Art and music seeds: popular and technological education for the development of children

Music and art not only distinguish us from other living beings but also serve as powerful vehicles for developing competencies and conveying messages, particularly in childhood. Children are born with immature brains, and their sensory and motor development relies on external influences. Studies, such as the one underlying the so-called "Mozart effect," establish the relationship between reasoning and music. Researcher Robert Sylwester (1998) suggests that the arts may have emerged to develop and maintain mental, auditory, and sensory capacities. Since Plato's time, the Greek philosopher argued that art should form the basis of education. This truth remains relevant, especially in today's world, where creativity becomes a fundamental skill in light of technological advancements. According to a study published in the journal Nature by Egana del Sol, art can enhance students' creativity and creative behaviors. Moreover, art helps close social gaps. Research, like that conducted by the National Endowment for the Arts, indicates that arts education narrows gaps among students from diverse social backgrounds and increases the likelihood of completing secondary education and pursuing higher education.

However, profound disparities in education quality persist worldwide, particularly evident in Latin America, especially regarding art and music. According to a study by the Inter-American Development Bank conducted by Duarte and colleagues, music facilities in schools are scarce. Regrettably, human education in arts and music isn't considered a measure of education quality, at least according to evaluations like PISA and UNESCO's education quality and inclusion monitoring. In Colombia, despite constitutional provisions, arts education has been overlooked in political decisions for decades, as noted in the document "Pedagogy for Thought, a Proposal from Dance and Theater" by the national teaching staff. Data regarding education access are scarce or difficult to obtain, yet our observations show that arts education predominantly benefits those who can afford it, with state-funded programs rarely reaching remote communities. This urgent need is echoed by approximately 30 children who've participated in our music and art programs, alongside many others we've been unable to reach due to operational constraints.

Moreover, technology's pervasive presence in daily life suggests that access to it equates to access to culture. However, this underscores the globalization of musical and artistic culture, which, despite its benefits, often sidelines local cultural nuances. Consequently, children lack the tools to validate their cultural identities and feel pride in their heritage. Technology, if harnessed correctly, could amplify local artistic projects through channels that currently globalize commercial artistic products.

Artistic training in musical creation, vocal technique, and percussion and string instruments. In this component, we will enhance vocal classes and the drums we already have to reach more students in our community. We will recover guitar classes and create classes for musical composition. We aim to reach children in our suburban and rural community of Duitama and, through our allies, reach vulnerable children in suburban communities of Mexico City.It is also to be noted that we are currently developing song creation classes and we are focusing them in water and environmental messages. In our solutions we want to continue our efforts of helping children to transmit their voice in crucial environmental and social themes through their art.

Artistic training for creating graphic pieces to accompany the music created, either as part of accompanying videos or through live presentations where the generated creation is projected. This will be done through physical drawings and drawings with the support of technology.

Training in creating musical instruments such as drums and strings from recovered materials. This training is based on the experience accumulated by our allies in Mexico and the competencies of our team of environmental educators in Colombia.

Digital training for creating pieces, musical cultural exchange, and audience projection. We will teach our young ones to record videos and audio and upload them to digital platforms like YouTube. We will also organize presentations for our local audiences, using digital platforms and tools that allow us to offer them an intercultural experience. For example, from Colombia, we can project the art of our young ones in Mexico, and in Mexico, they can listen to us while watching the artist's drawing being staged.

Lastly, and transversally, our solution has the characteristic co-creation approach of popular education. The artistic and musical creations will be built with the children of our communities. The teachers accompanying the processes are close to these communities or even residents of the same territories. We prioritize the co-creation process over commercial product because at the end of the day, our audiences are our very own participating community, and we aim for these exercises to empower them, acquire new skills, and weave community and life in novel and dignified ways.

In the short term, our solution will serve approximately one hundred children per year and their families in suburban and rural areas of Duitama, Colombia, and Ciudad de Mexico. We expect that the MIT Solve training will allow us to better define the scope in the medium and long term.

These children currently lack access to comprehensive arts education opportunities, particularly in music, visual arts, and digital creativity. Moreover, profound disparities in arts education exist in both countries. Access to musical instruments, vocal training, and artistic resources is uncommon, as is the understanding and use of digital tools and platforms for creative expression beyond a spectator point of view.

Our solution will provide access to popular training in different disciplines related to music, arts, and digital tools. We prioritize the co-creation of artistic expressions, fostering local talent in training classes, and maintaining a sustainable focus on materials used in some of our instruments, which are elaborated by our own students. Additionally, our educators value local and Latin American sounds and will incorporate them into our methodologies to promote local cultural appreciation.

Participants will benefit from increased confidence through exposure to audiences, improved competence in expressing themselves through artistic manifestations, and the strengthening of skills such as creativity and problem-solving. We also aim to expand the horizons and aspirations of our children regarding their futures, making cultural careers seem attainable regardless of their social backgrounds. Moreover, we expect that the cultural exchange facilitated by our program will broaden their perspectives, allowing them to forge bonds across geographical barriers. In the medium term, we hope to expand our reach and serve more communities, further enhancing cultural exchange opportunities.

