School SDMC

(South Ex)

PPP Govt School in

South Delhi20 6

Partner in

2016-17

6Katha School SDMC

(Ambedkar Nagar)

PPP Govt School in

South Delhi20 3

New partner for

2017-18

7Katha Lab School

(Govindpuri)

Low-income private

school40 5,6,7 & 8

Partner in

2016-17

8Vidya School SDMC

(Sarvapriya Vihar)

PPP Govt School in

South Delhi20 3

Partner in

2016-17

9Vidya School SDMC (Hauz

Khas)

PPP Govt School in

South Delhi20 1

New partner for

2017-18

10

Simple Education

Foundation, Bhim Nagri

School SDMC (SDA)

PPP Govt School in

South Delhi30 1

New partner for

2017-18

Annex B: List of Program Partners & Supporters

We are grateful to the following list of organisations for their support to our program

development and teacher trainings:

1. American Centre

2. BitGiving

3. Ethno India

4. Fortis Hospitals

5. Global Music Institute

6. International Community Engagement Program (ICEP)

7. Network18

8. Peepul School

9. Simple Education Foundation

10. Teamwork Arts

11. Adobe Systems

Page of 27 38

Annex C: List of Teachers and Staff

Page of 28 38

S.N. Teacher Roles Year Joining Year

1 Ritika Ghosh Part-time Teacher First year 2017

2 Bhavika Kapoor Part-time Teacher First year 2017

3 Ianthe Isle Part-time Teacher First year 2017

4 Shivangi Saxena Part-time Teacher First year 2017

5 Yuvraj Khanna Part-time Teacher First year 2017

6 Debojyoti Nath Part-time Teacher First year 2017

7 Tanushree Vyas Part-time Teacher First year 2017

8 Nithya Srinivasan Part-time Teacher First year 2017

9Vishwam

Raghunandan Part-time Teacher First year 2017

10 Saurabh Mishra Part-time Teacher First year 2017

11 Lakshay Shikhar Part-time Teacher First year 2017

12 Priyam Mathur Part-time Teacher First year 2017

13 Shivam Verma Part-time Teacher Second year 2016

14 Prakriti Nanda Part-time Teacher Second year 2016

15 Sarthak Pahwa Part-time Teacher Third year 2015

16 Shresth Chawla Part-time Teacher Second year 2016

17 Pronay Roy Part-time Teacher Third year 2015

18 Sukoon Bablani Part-time Teacher Second year 2016

19 Amartya Ghosh Part-time Teacher Second year 2016

20 Archana Prithak Part-time Teacher Second year 2016

21 Sagiri Dixit Part-time Teacher First year 2017

22 Aditi Sharma Part-time Teacher Second year 2016

23 Arjun Mathur Full-time Teacher Forth year 2014

24 Prabhat Das Part-time Teacher Forth year 2014

25 Abhishek Bindal Part-time Teacher First year 2017

26 Ankur Prakash Full-Time Program Manager (Staff)

27 Subhadra Kamath Part-Time Program Associate (Staff)

28 Pavithra Chari Part-Time Program Associate (Staff)

29 Chayan Adhikari Part-Time Training Associate (Staff)

30 Shahdab Parvez Qureshi Part-Time Program Assistant (Staff)

31 Faith Gonsalves Full-time Executive Director (Staff)

Annex D: List of Events

S. No Date Event Type Details Participating school(s) # of

Students

1 14-08-2017Independence Day Celebration

Students from class performed song for Independence day event at School

M.C.D. Primary School (Katha), Kilokri Tank, Jal Vihar, New Delhi-110024

20

2 19-09-2017 Katha DayAnnual function event at Katha School

Katha Labs (192, Kalkaji Main Rd,Govind Puri, New Delhi, Delhi 110019)

40

3 21-09-2017 CSR Event

Student from Katha Lab school visisted Adobe and participated in Instrument making, musical games, performance & dance activities.


40

4 10-09-2017NotInMyName

Peaceful protest event where Music Basti kids from TFI Saidulajab participated and sang song about Peace.

