SAMEDRUM:ACACDPROJECTWITHYOUNGPEOPLEFROMMIGRANTANDREFUGEEBACKGROUNDS

Anevaluationoftheproject’seffectivenessandimpacts

2018Perth,WesternAustralia

SAMEDRUM:ACACDProjectWithYoungPeopleFromMigrantandRefugeeBackgrounds

Theprojectwasdirectedandproducedbyartistandfilm-makerPoppyvanOorde-GraingerandsupportedbyprojectpartnersAranmoreCatholicCollege,DADAA,CommunityArtsNetworkandBeyondEmpathyandassistedbytheAustralianGovernmentthroughtheAustraliaCouncilfortheArts,itsartsfundingandadvisorybody.AkolkolDastanGesaDirector/Producer:PoppyvanOorde-GraingerEvaluationandReport:NatalieGeorgeffandAndreaLewisCover:SAMEDRUMrapperJukYuangandfilm-makerNgorAtem(PhotobyMatsu)Contact:PoppyvanOorde-Grainger(poppyvog@hotmail.com) ©AkolkolDastanGesa

TABLEOFCONTENTS

EXECUTIVESUMMARY...................................................................................4

1. INTRODUCTION.......................................................................................6 1.1 CACDFramework:Film,Dance,MusicandYoungPeopleinaMulticulturalContext......61.2 AkolkolDastanGesa:TheProjectanditsGoals..............................................................61.3 SAMEDRUM:TheMusicVideo......................................................................................71.3.1 ProjectGoalsandObjectives ................................................................ 7 1.3.2 Participants,LeadArtistsandArtisticPractice ............................................. 9 1.3.3 ProjectPartners:MentorshipandCollaboration ......................................... 10

2. EVALUATION..........................................................................................10 2.1 GoalsofEvaluation ......................................................................... 11 2.2 LiteratureReview .......................................................................... 11 2.3 Methodology ............................................................................... 14 2.3.1 Participants:Surveys,InterviewsandFocusGroups ..................................... 14 2.3.2 ArtistsSurvey ............................................................................. 15 2.3.3 StakeholdersSurvey ...................................................................... 15

3. RESULTS................................................................................................16 3.1 Participants ................................................................................. 16 3.1.1 Results:Film-makingworkshop ........................................................... 16 3.1.2 Results:PostWorkshopParticipantSurvey .............................................. 18 3.1.3 Results:PreandPostWorkshopSWEMBS ............................................... 20 3.1.4 Results:Post-Screening–ParticipantSurvey ............................................ 24 3.1.5 Results:ParticipantInterviews ........................................................... 27 3.2 Results:ArtistsSurvey ..................................................................... 34 3.3 Results:StakeholderandPartnerFeedback .............................................. 38

APPENDICES.................................................................................................42 APPENDIXA:MEDIACOVERAGE ............................................................... 42 APPENDIXB:ARTISTBIOGRAPHIES ........................................................... 44 APPENDIXC:SONGLYRICS ..................................................................... 45

EXECUTIVESUMMARYAkolkolDastanGesaisamultidisciplinaryCommunityArtsandCulturalDevelopment(CACD)projectthatprovidesyoungpeoplefrommigrantandrefugeebackgroundswithauniqueopportunitytotelltheirstoriesthroughcollaborativeartsprojects.BetweenMay2017andApril2018,AkolkolDastanGesapartneredwithAranmoreCatholicCollege’sIntensiveEnglishCentretoengagestudentsandtheircommunitiesinsongwriting,beat-making,recording,dance,performance,filming,screeningandpublishingamusicvideocalledSAMEDRUM.TheprojectwasevaluatedtoassesshoweffectivelytheSAMEDRUMprojectmetAkolkolDastanGesa’sobjectivesaroundempoweringyoungpeople–amaingoaloftheproject.Theseincludedfostering:

� Asenseofbelongingandsocialinclusion� Pathwaysintotheartsandscreenindustry� Skillsinarangeofareas(includingsong-writing,dance,musiccomposition,

film-making,performing,teamwork,projectdecision-making)� Relationshipsandthecapacityforrelationship-building� Self-expression� Engagementinlearning� Cultureexchange.

Theprimarymethodsusedtodeterminethekeyimpactsonparticipantsweresurveysandparticipantinterviews.Surveyswerealsodistributedtoleadartistsandprojectstakeholders.

Resultsdemonstratethattheprogramwashighlyeffectiveinachievingitsgoals,withkeyresultsincluding:

� 93%ofparticipantsfoundtheworkshopstobea‘good’experience,thehighestonathree-pointscale.

� 80.5%identified‘relationshipbuilding’asthemostpositiveexperiencefollowedby‘belonging’,‘cultureexchange’and‘self-expression’.

� SWEMBSpreandpost-surveystoidentifyimpactsonmentalhealthdemonstratedpositivetrendsinfeeling‘closertoothers’,feeling‘moreuseful’,feeling‘morerelaxed’,andfeeling‘moreoptimistic’.

� In-depthinterviewswitheightstudentsdemonstratedkeythemesoftryingandlearningsomethingnew,self-expression,workingtogether,connecting,beingemotional,feelingproudandhavingincreasedself-confidence.

� 91.3%ofparticipantsfoundwatchingthemusicvideomadethemfeel‘happy’.� 100%ofparticipantsagreedthatthemusicvideowaseither‘good’,‘verygood‘

or‘excellent’.� Studentengagementwasrankedhighlybythefacilitatingartistswhonoticed

positivechangesinstudents’confidence,self-esteemandrelationshipsaswellaslearningtechnicalskills.

� Allpartnersrankedtheprojectas‘excellent’andagreedthattheprojectachievedallthreeofitsaims.Qualitativeresponsesexpresshowimpressedtheywerewiththeoutcomeofthemusicvideo,aswellastheprocessofmakingit.

� Participantshadtheirworkbroadcastonnationaltelevision,radioandonlinetomorethan500,000peopleandwereinvitedtoperformata20,000-personfestival.

� ThesongwonSongoftheYearintheWorldcategoryattheWestAustralianMusicAwardsandthemusicvideowasincludedintheRevelationInternationalFilmFestivalinWAandRefugeeFilmFestivalinNewSouthWalesandVictoria.

TheprojectpresentsafeasibleandeffectivemodelfortheuseofmusicvideocreationtoaddresstheartisticandculturalengagementofyoungpeoplefrommigrantandrefugeebackgroundsinAustralia.Theuseofprofessionalmusic,filmanddancementors,multiplecreativeactivitiestoensurehighlevelsofstudentengagement,andamediaandscreeningstrategytoachievebroadaudiencereachandengagementarehallmarksoftheproject’ssuccess.

Image:CastandcrewfilmingonlocationatLakeMonger,Perth(PhotoEllaHemsley).

1. INTRODUCTION

1.1 CACDFramework:Film,Dance,MusicandYoungPeopleinaMulticulturalContextTheAustraliaCouncil’s2010researchreportMorethanBumsonSeats:AustralianParticipationintheArtsnotesthat‘thosebornoverseasinanon-EnglishspeakingcountryshowedsignificantlylowerlevelsofbothcreativeandreceptiveparticipationoverallwhencomparedtothetotalAustralianpopulation’.Thereportgoesontosay:

ThoseforwhomthemainlanguagespokenathomewasnotEnglishwerelesslikelytoattendartseventsandmorelikelytoagreethat;‘sometimes,theartsaretheonlywayofsayingsomethingimportantthatneedstobesaid’and‘theartshelpmedealwithstress,anxietyordepression’.1

InaCommunityArtsandCulturalDevelopment(CACD)context,participatoryartsasameansofengagingyoungmigrantsinAustraliacanfostercommunitymembers’wellbeingbybuildingontheirstrengths,interestsandaspirations;supportingthemtodrivethedirectionofprojects;buildingcapacityintheircommunitiestoensureongoingimpact;workingwithprofessionalartiststoensurehighqualityprocessandoutcomes;andshowcasingtheworkathigh-profileevents.Inadditiontonurturingindividualpersonaldevelopment,creatingpathwaysforyoungpeopleintoartscareerscanstrengthenlocalsocialcohesion,increasethediversityofartsparticipationinAustralia,andchangesocialattitudesinthelongterm.

