Author: Bella Lordelo Ramos
Edited by: Deborah Wanderley dos Santos
The Academy of Impact Through Music, in partnership with The Global Leaders Institute, are strengthening the global music education community by providing a platform for AIM Firebird alumni to share their impactful global case studies, aiming to foster knowledge exchange and inspire further innovation in music education worldwide.
AIM is proud to be a partner of the Global Leaders Institute.
INTRODUCTION
The Brazilian NEOJIBA (Nucleus of Youth and Children’s Orchestras and Choirs of Bahia) program is a state government initiative under the management of Bahia’s Secretary of Justice and Human Rights and administered by the Institute for Social Development through Music. The program draws inspiration from El Sistema, the globally celebrated Venezuelan initiative founded by conductor José Antônio Abreu in 1975, renowned for its transformative impact in musical education and social change. Similarly to the Venezuelan program, NEOJIBA promotes universally accessible artistic practice, on the basis that the arts act as a catalyst for human development. The program consists of 13 centers which has directly served approximately 30,000 children and young people with musical training activities, and has indirectly benefited 24,400 people through activities carried out by partner initiatives (NEOJIBA, 2024)
In the communities served by NEOJIBA, violence is an ever-present reality, given that Bahia has more cities listed among Brazil’s most violent than any other state. The activities I report here were conducted at the CESA Center in Simões Filho, which is ranked as the third most violent city in the country by the Brazilian Forum of Public Safety (G1, 2023).
Living in a context of violence generates high levels of stress, anxiety, and trauma among students and teachers, which may impair their ability to concentrate, understand and even express themselves adequately, both verbally and non-verbally. Faced with this situation, I took on the responsibility and mission of investigating how to create a safe space within the musical center, a refuge where students can feel truly welcomed and find relief from daily stressors.
Added Value
In this case study, I explore the role of body awareness and emotional well-being as essential tools for enhancing social belonging and community integration in classrooms located in violent neighborhoods. The study focuses on a beginner’s class of 20 students aged between 7 and 15.
IMPLEMENTATION
To counteract the adverse effects of violent surroundings, I incorporated various practices into our class routine aimed at promoting well-being. These practices included:
- Short sessions of meditation to center and calm the mind;
- Development of relaxation habits, such as stretching and moving to rhythms, to reduce physical tension;
- Use of breathing techniques to enhance focus and reduce stress.
- Tools to cultivate emotional intelligence, helping students understand and manage their emotions;
- Reflections on non-violent forms of communication to improve interpersonal interactions;
- Conflict resolution tools to address and resolve disputes effectively;
- Exercises focused on leadership and teamwork to foster a sense of community and collaborative effort.
As the topics related to individual and collective well-being are numerous, and therefore difficult to remember at all times, taking care of body posture was the channeling vehicle for individual and collective well-being. The premise was that if we were all focused on our posture and breathing, while also paying attention to our colleagues, then the group would be in harmony and safety, leading to greater personal motivation. Individual accountability was also highlighted through the reflection: how does my motivation influence group harmony? To monitor the progression of this perception throughout classes, we used a self-assessment chart that compared personal motivation with group harmony (Figure 1).
Class Routine and Structure
In alignment with NEOJIBA’s and AIM’s commitment to student agency, I adopted a pedagogical approach that empowered students as active participants in the learning process. This involved balancing my role as a teacher with that of a facilitator.
I developed the lesson plans to reflect goals towards both musical and emotional growth. The routine incorporated activities centered on stretching, moments of autonomy, emotional balance, creativity, and music making. Each class session commenced with informal group discussions, providing a safe space for students to share both musical and non-musical experiences. Following this, we engaged in activities focused on socialization and well-being, which were carried out through music appreciation, thereby addressing both artistic and social learning objectives.
Activities and exercises were collaboratively developed, executed, and evaluated, fostering a sense of collective responsibility and ownership among students. Closing reflections encouraged students to consider how to organize the next class to achieve shared goals, promoting both individual growth and the development of citizenship and leadership skills. Within this supportive environment, successes were celebrated, and mistakes were viewed as valuable learning opportunities.
The curriculum comprised two stages. During the initial stage, students participated in general musicianship activities, including singing and body percussion, as they eagerly anticipated the arrival of their orchestral instruments from NEOJIBA. Transitioning to the second stage, the focus shifted to instrumental practice, where students learned the foundational techniques of playing string instruments within an orchestral context.
Culturally Responsive Repertoire
To ensure our teaching approach was culturally responsive, I incorporated musical pieces from the diverse northeastern Brazilian repertoire. These songs were presented in their historical context and introduced through engaging activities like musical games, scavenger hunts, and challenges. As an example, I relied on my shared Afro-Brazilian heritage with the students to strategically introduce capoeira music to the class. Capoeira is a dynamic Afro-Brazilian art form that combines music, dance, and martial arts. As capoeira holds deep roots in Bahia heritage, its elements fostered bonding among students and quickly became a defining aspect of our classroom identity.
