Social Inclusion Through Music Skills

Leisure Project and Art
Title: Social Inclusion Club through Music Skills (ISCS)
Institution:
By:
Student Number

Table of Contents
INTRODUCTION....................................................................................................................................3
SOCIAL INCLUSION CLUB THROUGH MUSIC................................................................................3
SOCIAL MUSIC INCLUSION................................................................................................................3
Organizations surrounding the venue....................................................................................................4
Benefits of the Social Inclusion through Music Skills..........................................................................4
CHARACTERITICS OF SOCIAL INCLUSION....................................................................................5
Social Inclusion Club through Music Skills and people with disability...............................................5
TARGET GROUP....................................................................................................................................5
OBJECTIVES...........................................................................................................................................5
AIM OF SOCIAL INCLUSION CLUB THROUGH MUSIC.................................................................6
EXTENDED BENEFITS..........................................................................................................................6
POTENTIAL PARTNERHIPS.................................................................................................................7
EVALUATION AND MEASUREMENT................................................................................................7
RESOURCES REQUIRED......................................................................................................................8
Project staffing......................................................................................................................................8
Venue requirement................................................................................................................................8
Equipment.............................................................................................................................................8
Instruments............................................................................................................................................8
COMMUNICATION SERVICES............................................................................................................9
Publication............................................................................................................................................9
BUDGET..................................................................................................................................................9
SUSTAINABILITY..................................................................................................................................9
PROJECT SUMMARY............................................................................................................................9
FUNDING SOURCES............................................................................................................................10
CONCLUSION.......................................................................................................................................10
APPENDIX.............................................................................................................................................11
1. Funding Form...............................................................................................................................11
REFERENCES........................................................................................................................................21

INTRODUCTION
Leisure activities provide a platform for social interaction. People derive their identity from
communities and participation enhances social skills. Integrated group participation has benefits. It
shapes individuals and supports personal development. This report highlights the development of
leisure activities through an initiative tagged Social Inclusion Club through Music Skills. It highlights
the benefits of the activities involved, the development of skills and the target group. The report
includes an analysis of possible partnerships, resources required and a sustainability plan.
The aim of this project is to:
 Address activities involved in the development of a new initiative featuring a Social Inclusion
Club through Music Skills.
 describe the social inclusion through a music club and its critical motivations
 give a historical overview of the activities and the benefits of inclusion in different activities
featuring young people with disabilities and the community in general
 detail the specific attributes of Social Inclusion Club through Music skills
 highlight the election of suitable grants considered and complete the grant application process
SOCIAL INCLUSION CLUB THROUGH MUSIC
This project brings about the role of the community in providing a platform for the development of
skills. The National Arts and Disability Strategy Evaluation 2013-15 (2016) defines disability as a long
term impairement that affects the mental, intellectual, and physical ability. The definition points out
that Australians enjoy the right to protection from discrimination based on such challenges under the
1992 Disability Discrimination Act. Motivated by the role of an inclusive group, this project brings
about a music-training programme designed to benefit disabled and non-disabled children between
ages 12 and 17. The music training features different music instruments in a community with this gap.
The planned project focuses on a target group with children who are currently accessing support
programs such as computer school holiday programs and the Rotaract club,. These students are also
engaged in the swimming club, and sports activities. They also have access to extra programs such as
the learning living skills by the Twelve25 Salisbury Youth Enterprise Centre. Held at the Salisbury
Centre, the classes or sessions provide the children with a platform:
o to create casual or serious leisurely activities that enable them to overcome stereotypes
created by societies regarding disability and leisure
o for making friendship and creating relationships with other children from different
circles
o to break through the barriers and isolation by engaging their free time with learning new
skills
This is a new projector program for this community, designed to take place during afterhours. It will
give more options to the existing children and new members seeking to join and enjoy learning new
skills. The immense benefits of this program includes a platform for enhancing friendship. This project
gives a good experience and it adds value to individuals by shaping new skills. It allows children to
break through the barriers and existing stereotypes on disability and learning.
Strategically located next to the Twelve25 Salisbury Youth Enterprise Centre, this program is within a
business organisation that offers music lessons to the high-end groups. The Salisbury area located in
the northern parts of the suburbs is in need of an affordable social inclusion and music club. This
makes the Social Inclusion Club through Music Skills viable.
SOCIAL MUSIC INCLUSION
Based on the UN perception of Social development and community engagement, social inclusion
encourages involvement in cultural activities (Silver, 2015). The concept covers social justice