South Delhi Muncipal Corporation Nigam Pratibha Vidyalaya(TFI, Westend Marg, Saiyad ul Ajaib, Sainik Farm, New Delhi, Delhi 110030)

25

5 6-10-2017World Economic Forum

Students from TFI Saidulajab performed few songs as part of World Economic Forum


25

6 25-10-2017 Student performance

Music student from class 1 performed Itti Si Hansi & Teri Hai Zameen song during school assembly

SDMC- Vidya Hauz Khas Enclave Primary School New, Block Y, Hauz Khas, New Delhi, Delhi 110016

30

7 9-11-2017The Royal Visit

25 Students from Peepul School performed and interacted with Prince Charles. They performed “Ye Tara Woh Taara”.

Peepul School (B11, Sri Ramsharanam Marg, Block C, Lajpat Nagar III, Lajpat Nagar, New Delhi, Delhi 110024)

25

8 10-11-2017 & 13-11-2017

20 Student from TFI Saidulajab School visited RedFM 93.5 Studio in Noida to record jingle as part of Children's Day celebration.

20 Student from TFI Saidulajab School visited RedFM 93.5 Studio in Noida to record jingle as part of Children's Day celebration.


20

9 14-11-2017Children's Day performance

Music student of Class 2-A, 2-B, 3-A and 3-B performed respective songs during School Assembly


80

Page of 29 38

10 14-11-2017Children's Day performance

Music student performed "O Ri Chiraiya" song for school during Children's day event at school


20

11 10-12-2017 KER

Students from TFI Qutub School performed during inauguration of TFI's KER event 2017

Sarvodaya Bal Sr. Sec. Vidyalaya (TFI Qutub)SBV-No.1,Opp.Qutab Minar, Qutub Mehrauli, New Delhi, Delhi 110030

12

12 20-12-2017 ICEP - Music Sharing

Midori & Group performed Western Classical pieces for students. They interacted with student and also showed student how to play their instruments. Our studnets also performed songs for the group

SDMC - SEF Bhim Nagari Primary SchoolBlock C7, Bhim Nagri, Hauz Khas, New Delhi, Delhi 110016

50




30

14 21-12-2017ICEP - Music Sharing

Midori & Group performed Western Classical pieces for students. They interacted with student and also showed student how to play their instruments.


100

15 22-12-2017ICEP - Music Sharing

Midori & Group performed Western Classical pieces for students. They interacted with student and also showed student how to play their instruments.


40




30

17 23-12-2017Christmas Celebration

As part of Christmas Day Celebration, class 1 student performed Christmas Carol for school


30

Page of 30 38

18 24-12-2017

Christmas performance

at Hotel Hyatt Andaz

South Delhi Muncipal Corporation Nigam Pratibha Vidyalaya

(TFI, Westend Marg, Saiyad ul Ajaib, Sainik

Farm, New Delhi, Delhi 110030)

25

19 25-12-2017

Christmas performance

at Hotel Hyatt Andaz

Sarvodaya Bal Sr. Sec. Vidyalaya

(TFI Qutub)SBV-No.1,Opp.Qutab Minar,

Qutub Mehrauli, New Delhi, Delhi 110030

18

20 19-01-2018

Kalatva Workshop on

Indian Classical

Music and Dace

Kalatva Workshop on Indian Classical Music

and Dace

Katha Labs (192, Kalkaji Main Rd,Govind Puri,

New Delhi, Delhi 110019)40

21 19-01-2018

Kalatva Workshop on

Indian Classical

Music and Dace

Kalatva Workshop on Indian Classical Music

and Dace


20

22 27-01-2018

World Harmony

Celebration Week

URI's World Harmony Celebration Week

Katha Labs (192, Kalkaji Main Rd,Govind Puri,

New Delhi, Delhi 110019)20

23 27-01-2018 Radio One

Radio One will be visiting school to interact with student, teacher and to document the program.