Capoeira features traditional instruments like the berimbau and pandeiro, setting the rhythm for the fluid and acrobatic dance-fight movements. Its practice emphasizes agility and cultural expression within a cooperative environment, which perfectly aligned with the community building goals of my classroom. Given the body awareness focus of the music appreciation activities, I integrated capoeira’s signature movement, the ginga, into our warm-ups routines. The ginga involves shifting body weight from side to side in a rhythmic swaying motion, akin to playing stringed instruments. Thus, we were able to trace parallels where we explicitly explored how to transfer body awareness from ginga to instrumental playing.
The benefits of the culturally responsive approach were multifaceted, providing opportunities for community building, psychomotor challenges, and physical exertion, enriching our overall learning experience.
IMPACT
The integration of body awareness and well-being activities in my classroom led to profound outcomes, demonstrated through improvements in student behavior and visible in their written reflections. Through introspective questions such as, “Who were you at the beginning of the year and who are you today after our classes?” students delved into aspects like posture, emotional awareness, respect, empathy, and self-knowledge.
Brief meditation sessions afforded students moments to center themselves, fostering a serene environment amidst bustling classroom activities. This practice not only promoted calm but also enhanced emotional self-management, as students learned the value of pausing and taking a deep breath before reacting in potentially unproductive ways.
The transition from introductory musical activities to learning musical instruments further underscored the importance of body awareness. Techniques such as stretching and rhythmic movements were employed to reduce physical tension and heighten bodily awareness, forming a crucial foundation as students began to handle instruments. In order to explicitly make the bridge between body awareness and instrumental practice, the class tracked the relationship between daily practice and postural improvement in a chart (Figure 2) l.
The leadership and teamwork exercises positively impacted our sense of community and cooperative effort. The use of explicit communication and conflict resolution tools played a critical role in effectively managing and resolving disputes. Our classroom environment thrived on enthusiasm and engagement, promoting a supportive atmosphere that helped students face and overcome various challenges. Encouraging active participation and reflective opportunities led to a remarkable transformation in students’ attitudes and behaviors. One memorable moment in our classroom was when I had decided to skip the group warm-up, but before I could move the class along, a quiet, introverted student unexpectedly took the initiative and began leading the activity through non-verbal instructions. The class promptly responded to the indications and successfully completed the activity. At that moment, it became clear to me that the student-led routines were fuelling class motivation and agency–essential ingredients of an active community of learners.
CONCLUSION
In this case study, I explored the potential of body awareness and well-being practices as catalysts for fostering social belonging and community integration in a music classroom situated in a violent neighborhood. With an aim to establish a safe and supportive environment where students could escape daily stressors, I incorporated meditation, breathing exercises, stretching, creative group dynamics, and reflective practices into the beginner’s curriculum.
As the course progressed, our student community coalesced around values of communication, respect, spontaneity, well-being, and joyful music-making. A culturally responsive curriculum celebrated our shared Afro-brazilian musical identity and facilitated non-hierarchical bonding. The student-driven activities supported motivation, agency, self-management, leadership skills, and other socio emotional competencies. By the end of the experiment, the students were collaborating in a vibrant and supportive setting, confidently developing their skills and supporting their peers through both triumphs and setbacks. Remarkably, within just four months, we transitioned from initial musicianship classes to performing their first concert, which turned into a celebration of communal dedication and spirit.
This experience has solidified my conviction in the importance of a holistic approach to music education that foregrounds emotional and social well-being alongside artistic growth. As we look to the future, it’s essential to continuously adapt and enrich our educational practices to embrace cultural diversity and inclusivity, ensuring that music remains a powerful medium for social impact. I am grateful to NEOJIBA, to the Academia for Impact through Music (AIM), and to all who walk this life-long learning journey with me. Together, we continue to improve and reflect on our own practices as part of our unwavering commitment to enrich the world with music whilst working towards increasing equity and wellbeing for all.
References
Neojiba – Núcleos estaduais de orquestras juvenis e infantis da Bahia. NEOJIBA. 2024. https://www.neojiba.org/neojiba.php?lang=en
G1. TV Globo. Globo Comunicação e Participações S/A. (2023, September 27). Migração de Facções Criminosas e “guerra” às drogas: Entenda Como Cidades da Bahia Viraram as Mais Violentas do Brasil. https://g1.globo.com/ba/bahia/noticia/2023/07/21/migracao-de-faccoes-criminosas-e-guerra-as-drogas-entenda-como-cidades-da-bahia-viraram-as-mais-violentas-do-brasil.ghtml
AIM Firebird Case Study and more resources, go to artsinaction.org