Additionally, we anticipate that communities, including adults and neighborhoods, will strengthen their bonds as they witness the wonderful presentations of community children and the projection of their talents beyond. This will help garner continued support from popular educators and the community for the various activities required to foster a sense of belonging and solidarity.

Fundación Taller Sembrando Amor is a non-profit organization with 4 years of experience in popular education; 3 as popular process and 1 as fundation. Two of its four founders and proponents of this project are residents of the communities we serve. Our activities have gradually expanded, always with active involvement from the communities we benefit. The same communities provide the spaces for our workshops, often in communal halls. Additionally, our legal representative is part of the communal committee.Our teachers are from the same city, usually from the same neighborhood, and they provide their teachings voluntarily or at reduced rates. Each class is tailored to the interests of our children and the expertise of our teachers. All the classes integrated into this creative project have been tested in previous years with our community and are constructed around a co-creative process. For example, we have classes on vocal technique where children contribute to co-create songs about water and the environment. We also offer reading and poetry classes, during which children construct their own poems, which can serve as precursors to music lyrics. We take into account local creators and music to inspire our children

We are in the pilot phase as our project has already been launched in one community. Currently, we are operating in Duitama, Boyacá, with approximately 30 beneficiaries participating in classes on vocal technique,  drums, and poetry creation. Fundación Taller Sembrando Amor and La Granada have previously offered free classes for vulnerable communities in arts, drawing, photography, and guitar; hence, we have tested them and have the necessary expertise within our teams. However, we still need to iterate and strengthen our design to ensure consistency, foster alliances, and extend our reach to more communities in different countries.

We are applying to Solve because the program offers a perfect combination of the support we urgently need to scale our impact. Our project, Art and music seeds: popular and technological education for the development of children, aligns with Solve's mission of  providing people skills that they need to thrive in their communities and the world. Despite relying heavily on volunteers with valuable expertise in music, arts, and the support of environmental specialist and social workers,  we've already achieved that our classes achieve around 30 kids, during a year, and presenting their achievements to local audiences wining a second place in a municipal contest of music. However, scaling effectively has proven challenging due to a lack of managerial and financial resources. Solve's funding, personalized support, and access to a network of social impact leaders would be instrumental. We are a highly dedicated team with a proven track record, and with the right guidance, we are confident we can achieve outstanding results in our communities.

• Reaching communities that typically lack access to technology, or where access is limited to passive consumption and not to active creation. Also, by leveraging digital platforms for audience projection and cultural exchange, we can extend our impact globally.

• We are harnessing technology as an ally of the arts, combining traditional education with digital tools and platform. By merging modern and traditional expressions, we can teach technology without sacrificing the personal connection and intimacy fostered through face-to-face interaction.

• Our approach also includes elements of traditional technology, such as constructing instruments from recovered materials. Additionally, we celebrate local rhythms and traditions by incorporating them into the creation of some of our songs. This blend of tradition and innovation enriches the learning experience and preserves cultural heritage. 

Our inputs are:

• Digital skills workshops directed to manage open source or low cost tools to produce video, photo and music and to distribute it in digital platforms for children

• Traditional craftsmanships workshops sessions for building instruments from locally recovered materials  for children

• Arts and music courses on vocal technique, guitar, drums, and songs elaboration, taking into account local rythms and cultural heritage as well and likes of children. It includes involving local artist and educators as mentors and facilitators.

• Facilitation of events and cultural exchange, initially virtual events  between communities in Colombia and Mexico 

• Promotion and marketing for selling cultural products and concerts to local interested parties

Our outputs are:

• children benefited with new knowledge about music, arts, and digital tools through a number of workshops conducted.

• Songs and video songs produced by our children and available to wider audiences through web platforms

• Concerts with self made songs and artistic displays, combining countries’ results  

Our  first outcome is to improve skills of children in disadvantaged contexts, increasing their cognitive, problem-solving and creativity skills, key in the current world

Our second outcome is to improve community bonds, and pride in cultural heritage

Our inputs are:

• Digital skills workshops directed to manage open source or low cost tools to produce video, photo and music and to distribute it in digital platforms for children

• Traditional craftsmanships workshops sessions for building instruments from locally recovered materials  for children

• Arts and music courses on vocal technique, guitar, drums, and songs elaboration, taking into account local rythms and cultural heritage as well and likes of children. It includes involving local artist and educators as mentors and facilitators.

• Facilitation of events and cultural exchange, initially virtual events  between communities in Colombia and Mexico 

• Promotion and marketing for selling cultural products and concerts to local interested parties

Our outputs are:

• children benefited with new knowledge about music, arts, and digital tools through a number of workshops conducted.