theory and critical areas of inclusion. Involving the minority in cultural, socio-economic, cultural and
class based activities. This project targets an age based, class based group and ability-based group
living within a geographic location.
Organizations surrounding the venue
The Twelve25 Salisbury Youth Enterprise Centre provides a conducive environment for the disabled
to engage in creative activities. On location, there are no specific programs providing an opportunity
for both mainstream and social inclusion functions to people with disabilities. This creates a demand
for the music program.
Next to the Twelve25 Salisbury Youth Enterprise Centre are the private business organizations, which
offer music lessons to the mainstream community groups, living in the northern suburbs. The Music
Corner Education Centre is a high-end music school offering lessons for all ages. Having been in
existence for more than 20 years, the school has an established program offering a variety of
instruments including keyboard, guitar, drums, saxophones, clarinet and vocals among others
(https://www.musiccornernorth.com/music-tuition/)
Nearby is a private primary school, which offers music tuition with the guitar, keyboard and voice.
Designed for children who attend the ST. Augustine’s parish school this institution emphasizes on
participation in order to boost self-esteem, life skills, and physical skills
(http://www.saps.catholic.edu.au/learning/special-programmes). However, this is not an inclusion
support program and it is not available for public access. It is also limited to the schooling time and it
is a religious based organization. Although it has specialized programs for the gifted and talented, it
does not cater for the disabled.
Industry research on the existence of competitors to Social Inclusion Club through Music Skills shows
gaps. With the afore mentioned St. parish primary school and Music corner offering mainstream music
lessons, the area needs additional community groups to offer services beyond the working time or
leisure activities to those with disabilities.
Benefits of the Social Inclusion through Music Skills
Social inclusion starts with learning and is part of cultural development (Mcleod, 2014). It is
engaging and supports interpersonal interaction. Skill development in a multicultural environment
discourages exclusion or any form of discrimination. As part of the UN Sustainable development,
Goals social inclusion is context specific. The social inclusion through music skill is culturally
oriented and:
o self-directed for improving personal skills through active participation
o supports self-expression
o encourages freedom of choice on the type of instruments the learners want to use
o provides learners with new skills
o allows learners to make friends or engage in interpersonal relationships with new
people thereby networking
o helps people to learn problem solving skills
Music training is a serious artistic leisure activity that increases the effectiveness of the disabled
communities. This professional activity presents economic opportunities for emerging artists who have
disabilities (National Arts and Disability Strategy Evaluation 2013-15, 2016). It
provides employment opportunities, and addresses issues faced by the disabled such as discrimination.
This platform is also critical for policy makers and the government because it offers development
opportunities for the wider audience.

