Desert Voicebox
Desert Voicebox is an early learning project providing music and English language education for primary school children in the Saharawi refugee camps in SW Algeria.
The project is training 4 Saharawi refugee women to teach and run the programme. Since its humble beginnings in 2016, Desert Voicebox has evolved into a valued and established after school programme that spans four years. Over 70 children, aged 6 to 11, learn English and music, 5 days a week, in a newly built learning centre, consisting of 2 large rooms and 2 small practice rooms.
The project is training 4 Saharawi refugee women to teach and run the programme. Since its humble beginnings in 2016, Desert Voicebox has evolved into a valued and established after school programme that spans four years. Over 70 children, aged 6 to 11, learn English and music, 5 days a week, in a newly built learning centre, consisting of 2 large rooms and 2 small practice rooms.
The project is based in the premises of a primary school in camp Boujdour, one of 5 refugee camps near Tindouf, in SW Algeria. According to the last 2018 UNHCR report over 173, 000 Saharawis live in these desert camps, 80% being women and children.
OUR MISSION
We aim to equip Saharawi refugee children, and the women we train, with the tools to turn their aspirations into reality. We seek to provide opportunities for the Saharawi refugees to develop their potential and creativity and equip the children to promote their voices and culture so they can reach new and wider audiences to tell their story and champion their rights.
Your support is vital to enable us to fulfil our mission. Our immediate goal, in the pandemic period, is to improve our capacity to remotely train our local teachers so they can become fully qualified to teach and train others and enable our volunteers to remotely do special activities with the students.
You can help make this a reality by making a donation or, if you like undertaking challenges, do one for Desert Voicebox in 2021, to raise awareness and funds. Please see the video below of the 'Close Your Eyes' challenge by Filippo Monici, a tango dancer and founder of Tango4You. We greatly appreciate your generosity and support!!
We aim to equip Saharawi refugee children, and the women we train, with the tools to turn their aspirations into reality. We seek to provide opportunities for the Saharawi refugees to develop their potential and creativity and equip the children to promote their voices and culture so they can reach new and wider audiences to tell their story and champion their rights.
Your support is vital to enable us to fulfil our mission. Our immediate goal, in the pandemic period, is to improve our capacity to remotely train our local teachers so they can become fully qualified to teach and train others and enable our volunteers to remotely do special activities with the students.
You can help make this a reality by making a donation or, if you like undertaking challenges, do one for Desert Voicebox in 2021, to raise awareness and funds. Please see the video below of the 'Close Your Eyes' challenge by Filippo Monici, a tango dancer and founder of Tango4You. We greatly appreciate your generosity and support!!
Click above to view challenge by Filippo Monici. Please like and share the video!!
A brief background
The Saharawis, a former nomadic people, have been displaced in the extreme desert region of SW Algeria since 1975, following Morocco’s military invasion of their homeland. Originating from Western Sahara, an ex-Spanish colony, it is Africa's last colony. A Moroccan-built defensive wall 2700km long divides the territory and every Saharawi family. Since launching their liberation movement-the Polisario Front- to end Spanish colonial rule, in 1973, the Saharawis have been seeking their right to self-determination to achieve independence in Western Sahara.
Aid dependent for over 45 years, the Saharawi refugees have endured harsh living and weather conditions and a chronic lack of opportunities. Today, a third generation of Saharawi children are growing up with few prospects of a better future. They have little access to quality education and dropout rates are high in secondary education, especially amongst girls. Despite more than four decades of exile, their refugee plight and struggle are still largely unknown.
The Saharawis, a former nomadic people, have been displaced in the extreme desert region of SW Algeria since 1975, following Morocco’s military invasion of their homeland. Originating from Western Sahara, an ex-Spanish colony, it is Africa's last colony. A Moroccan-built defensive wall 2700km long divides the territory and every Saharawi family. Since launching their liberation movement-the Polisario Front- to end Spanish colonial rule, in 1973, the Saharawis have been seeking their right to self-determination to achieve independence in Western Sahara.
Aid dependent for over 45 years, the Saharawi refugees have endured harsh living and weather conditions and a chronic lack of opportunities. Today, a third generation of Saharawi children are growing up with few prospects of a better future. They have little access to quality education and dropout rates are high in secondary education, especially amongst girls. Despite more than four decades of exile, their refugee plight and struggle are still largely unknown.
HOW DID THE PROJECT START?
In 2015, Sandblast director Danielle Smith met Ruth Travers, the creator of the innovative Stave House music method, designed to engage young children's minds through storytelling and interactive elements to learn music-making. She expressed an interest to donate the system to the Saharawi refugee camps and Sandblast associate and ethnomusicologist, Dr Violeta Ruano, took on the task of introducing the idea as a pilot project, in Feb 2016.
In 2015, Sandblast director Danielle Smith met Ruth Travers, the creator of the innovative Stave House music method, designed to engage young children's minds through storytelling and interactive elements to learn music-making. She expressed an interest to donate the system to the Saharawi refugee camps and Sandblast associate and ethnomusicologist, Dr Violeta Ruano, took on the task of introducing the idea as a pilot project, in Feb 2016.
