In Harmony Case Study
In Harmony Case Study Telford & Stoke is delivering the social development program, In Harmony. Working with communities in Malinslee, Telford and Heron Cross, Stoke, reaching over 850 young people and their families to put music at the heart of local communities.
In Harmony Case Study
Telford & Stoke is delivering the social development programme, In Harmony. Working with communities in Malinslee, Telford and Heron Cross, Stoke, reaching over 850 young people and their families to put music at the heart of local communities.
In Harmony follows the ‘El Sistema’ Venezuelan orchestral music programme and has provided the opportunity to create a partnership between the City of Birmingham Symphony Orchestra, Manchester Camerata, Telford & Wrekin Music and City Music Service, Stoke.
In Harmony’s mission is to transform the lives of children in deprived communities through ensemble music making.
This a case study on one of our young participants. Read how they’ve developed!
Learner Profile 1:
Age: 9 years
Additional Learning Needs: Developmental delay, no formal assessment or Educational Health Care Plan.
L1 ‘wishes In Harmony was every day, because it’s awesome!’ After nearly three years of violin lessons and orchestral rehearsals through In Harmony provision it is obvious that nine year old L1 has a huge attachment to her instrument, music and the In Harmony delivery team.
L1, who has no formal assessment or EHC plan, is identified as needing additional learning support, provided by a teaching assistant in a small group within the classroom setting. Within the classroom L1 is hesitant to raise her hand, give answers or make proactive contributions. Although able to work well independently, during observation, it was evident that L1 struggled to express herself verbally 9to both her peers and teachers often meaning she was a passive member in group or paired tasks. ‘L1 struggles with spontaneous thought,’ says L1’s class teacher, meaning there is a delay between hearing the question and understanding and responding to it, ‘her thinking time has improved and she answers more questions since being part of In Harmony, she enjoys it and tries really hard.’
A relaxed and happy child for the majority of the school day, L1’s confidence, presence and personality however blossom whenever she has her violin. Sitting front centre of the orchestra, directly in front of the conductor, a seat which has been picked to accommodate her needs, L1 is able to navigate her way through numerous pieces of music with ease and confidence. During observation L1 is able to react almost immediately to the conductor’s instruction, she is able to point her desk partner, a peer from her class, to the correct place in the music, and demonstrate on her violin what to do. Throughout the full orchestral rehearsals L1 is eager and ready to start each piece with the conductor, performing, although not always technically accurate, with great enthusiasm and obvious enjoyment.
During a one-to-one lesson in which L1 is keen to play all of her favourite orchestral pieces showing clear preferences by the order they appear on the music stand, it is obvious to see the impact In Harmony is making. A proud and confident L1 is able to perform familiar pieces independently and accurately, with a good awareness of pulse and command of the technical aspects of playing. L1 is able to apply previously learnt knowledge to new musical tasks, having the resilience and self-belief to challenge herself with increasingly difficult unfamiliar exercises with a sense of determination; a self-confidence that does not seem present within her normal classroom environment.
L1 struggles with finer motor control, meaning that progressing from open strings, on which she has accomplished a good and confident tone and secure bow hold, to using her left hand fingers is proving a real challenge for her to overcome. ‘The very first time we tried to 7 use left hand fingers L1 started crying,’ says In Harmony violin teacher, she goes on to talk about L1’s resilience and positive attitude towards her violin playing despite this, ‘I think L1 has made astonishing progress on the violin, in the assessments (which happen yearly) [we] thought she was our most improved player. It’s been lovely.’ During her violin lessons, alongside her class peers, L1 is given the opportunity to take a leadership role; she is able to clearly demonstrate ideas and concepts to the rest of the class using her violin as her communication tool. Singing with confidence and an awareness of pitch L1 is able to recall familiar pieces of music, pitches and rhythmic patterns and demonstrate this to others. ‘I’m good at this; I’m a superstar,’ says an excited and proud L1. L1 shows a particular attachment and affection to her violin teacher and it is clear to see they have a very positive relationship ‘I like having lessons with [her], she’s nice, she teaches me playing the violin,’ says L1 with a huge smile on her face.
As part of the In Harmony programme children are encouraged to take their instruments home to practice between lessons. L1 takes her violin home regularly, she says, ‘I practice all of the pieces, mum listens and she says ‘Wow L1! ’, they think I’m so good at the violin.’ L1’s family are evidently proud of her violin playing, it is reported that at her first concert L1’s mum was crying as she had never imagined her daughter would be able to play the violin. ‘We’re all so proud of her, she just makes me so proud’ she says after the end of this year’s concert in which L1 has performed three pieces with a full orchestra of over sixty children.
To continue with the In Harmony programme L1 must now attend the afterschool provision. Staff of the programme and the school have discussed this with L1’s mum and it has been agreed that she will continue to access the provision. At the time of writing this report L1 has not attended any of the afterschool In Harmony provision and is no longer accessing musical provision as part of the In Harmony programme.