1.2 AkolkolDastanGesa:TheProjectanditsGoalsAkolkolDastanGesaisamultidisciplinaryCACDprojectwithyoungpeoplefrommigrantandrefugeebackgrounds.Theprojecttookplace,inpart,atAranmoreCatholicCollege’sIntensiveEnglishCentre(IEC),whichhelpsnewarrivalslearnEnglishandtransitionintomainstreamschooling.Theprojectwasdirectedandproducedbyartistandfilm-makerPoppyvanOorde-Grainger,supportedbyprojectpartnersAranmoreCatholicCollege,DADAA,CommunityArtsNetworkandBeyondEmpathyandassistedbytheAustralianGovernmentthroughtheAustraliaCouncilfortheArts,itsartsfundingandadvisorybody.AkolkolDastanGesabuiltonapreviouslysuccessful2013project,WelcometoMyWorld,2whichwascoordinatedbyPoppyvanOorde-GraingerforYMCAWAat 1 http://www.australiacouncil.gov.au/workspace/uploads/files/research/full_report_more_than_bums_on_-54325919b74d6.pdf.

2 http://www.dadaa.org.au/wp-content/uploads/2017/01/Welcome-To-My-World-Exchange-Project-Evaluation-2013.pdf

Aranmore’sIEC.AkolkolDastanGesaintentionallyworkedwiththesamecommunity.TherationaleforworkingwiththesamecommunityoveranextendedtimeframeissupportedbyArtsTasmania’sSocialImpactsofParticipationintheArtsandCulturalActivities:Evidence,IssuesandRecommendations2005,whichstatesthat:‘Itisalmostcertainlyunrealistictoexpectashortprogramtoeffectbehaviouralorattitudinalchange’.3AkolkolDastanGesawasauniqueopportunityforyoungpeoplefrommigrantandrefugeebackgroundstobeleadersintellingtheirownstories.AkolkolDastanGesameans‘story’inthethreeofthemanylanguagesspokenbytheprojectparticipants–Dinka,DariandArabic.

1.3 SAMEDRUM:TheMusicVideoIndevelopingthecorecreativeproductforthisproject,40youngpeoplefrommigrantandrefugeebackgroundsworkedwithateamofprofessionalartiststocreatethemusicvideo.TheprocesstooksixmonthsandthefinaloutcomewasscreenedattheFringeWorldFestival2018andlaunchedonABCTVandonlineduringHarmonyWeek2018.ThemusicvideowasthenavailableonABCiViewfor30days.ScreeningsalsotookplaceinPerth’sYaganSquare,atCurtinUniversityaspartofCatalystforChangeandatMirrabooka’srecreationalcentre.MediacoverageincludedfeaturesonSBSWorldNews,ABCNews,BehindTheNewsandAustraliaPlusIndonesia.TheyoungartistswereinvitedtoperformwithAustralianhip-hopgroupDownsydeattheStateoftheArtFestivalinWAtoanaudienceof20,000.SAMEDRUMwonSongoftheYearintheWorldcategoryattheWestAustralianMusicAwardsandthemusicvideowasincludedintheRevelationInternationalFilmFestivalinWAandRefugeeFilmFestivalinNewSouthWalesandVictoria.

ThesongandvideoweretitledSAMEDRUM,anamethatemergedfromthesong-writingworkshopsheldaspartoftheproject.

1.3.1 ProjectGoalsandObjectivesThemainaimsoftheprojectwereparticipant-centeredandwereto:

� Empoweryoungpeople� Increasediversityonscreen� Createabroadcast-qualitynewmediawork.

Specificobjectivestoempoweryoungpeopleweretodevelop:

3 www.arts.tas.gov.au

� Asenseofbelongingandsocialinclusion� Pathwaysintotheartsandscreenindustry� Skillsinarangeofareas(includingsong-writing,dance,musiccomposition,

film-making,performing,teamwork,projectdecision-making)� Relationshipsandthecapacityforrelationship-building� Self-expression� Engagementinlearning� Cultureexchange.

TimelineofActivities

Theprojectranfrommid-August2017tomid-April2018withthefollowingmilestones:Time Activity Location Engagement

14Aug–19SeptMondays1.30–3.20pm

FilmmakingWorkshops

Aranmore Poppy,Davidand8students

14Aug–19SeptTuesdays3.20–5.30pm

FilmmakingWorkshops

Variouslocationsincludinginterviewingfamilyandcommunity

Poppy,David,families,100communitymembersand8students

13–27OctFridays1.30–3.20pm

MusicWorkshops

Aranmore Scott,Poppy,Ash(volunteer)and8students

6–13NovemberMondays1.30–3.20pm

DanceWorkshops

Aranmore Ritaand25students

4fulldaysinNovember

MusicVideoShoot

LakeMonger,PerthInstituteofContemporaryArts,PerthandLeederville

Poppy,Gemma,Matsu,Rita,EllaW,EllaH,Scott,WesternEmpirewrestlingteamand40youngpeopleandasupervisingteacher

28Nov–5Dec Edit Sandbox Poppy,Robert,ElaineandDenzel

13February CommunityScreening

FringeWorldFestivalTheBacklot

50audiencemembersmadeofcast,crewandprojectpartners

15March TV,RadioandOnlineLaunch

Facebook,ABCiView,YouTube,Vimeo,MusicFeeds

72Kviews,150Kreachand4Kreactions,commentsandsharesonFacebook14KviewsoniView1KviewsonYouTube1KviewsonVimeo

15March TicketedScreening

MYANWAFilmnight 100audiencemembers

16March FreePublicScreening

HarmonyWeekEvent,Mirrabooka

50audiencemembers

15–18March NewscoverageSBSWorldNewsABCNewsBehindTheNews

380KviewsonSBSWorldNews100KviewsonABCNews36KviewsonBehindTheNews

21March–21April

ABCME NewsToMe14KViews

1.3.2 Participants,LeadArtistsandArtisticPracticeAsaCACDprojectthatincludedskill-buildingandthedemonstrationofpathwaysintotheartsasgoals,AkolkolDastanGesawasdesignedtofacilitateexchangeinknowledgetransferandskillsbetweenestablishedprofessionalartistsandinstitutionsinvariousdisciplinesandparticipants.Inaddition,knowledgetransferandskill-developmentwerefacilitatedfortheprofessionalartists,particularlythosewhohadnotworkedwithCaLD(CulturallyandLinguisticallyDiverse)youngpeoplebefore.Inaddition,mentoringoftheproject’sdirectorandproducerwasprovidedbyseveraloftheprojectpartners.BuildingmentoringintothisprojectisinlinewithAustraliaCouncil’sCommunityPartnershipsSectorPlan2010–2012StrategicPlan,whichfoundthat‘…themajorityofleadingpractitionerslearnonthejob’.4ParticipantsThesewereyoungpeoplefrommigrantandrefugeebackgroundsbetweentheagesof12and29,allbornoutsideofAustralia.Participationwasvoluntary,withparticipantsself-selectingafterpresentationsandcallsforengagementweresharedwithbothcurrentandex-IECstudentsandcommunitymembers.Youngpeoplealsocontributedtheirtimeafterschool,ontheweekendandduringschoolholidays.Inlinewithindustrybestpractise,alloftheparticipantssignedreleaseformsthatallowedappropriatemanagementforcopyright,distributionandpromotionofthefinalwork.LeadArtistTheprojectwasdevisedandproducedinconsultationwiththecommunitybyindependentartistandfilm-makerPoppyvanOorde-Grainger,whospecialisesincollaboratingwithcommunitiestocreatecontemporaryartandfilmwhiledevelopingsocialoutcomes.HerworkhasbeenbroadcastonNickelodeon,SBSandABCandpresentedatnumerousfestivalsincludingLondonInternationalFestivalofTheatre, 4 http://static.placestories.com/pool/project/0001/0008319/docs/doc-2Z.pdf page 5

