Rhapsody Music Foundation
Rhapsody Music Foundation was created as an outreach to children from underserved backgrounds. Our belief at Rhapsody is that the ideas of innovation, interdisciplinarity and interwovenness must firmly be inculcated in all sections of society. We genuinely believe that talent and potential lie everywhere, and the Foundation is today proud to represent more than 100,000 children in some of the poorest areas of Tamil Nadu and other parts of South India.
Here again, we work with the help of donors and programmes-in-aid, overseen by our illustrious board of Trustees.
The results of this outreach have been outstanding, as evidenced.
We work across 21 districts, and the video gives you complete information. We also work alongside other foundations – Agastya Foundation, Ashok Leyland Road-To-Schools, SODEWS, MaFoi Foundation and Rotary Foundation among others. We are a registered charitable trust with Income Tax exemption under Section 80(G) of the IT Act.
For more information or if you wish to be a donor and change lives,
+91 99627 21747 (Akshay) or reach us at firstname.lastname@example.org
Rhapsody is one of India’s first initiatives to successfully integrate ART with STEM education, primarily using Music (concept-based original songs, musical exercises and applications). Founded in 2013 by musician Anil Srinivasan, it has now grown to embrace nearly 406 schools as part of the curriculum. Of these, 358 schools (almost 90%) comprise children from resource-deprived backgrounds in Tier-II, III and villages of Southern India.
Developing on the notion that Music is a cognitive facilitator, and can be used as a successful multidisciplinary tool (following work on cognitive neuroscience and music, neuroaesthetics and child development), Rhapsody’s 460 lesson plans integrate math, science, language and social science learning in a manner that have impressed school educators. Specifically, in a survey done to assess the effectiveness of the programme done a year ago, significant increases in subject scores and in attendance to school were observed (Table 1). Attendance pre- and post- the Rhapsody intervention (controlled for other interventions and programmes) showed a 15% increase, while language 1 or native language learning through music exhibited a 7% increase in aggregate annual marks obtained by each child. Other increases are shown in the table.
Feedback on the ground is highly positive (based on periodic satisfaction surveys done with schools each year). Specific attention must be paid to Rhapsody’s trainers, who are graduates from other disciplines with some training in music, who are trained in the proprietary methodology. This practice (as opposed to hiring Music graduates who find it hard to embrace other subject learning and pedagogy) proved to be effective in providing scalability and sustainability to the model. Finding trainers who were local to the district helped create bonds between the trainer and the trained.
The curriculum has brought in several innovations – exercises in creativity and collaboration, instrument making, science learning using practical exercises and musical applications (in one notable example, the Doppler effect is taught when a group of children hold hands and move together towards another group, all the time singing a song on the effect – and the trainer teachers the correlation between distance, volume, sound waves and frequencies – both enjoyable and exciting to the children!).
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