• Songs and video songs produced by our children and available to wider audiences through web platforms

• Concerts with self made songs and artistic displays, combining countries’ results  

Our  first outcome is to improve skills of children in disadvantaged contexts, increasing their cognitive, problem-solving and creativity skills, key in the current world

Our second outcome is to improve community bonds, and pride in cultural heritage

For the first outcome, which focuses on improving the skills of children in disadvantaged contexts, including cognitive, problem-solving, and creativity skills, we recognize the critical importance of equipping the next generation with the tools they need to thrive in the modern world. To measure our progress towards this goal, we currently employ a combination of observation, parent feedback, and follow-up teacher’s assessments to track the development of each child. Moving forward, we aim to further enhance our understanding through the inclusion of focus groups, providing valuable insights into the experiences and needs of both children and their families.

Our second outcome centers on enhancing community bonds and fostering pride in cultural heritage, recognizing the profound impact that strong community connections and cultural identity can have on overall well-being. Currently, we rely on direct feedback from parents and community members to assess our progress in this area. However, we recognize the importance of capturing a diverse range of perspectives and experiences. To this end, we plan to incorporate wider and standardized surveys, as well as conduct focus groups with representatives from across the community. Additionally, we will leverage feedback from digital products to further enhance our understanding of community engagement and cohesion.

As we continue our journey, we remain committed to ongoing monitoring and evaluation, ensuring that our solution continues to deliver meaningful impact and drive positive change in the lives of those we serve. 

full-time staff: 1

Yamile Ortiz (CO)

part-time staff: 3 

Maly Puerto (CO)

Arturo Benitez (MX)

Pedro Avila (MX)

Camila Dosamantes Curzio (MX)

contractors (currently volunteers): 4 teachers (CO)

4 years as communitary effort, 1 year as foundation.

Through alliances and selecting expert partners, taking into account gender equity and intersectionalities.

Our user value proposition is to increase quality education through music and arts, enhancing skills like creativity, problem-solving, and emotional expression, which are essential in today's world. Our impact measurement includes tracking the number of children with increased skills in music and digital arts. Additionally, we utilize qualitative methods such as performance evaluations, feedback from parents and teachers, and focus groups to assess the effectiveness of our solution.

Our customer value proposition revolves around providing access to cultural offerings that enhance the quality of children's education. Our target segments include children from vulnerable backgrounds with limited access to cultural education, as well as socially conscious individuals who appreciate concerts and art demonstrations.

Our intervention type is a cultural service, with key activities encompassing music and art classes, digital tools and media classes, cultural events, and the elaboration of artistic content on social media platforms.

We rely on key resources such as editing programs like Canva, Audacity, Reaper, and Capcut, as well as social media platforms for content dissemination. For events, we utilize sound and lighting equipment, internet access, and projectors, while classrooms and instruments/tools are essential for conducting classes. Our partners and key stakeholders include teachers and event location administrators.

In terms of our cost structure, expenses cover staff salaries, e-tools licenses, sound and lighting equipment for events, and devices for audio and video production. Any surplus generated will be reinvested in acquiring video and sound devices, expanding classroom facilities, and hiring additional staff.

We anticipate revenue streams from various sources, including 50% from events, 40% from workshops and courses, and 10% from social media publicity efforts.

Our financial sustainability plan is founded on a combination of revenue streams and strategic partnerships. In addition to selling tickets to performances and offering classes for children who can afford them, we plan to diversify our income sources by offering online workshops and courses, and seeking grants from philanthropic organizations.

One significant success story that exemplifies our approach is our participation in last year's "Carol Singing Competition" organized by the municipality. Our children trained diligently for over 10 months in preparation for this event. We were thrilled to receive a cash prize, which not only provided much-needed funds but also validated the hard work and dedication of our students and teachers. The prize money allowed us to purchase materials to continue our educational mission and cover a portion of a teacher's salary for one month.

Furthermore, our visibility from participating in the competition has attracted interest from private organizations. We performed at one such organization last year, laying the groundwork for potential future collaborations. We are actively pursuing partnerships with local companies interested in expanding their social responsibility initiatives, as well as other cultural enterprises seeking joint initiatives.

In Colombia, there are tax incentives for donors of authorized non-profits like ours. Donating to certified non-profits allows both individuals and companies to reduce their income tax bill. Companies can deduct up to 30% of their donation, while individuals receive a 25% discount on their tax bill. This incentivizes support for organizations like ours, further enhancing our financial sustainability.

Looking ahead, our long-term sustainability strategy involves continued diversification of revenue streams, prudent financial management, and strategic partnerships. We aim to scale our programs by leveraging online platforms and expanding our reach to new audiences. Additionally, we will focus on building a robust network of supporters, including individual donors, philanthropic organizations, and corporate partners, to ensure sustained funding for our mission-driven activities. By prioritizing innovation, collaboration, and fiscal responsibility, we are confident in our ability to thrive and make a lasting impact on the communities we serve.