JapanMediaArtsFestival,ImagineNATIVEinCanadaandArsElectronicinAustria.ShereceivedtheAustraliaCouncilKirkRobsonAwardforyoungleadersinCommunityCulturalDevelopmentin2010andhasdegreesinscreenstudies,educationandfinearts.ProfessionalArtistsTheprofessionalteamofartistsincluded:Director/Producer,PoppyvanOorde-GraingerMusician,ScottGriffiths(Downsyde)Writer,DavidVincentSmithDirectorofPhotography,MatsuChoreographer,RitaNitaFilm-maker,GemmaParsons

1.3.3 ProjectPartners:MentorshipandCollaboration

AkolkolDastanGesawassupportedbyprojectpartnersAranmoreCatholicCollege,BeyondEmpathy,DADAAandCommunityArtsNetworkandwasassistedbytheAustralianGovernmentthroughtheAustraliaCouncilfortheArts,itsartsfundingandadvisorybody.

TheprojecttookplaceatAranmoreCatholicCollege’sIntensiveEnglishCentre,whichhelpsnewarrivalslearnEnglishandtransitionintomainstreamschooling.BeyondEmpathy,DADAAandCommunityArtsNetworksupportedtheprojectbyprovidingmentoring,staff,financialsupport,evaluation,report-writing,andmarketingsupport.

2. EVALUATIONTheevaluationwascarriedoutbyindependentevaluatorNatalieGeorgeffbetweenAugust2017andApril2018.Theprimarymethodsusedtodeterminethekeyimpactsonparticipantsweresurveysandparticipantinterviews.

2.1 GoalsofEvaluationTheevaluationaimedtoassesshoweffectivelytheSAMEDRUMprojectmetAkolkolDastanGesa’sobjectivesaroundempoweringyoungpeople.Asstatedearlier,theseweretodevelop:

� Asenseofbelongingandsocialinclusion� Pathwaysintotheartsandscreenindustry� Skillsinarangeofareas(includingsong-writing,musiccomposition,film-

making,performing,teamwork,projectdecision-making)� Relationshipsandthecapacityforrelationship-building� Self-expression� Engagementinlearning� Culturalexchange.

2.2 LiteratureReviewApreviousevaluationofPoppyvanOorde-Grainger’sworkwithstudentsfromAranmore’sIEC,duringTheWelcometomyWorld–ExchangeProjectin2012and20135,informedtheapproachtothisevaluation.Twomainstudieswereusedtoframeandinformthedevelopmentofinterviewquestionsandsurveys.Gould’sresearch(20056)suggestsfourelementstotheculturaldimensionofsocialinclusion:

� Beingabletomaintainculturalpracticeandidentity� Developinganunderstandingoftheculturalvaluesofthenewsociety� Havingaccesstoparticipationintheculturallifeofthenewsociety� Destinationcommunitiesgaininganunderstandingandappreciationofthe

cultureandvaluesofrefugees.

5TheWelcometomyWorld–ExchangeProject,AnevaluationofapilotprojectinvolvingyoungpeoplefromAranmoreCatholicCollege’sIntensiveEnglishCentre(DADAA,2013).6Gould,H2005,Asenseofbelonging:arts,cultureandtheintegrationofrefugeesandasylumseekers,CreativeExchange,LondoninNewMoves:UnderstandingtheimpactsofTheSongRoom(TSR)foryoungpeoplefromrefugeebackgrounds(2010).

TheseminalNewMovesstudy(Grossman&Soon,20107)examinedtheimpactsofTheSongRoom,aprogramthatprovidesin-schoolcreativeandperformingartsparticipation.Inthisresearch,theinvestigatorsusedthreeoverarchingdomainsoroutcomesforyoungpeoplefromarefugeebackground:

� Senseofwellbeing� Senseofbelongingandsocialinclusion� Engagementwithlearning.

Theevaluatorexaminedtheresultsofthestudyinrelationtotheoutcomes,impactsandindicatorsandsummarisedtheminthetablesbelow.Outcome Impact/Construct IndicatorsSENSEOFWELLBEING

Friendshipsandsocialrelationships

Makingnewfriends,havingfunwithfriendsandlearningnewsocialskillsForgingneworstrongerfriendships

Self-expressionandcreativity

PleasureandenjoymentofbeingcreativeExpressionofideasandemotionsProvisionofartsexpertiseandarts-basedlearning(outsideofteacherskillset)Discoverunsuspectedabilities

Theartsassocialcurrency

Negotiatingpeerrelationshipsbycirculatinganddistributingnewartskills(e.g.dance)toothers

Strengtheningstudents’‘wholeself’

Positiveself-image/individualityPortrayalofselfinrelationtonewlifeinAustraliaLearningaboutothers’culturesandsharingone’sownculture

Connectiontostudents’ownculturesandhistories

Personaldevelopment

Prideandconfidencethroughlearningnewskills(feelinggoodaboutthemselves)Discoveryofnewinterests,talentsandskills

7Grossman,M&Soon,C,2010,NewMoves,UnderstandingtheimpactsofTheSongRoom(TSR)foryoungpeoplefromrefugeebackgrounds,2010,VictoriaUniversity,viewed12August2012http://www.songroom.org.au/images/stories/research/new%20moves%20executive%20summary%20report.pdf

Outcome Impact/Construct IndicatorsSENSEOFBELONGINGANDSOCIALINCLUSION

Beingwithfriendsandfeelingwelllookedafter

Beingknownfeelingsupportedbyteachersandpeers

Beingingroups,helpingandbeinghelpedbyothers

FormandnegotiatepeernetworksEveryonegetsaturnorhasaroleinanarts-basedactivityFocusongroupworkinartshelpsbuildonexistingsenseofgroupidentityFeelinglikehavingsomethingtooffer

TransculturationCulturalexchange

Mutualeffectsof‘givingandtaking’acrossculturesforbothrefugeesandAustraliaCulturalexchangehelpssustainasenseofconnectednesswithothers

Relationship-building

FocusongroupperformanceandthesharingofcommongoalsandachievementsCollaboration,teamworkandmutualresponsibility

ENGAGEMENTWITHLEARNING

Learningnewthingsinnewways

Fun,creativeplayandself-expressionSenseoffreedomNon-languagedependentlearningEnhancedengagementandenthusiasmwithskillsdevelopment

Inspiration

FeelinginspiredbyotherstolearnmorethroughcreatingartGettingreadytodisplay/exhibitart

2.3 Methodology

2.3.1 Participants:Surveys,InterviewsandFocusGroupsSurveydevelopmentTwomainsurveyswereusedtodeterminethekeyimpactsonparticipants.Thepostworkshopsurveywasoriginallydevelopedin2012andincluded16statementsorquestions,foureachundertheconstructsof:self-expression,engagementinlearning,relationship-buildingandbelongingwithathree-pointscaleofyes,noandunsure.ThissurveywaswritteninPlainEnglishstatementstosupporttheparticipants,forwhomEnglishistheirsecondlanguage.FortheAkolkolDastanGesapostworkshopsurvey,anewconstructofcultureexchangewasaddedandindicatorsofcreativeexpressionandengagementinlearningwerecombinedunderadomainofSelf-expression.Toevaluatetheempowermentandwellbeingofparticipants,itwasdecidedtouseTheShortWarwick-EdinburghMentalWellbeingScale(SWEMBS)asapreandpostsurvey8.Thefullandshortscalemeasurespsychologicalwellbeingandhasbeenusedsuccessfullyinotherstudieswithadolescents9.ItincludesPlainEnglishquestionsaboutfeelingsandthoughtsof:

� Controlorautonomy� Meaningandpurpose� Personalexpressiveness� Socialcontribution� Competence� Personalgrowth� Self-acceptance.