They will also be interacting with teachers

to know about MB's program.




25

23 04-02-2018

GMI Campus Launch Event

Ensemble group from Peepul School will be

performing a composition for GMI during its Campus

Launch Event

Peepul School (B11, Sri Ramsharanam Marg,

Block C, Lajpat Nagar III, Lajpat Nagar, New Delhi,

Delhi 110024)

20

24 06-02-2018 Mini-Concert

Fund Raising Mini-concert at Adobe

campus where students, teachers and Adobe

band will be performing songs




25

25 26-02-2018Youth

Festival

Delhi Government is organizing the YOUTH

FESTIVAL



Farm, New Delhi, Delhi 110030) 25

Page of 31 38

Annex E: List of Teacher Trainings

Date Outcomes Description Trainer Details

JUNE 10, 2017JUNE 11, 2017JUNE 17, 2017JUNE 18, 2017JUNE 24, 2017JUNE 25, 2017JULY 01, 2017JULY 2, 2017

INAUGURAL TRAINING (1-8)(8 DAYS)

The inaugural trainings were designed to orient the teachers to Music Basti and the Resound Program. The trainings were focussed on helping the the particpants understand the history, ideaology and the processes of the organisation. Through a series of interactive and participative activities, skills such as teamwork and collaboration were encouraged. The 8 day training module consisted of a variety of sessions : recurring and non negotiatble sessions (warm ups, games, open mic, ensemble and journaling), skill based sessions (external and internal trainers), capacity building sessions (external and internal ; theatre, music, lifeskills etc), community visits, and mock classrooms.

DAY 1 : Introduction to the organisation, setting training goals and objectives, music skills DAY 2: Context of the program, education system in India, stages of child development, student learning stylesDAY 3 : Context : Understanding the learners, life skills DAY 4 : Personal values and values of the organisation, musical frameworks DAY 5 : Lesson planning, evaluation frameworks (monitoring progress)DAY 6 : Community visits, classroom culture, classroom / behaviour management toolsDAY 7 : Musical framework (assessment), creating lesson plans and preparing for mock lessonsDAY 8 : Classroom tools to monitoring student progress (rubric), MB systems and processes, mock lessons and feedback, ensemble performance

INTERNAL : (Music Basti)Faith GonsalvesChayan Adhikari Pavithra Chari Ankur PrakashSubhadra KamathEXTERNAL : Shena Gamat (Theatre Professional)Urmila (ARK)Aniket Thukral (ARK)Chandini (SEF)Samantha (SEF)

JULY 30, 2017

This was the first training after the inaugural trainings and after about 3 weeks of teaching. The focus of the this training was to get the particpants to share their experience and reports from the 3 weeks of teaching and set goals for the next month. A session was also dedicated to working with younger students as some of the teachers were experiencing behavior related issues in the initial sessions. Sessions such as warm ups, games, ensemble and journaling were conducted.

Sessions included : - Classroom experience sharing by each pair of TAs- Sharing a report for the month - Creating plans for the next month - Learning styles and working with younger students - Warm ups, games, ensemble, journaling

INTERNAL : (Music Basti)Chayan Adhikari Pavithra Chari Ankur Prakash

SEPTEMBER 3, 2017

The focus of this training was to get the particpants to share their experience and reports from the previous month of teaching and set goals for the next month. The new lesson plan template was also introduced. An external trainer (Ms Geetika) conducted a session on classroom teaching skills and tools in the form of mocks. Sessions such as warm ups, games, ensemble and journaling were conducted.

Sessions included : - Classroom experience sharing by each pair of TAs- Sharing a report for the month - Creating plans for the next month - Mocks (teaching approaches and skills for the classroom)- Warm ups, games, ensemble, journaling

INTERNAL : (Music Basti)Faith GonsalvesChayan Adhikari Ankur PrakashSubhadra KamathEXTERNAL : Geetika

Page of 32 38

SEPTEMBER 24, 2017

An experiential session on 'Creative and Emotional Expression' was conducted by two trainers from Fortis. The focus of the session was on how teachers can create oportunities for students and enable them to express themselves creatively and emotionally in a classroom. The mentorship roles were reinforced with a session outlining the mentor roles and a discussion on 'Creating an environment of feedback' in the organisation. Sessions such as warm ups, games, ensemble and journaling were conducted.

