Evaluation ex post
An evaluation ex post has been conducted to assess the impact of the project on the children’s school performance comparing two groups (1. students in the orchestra 2. other students). The actors who participated in the evaluation were orchestra teachers, teachers from the school, the participating children and their families, which made it possible to compare the results obtained between these four groups. The assessed competences were linguistic, mathematic, digital, social, cultural and artistic, learn to learn, autonomy and initiative and physical world. In all competences, the orchestra group showed more improvement than the non-orchestra group. The project reached all its goals, being especially successful in preventing truancy and increasing the motivation of the students. See attached document showing these results: "In Crescendo, one more step (assessment)".
See attached documents called: "In Crescendo Workshops (dissemination)" and "Project Report In Crescendo 2010-2017". The first document gives a brief explanation of the project, mentions all the schools where it is implemented and describes its characteristics. The second document is the project report carried out regarding the 2010-2017 period.
Although there are no reproducibility documents, the project has been reproduced in six educational centres (see attached document "In Crescendo Workshops (dissemination)"). It started in the CEIP Allúe Morer and it is now being implemented in the CEIP Cristóbal Colón, IES Arca Real, CEIP Buenos Aires in Palencia, CEIP Juan del Enzina in Salamanca and CEIP Padre Manjón in León. This means that the project is being implemented in other areas of Spain with different socio-demographic and cultural characteristics and is still having a positive impact on the student body. Nevertheless, the basic steps to reproduce this project are: 1. To include the orchestra activity in the school curriculum 2. To let all students join the activity irrespective of their musical knowledge 3. To count on orchestra members who are willing to teach the children in exchange of a reduction of their working hours 4. To get funds for the instruments from the orchestral socio-educational project or from another foundation.
Motivation for the submission
The main motivation for the submission of this project is the social inclusion it achieves through the allowance for all students to participate, regardless of their previous musical knowledge. It has also shown great results in the enhancement of several scholar competences and key values. Especially interesting for IMMERSE purposes are the results referring to prevention of truancy, the motivation to continue with their studies, the improvement in the host language and the sense of belonging to a common project.