Othermethodsofdatacollectionabouttheparticipants’experienceincluded:

� Asurveycompletedfollowingthefilmmakingworkshops.� Apostscreeningsurveydistributedtoparticipantsafterviewingthemusic

videoforthefirsttime.� Twofocusgroupsandoneindividualinterviewwitheightparticipantsabout

theirviewsontheproject.

8 SWEMBS, NHS Scotland, University of Warwick and University of Edinburgh, 2008. Permission to use the survey was granted on 9 August 2017. 9 Hunter, S, Houghton, S & Wood, L, 2015, Positive mental wellbeing in Australian adolescents: evaluating the Warwick-Edinburgh Mental Wellbeing Scale, The Australian Educational & Developmental Psychologist, volume 32, issue 2, pp. 93-104.

2.3.2 ArtistsSurveyTheArtists’Surveywasdistributedtothesixprofessionalartistsparticipatingintheproject.Itwasdesignedtoshedadditionallightonparticipantengagementandexperiences.Thesurveycontainedspecificquestionsaroundtheirperceptionof:

� Thelevelofinterestorengagementofparticipantsduringtheproject� Anypositivechangesinthebehaviourofparticipants� Keyimpactsonparticipants,rankingindicatorsof,forexample,connecting

andbelonging,culturalexchange,wellbeing,leaningnewskillsandcareerdevelopment.

2.3.3 StakeholdersSurveyTheStakeholderSurveywasdesignedtodeterminehowpartnerorganisationssawtheprocess,productandvalueoftheprojectoverall.ThissurveywasdistributedtothefourpartnerorganisationsandonestakeholderorganisationinMarch2018.Itincludedquestionsaboutthequalityandcontentofthemusicvideo,reachingtheaimsoftheprojectandbenefitsversusdrawbacks.

3. RESULTS

3.1 Participants

3.1.1 Results:Film-makingworkshopFollowingthefilmmakingworkshopsAugustandSeptember2017,sixteenparticipantscompletedasurvey.Almostallofthestudentsratedtheworkshopsas‘good’(93.75%).

Whenasked‘Why?’theworkshopsweregood,therewerearangeofreasons,suchashavingfun,workingtogetherandexpressingthemselfortheirculture.

Becausethemusicwasgood,alsothecoloursBecauseitwasfun

ItfeltgoodItwasfantasticbecauseweallsharedourideasandworklikeagroup

CozweallworkasagroupBecauseitveryinterestingforme

BecauseitwasfunandeveryoneIknowwasthereandtheyareallmyfriendsHowIcanbemyselfWeworkasonegroup

BecauseIwaswearingmytraditionalclothes

0

1

15

Not good

OK

Good

What did you think of the film workshops? (n = 16)

Whenasked‘Whatdidyoulearn?’thestudentssharedthetechnicalskillstheydevelopedaswellaslearningtoworkasagroup.

IlearnedhowtomakebeatsIlearnedhowtoworkasateam

HowtomakemusicAmusicvideoismadeupofmanypeople,camerasandsharesideas

HowtoworktogetherasagroupHowtomakeamusicvideo

IlearntaboutdancingHowtofilmandhowtosing

HowtomakemusicHowavideoclipismade

Whenchoosingfromthesestatements(fromtheoriginalpostworkshopsurveydevelopedin2012),havingfun,beinghappy,beingthemselfandworkingasonegroupwerethemostreportedfeelings.

3 5

6 7 7 7

8 9

10 10

11 11

12 12

13 15

I am an important part of the group We help each other & share ideas

I am known for my dancing, music, I learn new things in new ways I don't need language to do it

I feel free Everyone is doing their part

I make new friends I feel I can do it

I feel good about myself I enjoy myself with other

I feel understood We work as one group

I can be myself I am happy I have fun

How did you feel during the film workshops? (n = 16)

3.1.2 Results:PostWorkshopParticipantSurveyThepostworkshopsurveyincluded16statementsorquestions,foureachundertheconstructsof:Self-expression,Culturalexchange,Relationship-buildingandBelongingwithathree-pointscaleofyes,noandunsure.Nineparticipantswhoplayedkeyrolesintheprojectcompletedthissurvey.ThesummarygraphbelowdemonstratesthatmostrespondentsagreedthatRelationship-buildingwasthemostpositiveexperience,with29‘yes’answersoutof36possibleanswers(80.5%).Aroundtwo-thirdsofstudentsagreedthattheyhadexperiencedBelonging(69.4%),Culturalexchange(66.7%)andSelf-expression(61.1%).

25 22 29

24

1 5

2 7

10 9 5 5

Belonging Self expression Relationship building

Culture exchange

Post workshop participant survey (n = 9)

Yes No Unsure

Thetablesbelowshowmoredetailedresultstothe16statementsforeachdomainandtheircomponents.Relationship-building(n=9) Yes No UnsureIamgoodatbeingwithotherpeople 7 1 1Ienjoyworkinginagroup 7 0 2Ienjoymeetingnewpeople 9 0 0Iaminterestedinotherpeople 6 1 2

29 2 5

Belonging(n=9) Yes No UnsureIfeelclosertootherpeople 4 1 4Therearepeoplewhounderstandme 7 0 2IfeelconnectedtotheplacewhereIlive/gotoschool 5 0 4Ilikemyself/Ifeelgoodmyself 9 0 0

25 1 10

Cultureexchange(n=9) Yes No UnsureIliketomeetpeoplefromothercountries 8 1 0Iliketolearnaboutothercountries/cultures 8 1 0Ihavesomethingtoofferotherpeople/storiestoshare 3 3 3IliketotellpeopleaboutwhereIamfrom/myhistory 5 2 2

24 7 5

Self-expression(n=9) Yes No UnsureIamcreative 5 1 3Iliketellingstories 4 2 3Ilikeactinginfilms 4 2 3Iaminterestedintryingnewthings 9 0 0

22 5 9

3.1.3 Results:PreandPostWorkshopSWEMBSThesevenitemShortWarwick-EdinburghMentalWellbeingScale(SWEMBS)wasusedasapreandpostsurveyforkeyparticipantswhocompletedtheproject.Sixstudentscompletedthepresurveyandninestudentscompletedthepostsurveyattheendoftheproject,toprovidegeneraltrendsaboutanychangesinparticipantpsychologicalwellbeing.Asshowninthegraphbelow,mostrespondentsreportedthattheyfelt‘closertootherpeople’followingtheproject.

Itisclearthatmostparticipantsreportedthattheyfelt‘moreuseful’followingtheproject.

2 2 1 1

2

1

6

None of the time

Rarely Some of the time

Often All of the time

I've been feeling close to other people (n = 16)

Pre Post

2 3

1

1

4

3

None of the time

Rarely Some of the time

Often All of the time

I've been feeling useful (n = 16)

Pre Post

Thereisageneralpositivetrendofparticipants‘feelingrelaxed’or‘optimistic’moreoften,attheendoftheproject.