Sessions included : - Creative and emotional expression- Mentorship roles and culture of feedback - Creating plans for the next month - Warm ups, games, ensemble, journaling

INTERNAL : (Music Basti)Faith GonsalvesChayan Adhikari Subhadra KamathEXTERNAL : FORTIS

OCTOBER 27, 2017

The focus of this training was to get the particpants to share their experience and reports from the previous month of teaching and set goals for the next month. There was a discussion on the theme for the final concert as well as planning for the upcoming community concert. An external trainer (Ms Sumina Mishra) conducted a session on creative writing for students. The session focussed on the various creative writing tools and techniques the teachers could take into their classrooms. Sessions such as warm ups, games, ensemble and journaling were conducted.

Sessions included : - Creating plans for the next month- Discussion on theme for the final concert- Prep work for the community concert - Creative writing for children - Warm ups, games, ensemble, journaling

INTERNAL : (Music Basti)Faith GonsalvesChayan Adhikari Ankur PrakashEXTERNAL : Sumina Mishra

DECEMBER 17, 2017

This training was dedicated to introduce song writing and lyric writing skills to the TAs. This was done by breaking down various aspects of songwriting, conducting exercises and activities and taking the TAs through a short songwriting process.

Sessions included : - Lyric writing (activities for students)- Song writing elements - Small group song writing - Performance

INTERNAL : (Music Basti)Chayan Adhikari Subhadra Kamath

Page of 33 38

Annex F: List of Teacher Development Workshops

S. No Date Trainer Name(s) Brief bio of trainer(s)

Brief description of

workshop goal(s)

105-08-20

17Chayan Adhikari

Chayan is a widely recognised Delhi based musician and the lead vocalist of

the renowned Indian band, Advaita. The band has been featured on

popular TV shows such as Mtv Coke Studio, Mtv Unplugged, The Dewarists and Fox Traveller’s Soundtrek. Chayan has also been associated with various musical groups and projects such as

Artistes Unlimited, The Group Project,Think Floyd, The Yellow Brick

Project and Humour Me, among others. Chayan has been teaching

music for several years and has also headed Silhouette (from 20062007),

the arts wing of The YP Foundation. He is currently the ‘Education and

Communities’ project head at Music Basti, a communitybased music and media learning project, working with

atrisk youth and children in Delhi.

Basics of western music theory and ear

training.

214-10-201

7 Luiza Sales

Luiza is a Brazilian singer and songwriter from Rio de Janeiro. First brazilian musician to hold a Masters

Degree in Contemporary Performance at Berklee College of Music, with a full scholarship, at Valencia Campus. She

released her first album, “Breve Leveza” in 2012, produced by Dan

Garcia – who had previously worked with artists like Rod Stewart, Al

DiMeola and David Crosby.

Vocalization and the best

ways to maintain the

voice.

3 Aman Mahajan

Aman Mahajan is a pianist, composer and bandleader, who plays improvised

music across a diversity of musical idioms. Having worked with musicians

of a wide variety of nationalities, cultural backgrounds and musical

styles, Mahajan is interested in improvisation as a medium of

exploration and communication, in addition to its relevance in more

traditional art forms. A graduate of Berklee College of Music (Boston),

Mahajan is presently based in Bangalore, India, where he leads

original improvised music ensemble Refuge. His music is influenced by

traditional and contemporary music from around the world, and deeply

inspired by a sense of unity and connection.

Piano and chords - an

introduction to theory.

