New Brunswick Prototype

Although we live in a country very different from Venezuela, the circumstances which can lead to social exclusion for children are largely the same; as are the benefits from playing in an orchestra, which can counter them. To learn what will work best in our setting we will begin with a single prototype centre.

Our plan is to build a prototype. Run it. Learn what works best in New Brunswick. Expand.

What the prototype looks like:

  • September 2009 start
  • Location – Beaverbrook School
  • Bilingual
  • Inclusive – of background, means, gender, ability, language, race and religion
  • Participating schools: Beaverbrook, grades 1-3; ; Queen Elizabeth, Birchmount and Edith Cavel schools, grades 1-2
  • Transportation provided for those not from Beaverbrook School
  • 40+ children
  • 5 days/week; 1:30 pm – 4:30 pm
  • Begin with choral and rhythm work; ‘paper orchestra’ – children build an instrument they would like to play; introduce string instruments – violin, viola, cello, bass, within first month
  • Provide after-school nutrition
  • No cost to children; commitment is to attend every day and play in the orchestra

New Brunswick Prototype

 

Although we live in a country very different from Venezuela, the circumstances which can lead to social exclusion for children are largely the same; as are the benefits from playing in an orchestra, which can counter them. To learn what will work best in our setting we will begin with a single prototype centre.

 

Our plan is to build a prototype. Run it. Learn what works best in New Brunswick. Expand.

 

What the prototype looks like:

  • September 2009 start

  • Location – Beaverbrook School

  • Bilingual

  • Inclusive – of background, means, gender, ability, language, race and religion

  • Participating schools: Beaverbrook, grades 1-3; ; Queen Elizabeth, Birchmount and Edith Cavel schools, grades 1-2

  • Transportation provided for those not from Beaverbrook School

  • 40+ children

  • 5 days/week; 1:30 pm – 4:30 pm

  • Begin with choral and rhythm work; ‘paper orchestra’ – children build an instrument they would like to play; introduce string instruments – violin, viola, cello, bass, within first month

  • Provide after-school nutrition

  • No cost to children; commitment is to attend every day and play in the orchestra


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