2 2 2

1

3

1 4

None of the time

Rarely Some of the time

Often All of the time

I've been feeling relaxed (n = 15)

Pre Post

1 3

1 1 1

3

4

1

None of the time

Rarely Some of the time

Often All of the time

I've been feeling optimistic (n = 15)

Pre Post

Morestudentsreportedthatthey’ve‘beenthinkingclearly’sincethebeinginvolvedintheproject.

Therearemixedresponsestohowtheparticipantsare‘makinguptheirmindaboutthings’althoughmorestudentsratedthisquestion‘often’aftertheproject.

2 1

2 1

1

4 4

None of the time

Rarely Some of the time

Often All of the time

I've been thinking clearly (n = 15)

Pre Post

1 1 1 2 1 1 1

5

2

None of the time

Rarely Some of the time

Often All of the time

I've been able to make up my own mind about things (n = 15)

Pre Post

Similarly,thereisawidedistributionofresponsestohowtheparticipantsare‘dealingwithproblems’althoughtherearemorestudentswhoratedthisquestion‘often’aftertheproject.

1 1 2

1 1

2 1

5

1

None of the time

Rarely Some of the time

Often All of the time

I've been dealing with problems well (n = 16)

Pre Post

3.1.4 Results:Post-Screening–ParticipantSurveyApostscreeningsurveydistributedtoalloftheparticipantsafterviewingthemusicvideoforthefirsttime.

*Imakebeats,HelpingwithideasMostoftheparticipantsagreedthatthemusicvideowas‘excellent’(60.9%),followedby‘verygood’(21.7%)or‘good’(17.4%).

2

2

3

4

5

7

9

12

14

Other*

Drummer

Music

Singer

Lyrics

Perform in studio

Dancer

Perform on bus

Perform in classroom

What did you do in the music video Same Drum? (n = 23)

0

0

4

5

14

I don't like it

It's okay

Good

Very good

Excellent

What did you think of the music video

(n = 23)

Themostcommonemotionforthestudentsafterwatchingthemusicvideowasfeeling‘happy’(91.3%),‘good’(78.3%)and/orexcited(60.8%).Othercommonfeelingsreportedwereprideandfeeling‘partofateam’(both56.5%).

0 0 0

1 3

5 6

7 8

9 9

12 13 13

14 18

21

Angry Bad Sad

Optimistic Included

Connected Belonging Accepted

Inspired Creative

Confident Loved

Part of a team Proud

Excited Good Happy

Choose all of the words about how you feel when you watch the music video?

(n = 23)

MostofthestudentswantAustralianstoseethevideo(60.8%),followedbyfamilyandrefugees(both47.8%).

Themostcommonmessageofthemusicvideochosenbythestudentswas‘Weareallthesame’(60.8%),closelyfollowedby‘Learnaboutothercultures’and‘Wewanteveryonetohavehappiness’(both56.5%).

4

7

10

11

11

14

Brother/sister

Migrants

Friends

Refugees

Family

Australians

Who do you want to see the music video? (n = 23)

8

8

9

9

13

13

14

We live in many cultures

Celebrate your culture

Know who you are & where you are from

We want everyone to have peace

We want everyone to have happiness

Learn about other cultures

We are all the same

What is the message of the music video? (n = 23)

3.1.5 Results:ParticipantInterviewsInFebruary2018,afewdaysafterthefirstscreeningofthemusicvideo,theevaluatorconductedtwofocusgroups(eachwiththreeandfourparticipants)andoneindividualinterviewabouttheirviewsontheproject.Analysisofqualitativedatafromtheinterviewsinvolvedtranscriptionoftheinterviews,followedbyidentificationofconceptsandcommonanswerstokeyquestions.Selectedquotesareusedinthissectiontoillustratekeythemes.Trysomethingnewandself-expressionInitiallywhenasked:Whydidyougetinvolvedintheproject?participantresponsesandmotivationsvariedgreatly.

BecauseIwanttobefamous.

Iwantedtogoandhavesomefun.

A:Ourteacherwrotemynameuptogetinvolved.R:Whydidshewriteournamesdown?

S:Becausewearetalented.

I'mveryopentodifferentideas.Ilikegettinginvolvedinthingsthatgoingtoimpactsociety,becauseofthewaypeopleviewothers...fromdifferentbackgrounds.Iknow

Australiaismulticultural,butitlacksinformationaboutthepeoplethatcomeherefromothercountries.Iwanttocontributeto[changing]thatunderstanding.It'sextremely

important.

However,withfurtherdiscussionitsoonbecameapparentthatoneofthemainreasonsofbecominginvolvedwastotrysomethingnewandforself-expression.

Iwantedtotrysomethingfunandtoexpressmyself.

ForanewexperienceandtoseewhatIwascapableofdoing.

Iwantedtotrysomethingnew,likeactingandsinging.Theyaskedustrysomething(sing,dance)thatyoumightbecomfortablewith,butyoumightbegoodatit.IliketotrynewthingstoseeifIcandoitornot.Youreallydon't

knowuntilyou'vetriedit.

Tryingsomethingnewanddifferent.

PositiveexperiencesandchallengesduringtheworkshopsParticipantsreportedthattheyhadvaried,butpositiveexperiencesandchallengesduringtheinitialworkshops,motivatingthemtocontinuewiththeproject.Itwasmyfirsttimescriptwriting,butbecauseIhaveaninterestinit[writing],IfeltlikeI

washadbeendoingitforalongtime.LikeI'ddoneitbefore.

Thehardestpartwaswritingthelyrics.Wehadtofindnamesandwordsthatrhyme&inallthelanguages,itwassohard.

Whenwewrotethelyrics,Iwasn’tsureifIwantedtodothemusicvideo.ButwhenitstartedfilmingIsurprisedmyselfbysinginganddancing.Iwasprettyhappythewayit

cameout.

Ireallydidn'twanttoatthebeginning,butwekeptpracticing,IreallylikeditandIjoinedin.

WorkingtogetherandconnectingOneofthemostvaluableexperiencesreportedthroughouttheproject,wastheworkingasateam,evenwithgreatdifferenceswithinthegroup.

Atthebeginning,whenwewrotethelyrics,itwasonlyaclass,aclassroom.Afterwefinished,thereweresomepeoplewritingthelyrics,otherswiththerhythmandsome

playingthedrum.Wewereasong.

[Whenworkinginagroup]youlearnyou'vegottomakeacompromisebecauseeveryonehastheirownideas.It'sreallyimportanttoworktogetherbecauseyou'reagreeingtoonethingthatmakeseveryonehappy.Ithinkthat'sreallyimportant[because]moreuniqueideasmakeonegoodidea.Like,insteadofstickingtooneidea,youcanexploreothers

andmakeonehugeidea.

It'sinterestingbecauseweareofdifferentculturesandthevideo,themusic,it'sdifferentlanguages,butalltogether.

Whenasked:Whatwasthebestthingaboutthewholeprocess?participantresponsesdemonstratedthattheyenjoyedtheconnectionsandworkingtogether.

Weworkedasateam.

Metnew,interestingpeople.

Madenewfriends.

ToworkwithPoppyvanOorde-Graingerandthecreativeteam.

Gottomakenewfriends.

Atfirstwhenwewent,Iwasnervousanddidn'twanttogo.ButIheardfromafrienditwasfun,soIdidgo.Havingafriendtherewasimportantbecausetheysupportyou.

MixedfeelingsofprideWhenasked:Howdidyoufeelwhenyouwatchedthemusicvideo?participantsdescribedtheirmixedfeelingsofpridewhentheysawthemselvesuponthescreen.

Happyandproud.

Ilaughedtheentiretime,butnotinabadway.

Happyinaproudway.

Iwasshyandhappy.

WhenIsawmyfriendsinthemusicvideo,Iwasproudforthem.