EVOLUTION
Since 2016, Desert Voicebox (previously known as Stave House in the Sahara) has evolved to become an established locally-run project, highly valued by children, teachers, parents and camp educational authorities. Each year we've seen the children voluntarily return and eager to learn more and growing in their ability to express themselves in English and music. Over 80 students, so far, have received Levels 1 and 2 diplomas in Stave House and 15 of our most advanced students are engaged, for the first time, in penpal exchange links with children in 2 different primary schools in the UK.
The training provided by the project has been particularly effective in nurturing a local teaching team of 4 committed refugee women. None of them had previously finished high school, but now they confidently teach 3 of the 4 programme levels and have become more self-reliant in running the centre as a team of equals.
Despite insufficient funds, the project has managed to attract key international support through our volunteers scheme and has forged institutional links further its mission such as with the London College of Music at UWL, which provides internationally recognised Stave House music Diplomas to the students. The project has also succeeded in harnessing artistic talent in the camps to enrich the children’s knowledge of their cultural roots. Above all, the project has given the children and the teachers, living in an endless limbo state, a real sense of purpose and an educational activity which they love.
Since 2016, Desert Voicebox (previously known as Stave House in the Sahara) has evolved to become an established locally-run project, highly valued by children, teachers, parents and camp educational authorities. Each year we've seen the children voluntarily return and eager to learn more and growing in their ability to express themselves in English and music. Over 80 students, so far, have received Levels 1 and 2 diplomas in Stave House and 15 of our most advanced students are engaged, for the first time, in penpal exchange links with children in 2 different primary schools in the UK.
The training provided by the project has been particularly effective in nurturing a local teaching team of 4 committed refugee women. None of them had previously finished high school, but now they confidently teach 3 of the 4 programme levels and have become more self-reliant in running the centre as a team of equals.
Despite insufficient funds, the project has managed to attract key international support through our volunteers scheme and has forged institutional links further its mission such as with the London College of Music at UWL, which provides internationally recognised Stave House music Diplomas to the students. The project has also succeeded in harnessing artistic talent in the camps to enrich the children’s knowledge of their cultural roots. Above all, the project has given the children and the teachers, living in an endless limbo state, a real sense of purpose and an educational activity which they love.
ACHIEVEMENTS
Since 2016 the main achievements of Desert Voicebox have been:
- Measurable development of students’ music skills reflected by 82 Stave House Diplomas awarded so far by the London College of Music
- New and growing ambitions expressed by students-especially girls- to become English and music teachers, translators, doctors, even presidents
- Student skills in English have become strong enough to form penpal links with two UK schools
- Greater confidence and creativity of the students in their community presentations showcasing the activities and skills taught in the volunteers-led workshops. In Feb 2020, the students rewrote and performed a song in 3 languages and created role plays.
- The local staff have visibly improved in their pedagogical, administrative and team building skills
- More initiatives taken by local staff to address problems on their own such as creating new Covid19 protocol
- Strong Interest in and recognition of the benefits Desert Voicebox is offering the local community and children
- Growth in vital international support links such as the London College of Music, Stave House, AB Music Academy and 14 volunteers recruited since 2017 to deliver workshops, develop the English curriculum and train the teachers
Since 2016 the main achievements of Desert Voicebox have been:
- Measurable development of students’ music skills reflected by 82 Stave House Diplomas awarded so far by the London College of Music
- New and growing ambitions expressed by students-especially girls- to become English and music teachers, translators, doctors, even presidents
- Student skills in English have become strong enough to form penpal links with two UK schools
- Greater confidence and creativity of the students in their community presentations showcasing the activities and skills taught in the volunteers-led workshops. In Feb 2020, the students rewrote and performed a song in 3 languages and created role plays.
- The local staff have visibly improved in their pedagogical, administrative and team building skills
- More initiatives taken by local staff to address problems on their own such as creating new Covid19 protocol
- Strong Interest in and recognition of the benefits Desert Voicebox is offering the local community and children
- Growth in vital international support links such as the London College of Music, Stave House, AB Music Academy and 14 volunteers recruited since 2017 to deliver workshops, develop the English curriculum and train the teachers
PROMOTING EMPOWERMENT AND SELF-RELIANCE
Desert Voicebox cultivates independence and self-belief in the students and encourages creative thinking and expression. The specialist workshops and training delivered by international volunteers also expose the students and teachers to people from different backgrounds, helping to broaden their horizons and communication skills. Thus the project equips them to go beyond just learning about a subject by building their confidence to interact with the wider world, perform in public and embrace new challenges.
The plight of the Saharawi refugees has been dogged by a lack of visibility and voice. The ethos at Desert Voicebox is all about giving the children a voice. By arming them with music and English language skills, the project opens up opportunities to access international platforms, which have often been out of reach. It is empowering the next generation to directly represent themselves and their culture and to advocate for their rights without depending on others to speak on their behalf.
