Breaking Sound Barriers!
Nomad Beat was awarded £2,363.40 by Trefoil in September 2022 allowing the ‘Breaking Sound Barriers Too’ project to take place. The aims of this project are:
To reduce feelings of loneliness and isolation by creating a friendly environment and to reduce stress through creative and rewarding lessons, and fun group activities;
To enable and increase social interaction between the participants, their carers and music professionals, and the development of new skills by exploring varied music-making experiences;
To improve both confidence and communication and encourage physical and mental wellbeing through singing and playing.
Since receiving funding from Trefoil, Breaking Sound Barrier Too has delivered weekly one hour group music making sessions for students from Peebles High School with complex and additional educational needs. The group is attended by 4-5 students each week. During the sessions, participants sing and play along to a variety of popular contemporary, traditional and, in recent weeks, festive songs on a range of instruments (from which the students are free to choose).
The group is led by two of Nomad Beat’s tutors, who guide the students using innovative techniques and technology, such as Drake Music’s ‘Figure Notes’ system, which enables people with limited musical experience to quickly and easily learn and perform music. In this way, the BSB Too students are able to learn about and enjoy making music at their own pace and in a relaxed, encouraging and non-judgmental environment.
Breaking Sound Barriers Too utilises the well-recorded therapeutic benefits of group music-making to reduce isolation, encourage social interaction and communication, and improve self-confidence and mental and physical well-being among the students. Both the Nomad Beat tutors and the Peebles High School teachers have seen signs of improved self-confidence and increased social interaction, noting that the students really enjoy and look forward to the sessions.
“These weekly sessions have had a significant impact on our pupils in terms of developing their confidence and self-esteem. Initially one of our pupils was unable to join in the activity within the same room. Patience to include this young person, and a positive attitude from all staff to encourage this pupil to choose songs and play percussion instruments from a distance, helped this young person to develop and build a feeling of security and confidence. The pupil now joins the rest of the group in the same room and is really enjoying the experience.”
Additional Needs Teacher, Lesley Maughan