Iwasveryimpressed[whenIfirstwatchedthemusicvideo].Ilikedthesingingthebest.Itwasperfectediting.Igavemealittlebitof[the]shivers.It'slikegoodshivers.

Maybepeoplegetembarrassed[whenwatchingthemselvesonthemusicvideo]becausetheydon'treallyunderstandthemeaningofthevideo.Like,it'snothingbig,likeaclassproject.ButIthinkifyouunderstandwhattheprojectisabout,youactuallywouldbe

veryproud.

Ithinkitisinspiring.Wewanttoinspiretheupcomingkids[IECstudents],justtobeproudofwhotheyareandshowthemselvestotheworld.

Iwasn’tembarrassed,Iwasproud.Wewerejustlaughing,beinguponthescreen.They

caughtmeamomentlookingatthescreen;Ididn’tthinkthey’dputthatpartin.

Alloftheparticipants,althoughalittleapprehensive,wereproudtoshowthemusicvideototheirfriendsandclassmates.

Theywillloveusmore.

Myfriendsfeelhappyatwhatwedid.

Theywilldancetothesong.Theywillshareit.

M:I'mnervous,nervous,excitedandscaredthatthey'regoingtoshowitatschool.N:I'mhappy[thatthey'regoingtoshowit].Iwanttobefamous.You'regoingtobe

popular.

M:Everyonewillknowyou.Whydoyounotwanttoshowitatschool?

T:Becausemaybetheywilllaughatyou.Makejokes.

N:Becausetheywillknowmoreaboutyou.Thingsyoulike,youarepassionateabout

Beingemotionalandincreasedself-confidence

Whenasked:Howdidyoufeelattheendoftheproject?Whatchangedforyou?participantsdescribedfeelingmoreemotional,inapositivewayandincreasedself-confidence.

AndmeandTwenttoseewhatwecouldsing.Forme,myconfidencegotbetter,WhenIwasfirstsinging[aroundpeople]Iwas:"Ohmygosh!"Iwasnervous.AndwhenPoppytoldmethatwearegoingtofilmnexttothetrainstation,Iwaslike,"What?!"Whenwewentthere,everyonewaswatching.Ithinktheywerehappy

withme.

Feelingsaboutmyself.Like,youseeyourselfonamusicvideo.Thereareimportant,famouspeopleonamusicvideoandyouyourselfareinamusicvideo.

You'regoingtofeelhappyforsure.

Sayyoudreamaboutmakingamusicvideoandyoumakeit.You'regoingtofeelhappy!Youseeyourself.

Myemotions,myfeelings.Inagoodway.Myconfidence.

Ihavegotoutofmycomfortzone.

BebraveandbeyourselfMostparticipantsinterviewedagreedthatitaprioritythatnewmigrantswatchthevideoandtakeonthemessagesinthesong:torememberwhereyouarefrom,beresilientandshowpeoplewhoyouare.

Newmigrants.We’veallbeenthere.Weknowwhatitfeelslike.

Toletthemknowthatyounowhaveaplacewhereyoubelong[Australia],butjustrememberwhoyouare.Youareinanewcountry,butyoucantrynewthingsandstillbewhoyouare.Don’tlimityourself.Newmigrants:

� Toencouragethemtobebrave.� Totellthemdon'tgiveup.� Thatthey'renotalone.Thatyou'vealwaysgotfriendsaroundyou.� Don'thideyourtalents.� Beyourself.� Tobeproudandhavecouragetoshowwhoyoureallyareandwhatyou

cando.

ChangingperspectivesandstereotypesSomeparticipantselaboratedonthemeaningormessageofthemusicvideo,whichtothem,isaboutchangingperspectivesandstereotypes.[Fromwatchingthemusicvideo]I'dlikepeopletoknowthatthere'salwaysadifferentsidetopeoplefromeverybackground.Like,somepeopleseeacultureacertainway,thewaysocietyseesthemandtheymaketheconclusionthatthat'sthewayitis,withoutseeingtheothersideofthatculture.It'sreallyimportanttoshowthegoodsideand

changepeople'sperspective.

ThelyricstotheSameDrumarelittlewordsthatmeanalot,soitmakesyouthink.Ithasalotofemotionsandisaboutturningabadexperienceintoapositiveone.

ItshowsalotoftalentinitthatIdidn'texpectandIthinkitwasreallyimportanttoincludepeoplewhousuallybeinvolvedinthissortofstuff.Like,theIECkids.YoumightjustseethemassomeonelearningEnglishandyoudon'treallyknowwhattheycando.

JustseeingthatpeopleinIECcansing,itmakesyoumoreopenminded...breakingstereotypes.

Therewasmixedresponsefromparticipantsaboutwhattheirfamilieswouldthinkofthemusicvideo.Proud.Ithink.BecauseI'mshyanddon'ttalkto[many]peopleandnotinfrontofthe

camera!SoIthinkthey'llbeproud.

Theywillloveourdance.

Theywillbehappy.

Youdefinitelydon'talwayshavethesameviewsasyourfamily.Youshowthat[themusicvideo]toanolderpersonandtheywillsay:Idon'tcareaboutthat.Theyareclose-

minded.

MyDaddoesn'tcare.

OneparticipantfeltstronglythatitisAustraliansor‘peoplestuckinoneculture’whoshouldwatchthemusicvideo.

Itshouldbeshowntopeoplewhoarestuckinoneculture,likeAustralians(fromteenagertomiddle-age),sotheywillhaveabetterunderstandingofthegoodpartofmigrantsand

peoplefromdifferentbackgrounds,toopenuptheirmind.

OtherparticipantscommentedonwhattheythoughtAustralianswouldsaywhentheysawthemusicvideo,beingimpressedorsurprised.

Wow!

That'scool.

That'sgreat,mate!

Notbadforsomeonefromanothercountry.

3.2 Results:ArtistsSurveyInMarch2018,asurveywasdistributedtothesixprofessionalartistsparticipatingintheproject.Ofthefiverespondents,allagreedthatthelevelofengagementfromtheparticipantswas‘excellent’or‘verygood’.

Commentsshowthatthestudentswereveryenthusiasticandcommittedduringtheproject.Thekidsweresoeager,sometimesabitdisorganized,butalwayswantedtobepartof

thefilming.

Iwasreallyblownawaybythelevelofcommitmentfromtheyoungpeople.Producingafilmcanbehardworkandphysicallyandmentallydemandingofperformers.Buttheseyoungpeopledisplayedahugeamountofstaminaandconcentration.Idon’tthinkIeveronceheardsomeonecomplainaboutmultipletakes,orlongdays.Theywereenjoying

themselves.Itwascleartheyfeltimportantandvalued.

Excellentbecausethestudentsweretotallyengagedandthebestpartwasthelaughterandoverallenthusiasmateverysession.

Almostalloftheartistsnoticedpositivechangesintheparticipantsduringtheproject(80%).

0

0

0

1

4

Poor

Okay

Good

Very good

Excellent

How would you rate the level of interest or engagement from the participants

during the project? (n = 5)

Additionalcommentsreportthattheconfidenceandself-esteemofthestudentsappearedtoimproveaswellasrelationshipsbetweenpeersandstaff.

FromwhatI'veseenofthefootagethroughouttheproject,Iwasimpressedwiththeconfidenceandselfesteemthatthekidsdeveloped.Atthebeginning,manywereshyorembarrassedhoweverthisslowlyimproved,astheyseemedtosupporteachothermore

andmore.

Forafewofthemaingirlsinvolved,youcouldseetheirconfidencegrowoverjustaweek.Frombeingalittleshyorunsureinfrontofthecamera,tocompletelyletting-goandbeingthemselves.Forsomeoftheotherstudentsinvolved,neverhavingworkedwithsomeofthecrewbefore,andtheexcitementofmakingafilmmeantthatsomeoftheirbehaviourcouldbealittlechallengingattimes.Butbytheendoftheweekyoucould

noticeachangeintheirabilitytolistenandtakedirection.Theywantedtobethere.ThiswasTHEIRfilm.Sotheywerewillingtoworkhardtomakeithappen.

