Context

Based on the context and goals, the condition of high truancy rates, inhibited self- expression, low self- esteem and other behavioural problems can be addressed by an activity of co-curricular arts instruction.

Music Basti’s model has been developed using voluntary contributions by professionals, students and partner agencies, in order to meet specific needs of children-at-risk who are in the initial stages of rehabilitation and healing, being integrated into non-formal and formal educational programmes. These children when being gradually mainstreamed usually lack a comprehensive support system that will help them excel not only at school, but as active and responsible citizens. Creating this support system is often critical for the promotion of healthy attitudes and beliefs among children, in the absence of a stable family atmosphere and family income, housing, health care, legal protection and nutrition.

Community Support

The importance of community support is where the relevance of Music Basti becomes apparent. Children’s development is the outcome of our community, its shared norms, practices and positive role models. Self identification and the derivation of  self identity, worth and confidence is in relation to the communities we are immersed in.

“Early interventions can alter the lifetime trajectories of children who are born poor or are deprived of the opportunities for growth and development available to those more fortunate.“

- Early Child Development, A Powerful Equalizer, WHO, Commission on the Social Determinants on Health, 2007

Principles and Values

This instruction is based on the principles of participation and involvement of children, opportunities to contribute and learn, with content geared towards group learning of musical concepts and skills, recognition through performances, song-writing, recording and distribution of music related material, etc. coordinated by volunteers who may be professional musicians, teachers, performers and others.

Outcomes

The desired outcomes include not only development of new skills, healthy bonding with peers and adults, improved attitudes toward school, the home, peers and society, improved school performance, but also results in the impact of positive self- image and self- esteem, team work through harmoniousness and cooperation, a desire for individual and group excellence, and links with community through academic distinction and social adaptability to cope with the negative influence of risks children face so that they may to be able to march forward towards adulthood confidently.

These activities promote protective factors that either reduces the impact of the risks children and youth are exposed to or change the way they respond to these, including the following:

• Building strong bonds with positive, pro-social members, other positive adult role models, and friends who have healthy beliefs and consistent standards for behavior
• Having positive constitutional factors such as a positive, sociable nature; a resilient temperament; and high intelligence
• Opportunities to make meaningful contributions, e.g., through arts and/or music
• Opportunities for the development of required skills to contribute effectively
• Recognition for their contributions, e.g., through public showcases, performances;

To date, there has been mostly anecdotal information that youth arts programs are effective in engaging youth through the arts, resulting in improved self-esteem, increased skills, and improved school or work behavior. To demonstrate causality between youth arts programs and identified risk factors, documentation and feedback as well as a scientifically acceptable outcome evaluation with a control or comparison group is important to the process.

Program Continuity and Sustainability

Throughout the program, objectives progress from one level to the next. Some objectives may recur at more than one level; however, the content, instruction, outcomes, and evaluation methods increase in sophistication at each level, or whenever differentiation is appropriate. Objectives are modified as much as possible to meet the instructional and developmental needs of groups of children.

Simultaneously, or with the completion of the Music Basti program, children keen on pursuing music further will be networked with local music schools. Additionally, the monitoring and evaluation of the impact of the music program on the children is documented, and forms the basis for improvements and modifications to the programs.

A Program-Tool Kit is being developed by 2011 to share the program model; methodology; management systems; documentation, monitoring and evaluation tools; and best practices. This is intended to aid the further development and implementation of the program model.