Page of 34 38

4 Aditya Balani

Aditya Balani, a multifaceted musician wears many hats as a composer,

guitarist, singer-songwriter, music producer and educator. Aditya started his musical career in 2002 as a guitarist

and songwriter with bands like Incognito, Advaita, Artistes Unlimited, Crimson and Think Floyd. In 2010 he graduated (summa cum laude) from Berklee College of Music (USA), where he received the Berklee Achievement

Scholarship, won the Kenwood Dennard artist competition and

performed at various celebrated events like the International Folk Music

Festival and Guitar Night Showcase. After moving back to India, Aditya has

been performing extensively across the country and abroad in festivals. He is

the co - founder of Global Music Institure with his brother Traun Balani.

Songwriting - introduction and process.

5 05-11-2018

Ujwal Nagar

Ujwal Nagar is a Hindustani classical vocalist . He received initial training in classical music from his mother Guru Urmila Nagar and has also received intensive training from Late Ustad Bashir Ahmad Khan of Sikar. He is

currently taking guidance from Pandit Shriram Umdekar and Pandit Somnath

Mardur. He has performed at numerous cities in India and abroad

and was also awarded the Sahitya Kala Parishad and Central Government

scholarship by Government of India for his relentless pursuit of Indian classical

music. Although a purist at heart , Ujwal has enriched his musical pursuit

by exploring various other genres of music as well. Most notably, his

ongoing collaborative work with the group ‘Advaita’ has been greatly appreciated by classical music

connoisseurs as well as the world music listeners. music production

courses.

Basics of hindustani

classical music - theory and

practice techniques.

603-03-20

18 Anindo Bose

Anindo Bose is a self-taught keyboard player and has been playing

professionally for over 20 years. He has released 5 Studio albums as part of

various acts in the capacity of a keyboardist/composer/arranger/

engineer/producer. Having produced numerous Indian independent acts at

his Plug 'n' Play Studios, he is one of the most sought after arranger/

producers in the Delhi music circuit. As a live sound engineer, Anindo has

worked with the biggest of bands and festivals in the country. His most

notable projects include popular fusion octet Advaita, contemporary - classical

duo Shadow and Light, and Delhi's largest choir/ensemble Artistes

Unlimited.

Basics of song arrangement

and production.

Introduction to music

software.

Page of 35 38

7 28-02-2018

Bob Jordon

Robert Jordon is a multi-instrumentalist and educator with a

wide range of interests and expertise. He is a dexterous, well-rounded

musician and a socially motivated free thinker. He is dedicated to arts

advocacy and education for marginalized and underserved

populations and has spent years working for schools and non-profit organizations that use music as an

instrument for social change. He currently serves as Managing Director

at the Musicmatters school in Colombo, Sri Lanka where he is also researching music pathology and

preservation of the Low-Country Ritual as part of a Fulbright grant project.

Ways of Learning -

Better Understanding

Musical Creativity Through Perceived

Learning and Social

Environment

804-03-20

18Elena

Konstantinidi

Elena is a practicing music therapist, who completed her BA in Music at

King's College, London and her Masters in Music Therapy at Anglia

Ruskin University in Cambridge. She has visited a few of our classes and

took us through an interesting workshop that gave an introduction to the TAs on approaches used in Music

Therapy.

Introduction to music therapy

Page of 36 38

Annex G: List of Donors

We are grateful to the following list of donors for their support to our program:

1. Enabling Leadership Foundation

2. Adobe Foundation

3. Fremantle India Television Productions

4. OML Pvt Ltd

5. EFICOR

6. Sada Ananda Foundation

Page of 37 38

Contact

Faith Gonsalves

Executive Director, Integrated Development Education Association (IDEA)

E: [email protected]

www.musicbasti.org / www.enablingleadership.org

Address: ℅ 144 Munirka Vihar, New Delhi 110067

Phone: +91 9818453347 / 011 26181508

Page of 38 38

mailto:[email protected]

http://www.musicbasti.org

http://www.enablingleadership.org

Documents

IDEA Annual Report 2017-18 - Enabling Leadership · Delhi/NCR implemented by Integrated Development Education Association. The program was implemented wholly as an in-school intervention,