ConfidenceSelfesteem

PeertopeerrelationshipsPeertostaffrelationships

Strengthenedbondsbetweenstaffandstudents

0

1

4

No

Maybe

Yes

Did you notice any positive changes in the behaviour of any of the participants

during the project? (n = 5)

Whenaskedtorankfromonetoeightthekeyimpactsthattheartiststhoughttheprojecthadontheparticipants,thegreatestimpactreportedwas‘wellbeing’withanaveragescoreofone.Thiswasfollowedby‘self-expression’,‘relationships’andlearning‘newskills’.

Note:1=greatestimpact,8=leastimpact

1

2.4

3

3

3.4

3.4

3.6

4.6

Wellbeing

Self expression

Relationships

New skills

Cultural exchange

Belonging

Engaged learning

Career interest

Key impacts for participants (n = 4)

Artistsrespondedtothequestion:Whatspecificskillsdoyoufeeltheparticipantslearntfromparticipatingintheworkshops?withawiderangeofskillsandexperiencescovered,includingtechnicalskillsspecifictomakingamusicvideo.

Dance,Performance,Storytelling,Writing,Teamwork

Theyseemedtolearnself-expressionandconfidence.Feelingcomfortableaboutembracingtheircultureandbeingproudofit.Connectionandsocialskills

Theabilitytocommunicatecreativethoughtsandideaswithinateam.

Technicalskills.Someoftheyoungpeoplewereinterestedinthetechnicalaspectsoffilm-makingandweregiventheopportunitytohaveagoatoperatingthecameraand

otherequipment

Socialpeer-to-peerskillsPublicspeakingWritinglyrics

ProgrammingandwritingmusicWorkingonacollaborativecreativeproject

StorytellingFilm-making

Beatproduction(Hip-hop)Improvisationinacreativedelivery(freestylingandjammingmusicwithinstruments)

3.3 Results:StakeholderandPartnerFeedbackTheStakeholderSurveywasdistributedtothefourpartnerorganisationsandonestakeholderorganisationinMarch2018,ofwhichfourindividualsresponded.Alloftherespondentsagreedthattheprojectwasexcellent.

Whenaskedwhytheygavethisrating,thestakeholdersexpressedhowimpressedtheywerewiththeoutcomeofthemusicvideo,butalsotheprocessofmakingit.

Itexceededmyexpectations.

Bothinprocessandproduct.Balancedperfectly.

Thefinalproductwasfantasticandthestudentsenjoyedbeinginvolved.AnotherthingwastheProducerandthefilmingcrewmadeitsoenjoyableatthattimeandithasmadeanimpactacrossAustraliaWideplusaroundtheworld,Ifeelveryhappy

andinspiredbyourteamwork.

0

0

0

0

4

Poor

Okay

Good

Very good

Excellent

Overall, how would you rate this project? (n = 4)

Alloftherespondentsagreedthattheprojecthadachieveditsthreeaims.

Additionalcommentssupporttheachievementoftheseaims.AkolkolDastanGesacreatesanewviewtobemoreunitedasacaringpeopleandtrulyshowcasewhatpowersamongstadiversecommunitycanassisttheiryoungonesbe

moreinvolvingandtobeempoweringpeopleofdifferentbackgroundstobeheardwithasimplemessagewhichcreatesconnectionswitheachofanindividualpersoneither

abroadoroutsideofAustraliabecausewe'reallImportantanddeservetobevaluedwithequalrightsandberespected.

Thequalityofthefinalproductcanbeseenbythemediaattentionitgarnered.The

studentsgainedimmenseconfidenceinseeingthemselvesonthescreen.

RepresentedmyDinkaculturewhichiswhatIlovetodoto,engageouryoungpeoplesotheywon'tforgettheircultureregardlesswhetherbornhereinAustraliathentheycan

learnwe'reamulticulturalcountryandwesharethediversity.

Essentially,itwasapparentthatthestudentsgrewinconfidenceandpride.Theyfeltgoodaboutthemselvesintermsofwhattheyhadachieved.

4

4

4

Create a broadcast-quality new media work

Empower young people

Increase diversity on screen

Which of these aims did the project achieve? (n = 4)

Alloftherespondentsagreedthatthemusicvideowasexcellent.

Whenaskedwhytheygavethisrating,thestakeholdersreportedonthequalityofthefinishedproductandallitrepresents.

Iwasengagedbyitandinvestedinit.

It’sobvious!Creativity,quality,vibrancy,reach&connection.

Itgivesyoungpeoplethepromisingfuturetounderstandingthegreatnessofbeingproudandeducated,whichleadstoproductivity.

Itwaswellproducedandlookedveryprofessional.

Theyallcommentedonwhatthekeymessageofthemusicvideowas,tothem,withthemesofdiversity,connectionandtogetherness.

Weallcomefromsomewhereelse,inAustralia.

Connection.It’snotwhatseparates,it’swhatconnectsusthatmatters.Youngpeople

leadchange.

Tobringtheliveablediversitytoliveandtobeinoneharmonywithmoreimportantlytobreaksthebarrier'sofallstereotypes.

Thateveryonehasmoreincommonthandifferent.

0

0

0

0

4

Poor

Okay

Good

Very good

Excellent

What did you think of the music video? (n = 4)

Alloftherespondentsagreedthatthebenefitoftheprojectgreatlyexceededthedrawbacks.

Commentsaboutthebenefitsincluded:IbelievethebenefitsaresogreatlyandforthatIstronglybelieveitpromotesandsupport

bothpeople,organizationsandnewrolestoempoweringunity.

StudentconfidenceGreatpublicityfortheschoolFeelingwithintheschool

Commentsaboutanydrawbacksincluded:

TheonlydrawbackthatIwouldmakewouldbeofsomewordsinaudiosound.OtherthanthatIbelieveeverythingissoastonishing.

TiminginTerm4wasdifficulttomanagewithtakingmainstreamstudentoutofclass.

0

0

0

0

4

Drawbacks greatly exceed the benefits

Drawbacks exceed the benefits

Benefits and drawbacks are about equal

Benefits exceed the drawbacks

Benefits greatly exceed the drawbacks

As a stakeholder, please choose the how you compare the benefits and drawbacks

of being involved (n = 4)

APPENDICES

APPENDIXA:MEDIACOVERAGEProjectFacebookPage:(400followers)www.facebook.com/akolkolDastangesaSAMEDRUMMusicVideo:(72Kviews)Facebook:https://www.facebook.com/akolkolDastangesa/videos/168162653842715/BehindTheScenesVideo:Facebook:https://www.facebook.com/akolkolDastangesa/videos/171300663528914/SAMEDRUMTeaser:https://www.facebook.com/akolkolDastangesa/videos/164259747566339/SBSWorldNews:https://www.sbs.com.au/news/perth-students-call-for-cultural-unity-with-music-videoABC:ABCNewsonlinearticle:http://www.abc.net.au/news/2018-03-21/young-migrants-share-stories-in-same-drum-video/9563346ABCMEonNewsToMe(includingfullmusicvideo,availablefrom15Marchto20April2018):http://cdn.iview.abc.net.au/programs/news-to-me/CK1711V276S00ABCRadio:https://soundcloud.com/user-757669176/same-drum?utm_source=soundcloud&utm_campaign=share&utm_medium=facebookhttps://chirb.it/8hbk1cABCFacebook:https://www.facebook.com/abcperth/videos/1859952857370999/AustraliaPlusIndonesia:http://www.australiaplus.com/indonesian/studi-nad-inovasi/migran-berbagi-cerita-lewat-lagu/9573190https://www.facebook.com/AustraliaPlusIndonesia/videos/1785348921529234/?hc_ref=ARS9zn4Fk-YSWxZ9qF4t6OyhI6KU7twXDMTChibOrq_l-z31es8OkLXYhD6yQr63GD4&fref=nf