CHARACTERITICS OF SOCIAL INCLUSION
Children who will participate within the Project program have mental challenges. Social participation
opens opportunity doors and enhances cohesion, and integration. Although everyone has a right to
engage in social activities, this project targets specific individuals with certain attributes. To enable
successful participation in Social Inclusion Club through Music Skills, the following characteristic are
necessary:
 The ability and desire to be a part of the social inclusion club through music skills
 Ability to participate in the regularly in the session
 Ability to use the music instrument of their choice
 Ability to interact and make new friend with the member of the group
Social Inclusion Club through Music Skills and people with disability
People living with disability often face economic, sociocultural and political seclusion (Gillian,
2013). Violation of their ability to interact, limited group interaction and lack of cohesion limits
individual potential. Limited access to crucial services hinders professional development contributing
to poverty. Music has activities that support social cohesion because it encourages social organization.
Social inclusion supports individuals to connect with friends, family and professional networks
through pursuit of personal interests. It allows the disabled persons to enjoy life and thrive within the
society. A story featured in the ABC News highlights the plight of a blind man, Mr. Philip Chalker
who overcomes social inclusion challenges by engaging in music (Ferguson, 2016).
Research on social inclusion and music indicates that people with intellectual disabilities have
developmental challenges, which hinders the individual interpersonal, organizational and social
political development (Leahy, Kosciulek, Leader, & Simplican, 2015). Social inclusion as
concept gives a sense of belonging and connectedness in the community. Philips, Robinson, &
Kossciulek (2014) undertake a study to discover the contribution made by people in form of social
capital. The research concludes that human capital contributes to individual income directly and
indirecty. Music as part of creative art suppors social inclusion. Besides strengtheing social networks,
music brings people together. It gives the disabled an opportunity to express themselves emotionally
(Hall, 2013)
Simplican, Leader, Kosciulek, & Leahy (2015) discuss social inclusion with reference to the ecological
model, which advocates for community participation through various activities. Young people enjoy
music hence its use in social interaction.
TARGET GROUP
The project identifies then target participants of Social Inclusion Club through Music Skills as:
 Children aged between 12 and 17 living in the City of Salisbury council and Playford council
areas.
 A group of not more than 6 people with non-disability and 4 people with disability (intellectual
disability) with an interest in learning music through playing either keyboard, guitar, hand
drumming and other instruments
 Children from a culturally and linguistically diverse background including African, Europeans,
Asian, Australians and Americans
OBJECTIVES
The objective of this project is to:
 Create casual and serious leisure activities that allow children to break from stereotypes created
by societies on disability and leisure

 Provide an opportunity for the group members to make friendships and develop relationship
with other children from outside their group
 Overcome barriers and isolation by capitalizing on free time for learning new skills
 Develop interpersonal communication and social skills
 Learn what is in the community by getting involved in music activities
 Creating inclusive activities that are meaningful for interaction while raising the community
awareness on how to accept and appreciate people with disability.
These objectives support social inclusion as a channel for social participation, integration and personal
development. All objectives highlight the importance of music as an art used in the community to
engage all types of people.
AIM OF SOCIAL INCLUSION CLUB THROUGH MUSIC
Social inclusion is a right to participate fully in all aspects of life (National Arts and Disability
Strategy Evaluation 2013-15, 2016). The Australian government has an obligation to give all
citizens an opportunity to find a job, access critical services, connect socially with friends and family
as well as pursue personal interests. This project takes advantage of the community to enhance this
right through cultural activities. The project also helps the target group to deal with personal crises
paving the way for the children to air their voices through personal expression.
This plan caters for:
 Children aged between 12 and 17 living in the City of Salisbury council and Playford council
areas.
 A group of 6 people with non-disability and 4 people with intellectual disability from diverse
cultural backgrounds and different nationalities such as African, Europeans, Asian, Australians
and Americans
 Weekly session program held at the Twelve2 community hall providing by music specialist for
30 weeks in 3 terms.
 Ample time for learning, practice, observation, asking a question and receiving feedback in 2
hours sessions per week.
 Different sessions, with 15 minutes used for social interaction involving meeting and greeting
in order to allow social interaction over a cup of coffee.
 Concert session held on the last day in conjunction with a fundraising activity that caters for
staffing resources.
EXTENDED BENEFITS
Additional benefits of the Social Inclusion Club through Music includes:
 The ability to reach beyond the participants through:
o Groups and into the wider community
o Sharing experiences and stories with others in their social networks
 Research opportunities on the community, individual attitudes, leisure, learning new skill
(music), inclusion and disability, friendship and stereotypes for noticeable breakthrough that
the staff can notice
 Visible changes that influence people’s perception of the person with disability
 Increased self-awareness and communication, social skills of participants
 Giving people a sense of belonging in community and creating inclusive leisure activities and
advocating for integration as well as inclusivity in the community
 The development of a strong connection and relationship with each other in the community
within the school, shopping, and church community
 Getting the basic skills that will support involvement in local music events, private school
music activities such as the music corner
 Acceptance of the disabled as people as sociable, competent and worthy (Roper, 1990)