ABCBehindTheNews:https://www.facebook.com/abcbtn/videos/1751015778292519/WAToday:http://www.watoday.com.au/wa-news/perth-kids-seek-harmony-with-same-drum-music-video-20180320-p4z59g.html

MusicFeeds:http://musicfeeds.com.au/news/premiere-young-migrant-group-drop-multilingual-song-harmony-week-promote-aussie-unity/MusicAustralia:http://musicaustralia.org.au/2018/03/perth-school-marks-harmony-day-with-rap-music-video/Xpress:http://xpressmag.com.au/same-drum-multilingual-music-video-for-harmony-week/GuardianExpress:http://epaper.communitynews.com.au/guardian-expresshttps://www.communitynews.com.au/guardian-express/news/harmony-week-aranmore-students-celebrate-diversity-with-hip-hop-song-video/SydneyMorningHerald:https://www.smh.com.au/national/western-australia/perth-kids-seek-harmony-with-same-drum-music-video-20180320-p4z59g.htmlBrisbaneTimes:https://www.brisbanetimes.com.au/national/western-australia/perth-kids-seek-harmony-with-same-drum-music-video-20180320-p4z59g.htmlRTR:http://rtrfm.com.au/story/celebrating-harmony-day-with-same-drum/CurtinUniversity:http://news.curtin.edu.au/stories/walking-beat-drum-harmony-week/?utm_source=facebook&utm_medium=social&utm_content=um-social-topicalhttp://news.curtin.edu.au/events/catalyst-for-change/PerthVoice:https://perthvoiceinteractive.com/2018/03/09/rhythm-of-hope/Projectpartnerarticles:http://www.canwa.com.au/drum-celebrating-harmony-week/http://www.canwa.com.au/same-drum/http://be.org.au/2018/03/01/same-drum-soon-to-be-launched/Other:http://www.wearemovingstories.com/we-are-moving-stories-videos/2018/3/21/harmony-day-same-drumhttps://www.vincent.wa.gov.au/news/same-drum-music-video-harmony-week/270https://www.ruralroom.com/featured-cultural-partner-2/TripleJ:(fourstarreview)https://www.triplejunearthed.com/artist/akolkol-Dastan-gesa/track/same-drum

APPENDIXB:ARTISTBIOGRAPHIES

Director/Producer

PoppyvanOorde-Graingerisanartistandfilm-makerwhospecialisesincollaboratingwithcommunities.HerworkwasshowninternationallyincludingatLondonInternationalFestivalofTheatreandonNickelodeonandshehaswonnumerousawardsincludingtheFremantlePrintAwardandAustraliaCouncilKirkRobsonAward.www.poppyvog.com

Musicfacilitator

Scott(Optamus)Griffithsisamemberofaward-winninghiphopgroupDownsydeandhasperformedalongsideJurassic5,CypressHill,GrandmasterFlash,TheBlackEyedPeasandTheRoots.Healsoworksasahiphopeducatorinschools,prisons,aboriginalcommunitiesandat-riskyouthfacilities.www.facebook.com/Downsyde/

Cinematographer

Matsuisaphotographer,cinematographeranddirector.HehasmademusicvideosforartistssuchasTakuandKoiChildandcommercialworkforbrandssuchasReebok,Sony,WarnerandUniversal.HeisfeaturedininternationalpublicationsincludingEpochTimesandWordplayandhisphotographybookDustispublishedthroughFremantlePress.www.matsu.photography

Choreographer

RitaNitaisfounderofÈlanDanceEst.aswellasaback-updancerforJessicaMauboy,Che’nelle,Timaya,Demarco,T-pain,BoyzIIMenandSAEABanyana.ShewasacontestantonEverybodyDanceNow,mentoredbyKellyRowland(Channel10TVseries),andMissAfricaPerthBeautyPageant.www.elandance.com.au

Assistantdirector

GemmaParsonshasbeenworkingalongsidePhillipCrawfordinBeyondEmpathy’sWarrawongandBerkeleyprojectssince2006.Inthattimeshehasworkedasaprojectcoordinatoranddance,dramaandartfacilitatoronnumerousBEprojectsincludingtheaward-winningfeaturefilmRitesofPassage.GemmaalsohascastandcrewcreditsonseveralfilmsincludingfeaturefilmsAroundTheBlock(2014),Harmony(2016)andshortfilmTheChuck-In(2014),whichscreenedatSydneyFilmFestival.www.be.org.au

Writingfacilitator

DavidVincentSmithhaswrittenanddirectedseveralshortfilms,includinghismostrecentproject,WeWereHere,whichpickedupfourWAScreenAwardsin2016includingBestFilm.HelecturesinscreenwritinganddirectingatTAFEandCurtinUniversityandpreviouslytaughtfilm-makingtohighschoolandprimaryschoolstudents.www.dvsfilm.com

APPENDIXC:SONGLYRICSSAMEDRUMSunginKinyarwanda,Dinka,SwahiliandEnglish.(Englishtranslationsinbracketsanditalics)Puochkemiithnechengdachikinimbemartibiiwekthin(Teachthekidsyourculture,don’tforgetwhereyoucamefrom)Puochkemiithnechengdachikinimbemartibiiwekthin(Teachthekidsyourculture,don’tforgetwhereyoucamefrom)HappinessforeveryoneWalkingtothebeatofthesamedrumHappinessforeveryoneWalkingtothebeatofthesamedrumHeyyaheyyaheyyaEveryoneHeyyaheyyaheyyaSameDrumHeyyaheyyaheyyaEveryoneHeyyaheyyaheyyaSameDrumBackinmynyumbani(country)HadtoworkhardforourmoneyKulikilanaamani(livinginpeace)Kulikilanaamani(livinginpeace)Usedtolalasalama(sleepwell)Whenwewokeupfuraha(happy)SometimesitwasharderButIrudikulala(gobacktosleep)Wakeupeverymorningtothesmellofmakala(coalsonthefire)HappinessforeveryoneWalkingtothebeatofthesamedrumHappinessforeveryoneWalkingtothebeatofthesamedrumHeyyaheyyaheyyaEveryoneHeyyaheyyaheyyaSameDrumHeyyaheyyaheyyaEveryoneHeyyaheyyaheyyaSameDrum

Waliugali(ricefufu)Thecowswakala(eating)NowI’monthisarthee(country)Hiimahali(Thisplace)Notmynyumbani(country)ButtheplacewhereIpartyAndhavesuccessKuhishinaamani(Livinginpeace)Kuhishinaamani(Livinginpeace)Kuhishinaamani(Livinginpeace)Kuhishinaamani(Livinginpeace)IwasarebelasayoungmanRwanda,UgandaiswhereitbeganKampalawasalwayscrowdedandbusyWejusttrynasurviveinthiscityNariumwanagito(Iwasrebelliousfromayoungage)Kugezabukulu(TilIwasolder)Ntaziowondi(NotknowingwhoIwas)HeyyayiyanaHappinessforeveryoneWalkingtothebeatofthesamedrumHappinessforeveryoneWalkingtothebeatofthesamedrumWalktogetherWalktogetherWalktogetherWalktogetherKeneeeekenebaba,mama,nyankei(Formydad,mum,sisters)Keneeeekenebaba,wanmath,mathei(Formydad,brothers,friends)Heyyaheyyaheyyaya