The project ultimately seeks to ensure the Saharawi refugees develop the capacities and drive to manage on their own and can transfer their skills to wherever they end up. Its main aim to train the local teaching staff to become fully qualified, and encourage them to problem solve by avoiding micromanagement, is fostering a future of self-reliant educational leaders who will be able to further the educational needs of their community.
WHY DESERT VOICEBOX IS UNIQUE AND IMPORTANT
In the context of the Saharawi refugee camps, Desert Voicebox is one of a kind and fulfils a vital role in the community. Music has been important for the Saharawi cause, but has not been an educational priority in recent years. By teaching it, the project is equipping the children to revive a powerful way for the Saharawis to express their resistance and identity. Equally, the project is helping to meet the growing educational needs of students to learn English, which is replacing French in Algerian schools where a majority go after primary school. As an extracurricular activity, Desert Voicebox has proven its value as one of the only structured year-round programmes available to children to stimulate them to learn in fun ways and keep them off the streets. This is one of the reasons why demand has been strong for the project to expand to the other camps to benefit more children.
Desert Voicebox cultivates independence and self-belief in the students and encourages creative thinking and expression. The specialist workshops and training delivered by international volunteers also expose the students and teachers to people from different backgrounds, helping to broaden their horizons and communication skills. Thus the project equips them to go beyond just learning about a subject by building their confidence to interact with the wider world, perform in public and embrace new challenges.
The plight of the Saharawi refugees has been dogged by a lack of visibility and voice. The ethos at Desert Voicebox is all about giving the children a voice. By arming them with music and English language skills, the project opens up opportunities to access international platforms, which have often been out of reach. It is empowering the next generation to directly represent themselves and their culture and to advocate for their rights without depending on others to speak on their behalf.
The project ultimately seeks to ensure the Saharawi refugees develop the capacities and drive to manage on their own and can transfer their skills to wherever they end up. Its main aim to train the local teaching staff to become fully qualified, and encourage them to problem solve by avoiding micromanagement, is fostering a future of self-reliant educational leaders who will be able to further the educational needs of their community.
WHY DESERT VOICEBOX IS UNIQUE AND IMPORTANT
In the context of the Saharawi refugee camps, Desert Voicebox is one of a kind and fulfils a vital role in the community. Music has been important for the Saharawi cause, but has not been an educational priority in recent years. By teaching it, the project is equipping the children to revive a powerful way for the Saharawis to express their resistance and identity. Equally, the project is helping to meet the growing educational needs of students to learn English, which is replacing French in Algerian schools where a majority go after primary school. As an extracurricular activity, Desert Voicebox has proven its value as one of the only structured year-round programmes available to children to stimulate them to learn in fun ways and keep them off the streets. This is one of the reasons why demand has been strong for the project to expand to the other camps to benefit more children.
WE NEED YOUR SUPPORT
We are currently running a online JustGiving campaign to raise £10,000 by April 2021. With your support and generosity we are sure to reach 100% of our goal. To give you an idea of how your donation will make a difference:
- £30 provides school materials for one child annually
- £60 provides set of classroom instruments
- £120 pays the monthly salary for one local teacher
- £250 pays to buy art materials to run yearly special creative workshops for the children
- £360 pays pays for yearly internet to facilitate long-distance learning and teacher training
- £500 pays to make it Covid-safe to teach 70 children for 3 months.
- £600 pays to buy a second refurbished laptop (with headphones and 256G memory stick) for remote teacher training
Please help us reach our goal and DONATE NOW. We thank you from the bottom of our hearts for your generosity!
BECOME A FRIEND OF DESERT VOICEBOX
The concept of Friends of Desert Voicebox is to build an international solidarity network for the project. Through it we seek to draw on the multiple skills, ideas and resources of our supporters in order to meet the challenges faced along the way. We believe creating a community around the project will ensure the early learning programme continues to grow in scope and impact.
There are several ways in which you can show your support and become a friend:
• VOLUNTEER your time and skills
• Donate instruments and other educational materials
• Create a supportive link with Desert Voicebox
• Do a challenge for Desert Voicebox
• Make a one off-donation
-Pledge £30 or more per month, for a minimum period of one year.
A pledge of £30/month will enable us to cover the costs for one Saharawi refugee child to participate and learn in the Desert Voicebox programme, guaranteeing that student a chance to develop their language skills and discover their music talents. All this for only £1 per day, a third of what you pay to buy a flat white in London!
Here are the details to set up your monthly standing order now:
Sandblast ltd
NatWest
Sort Code: 60-07-31
Account number: 46536337
As a Friend of Desert Voicebox you will be acknowledged on our website and social media platforms and be invited to a dedicated FB Group for Friends of Desert Voicebox, which can be a forum for promoting your own work, exchanging ideas, and networking!
FRIENDS OF DESERT VOICEBOX
Institutional links
London College of Music at UWL (University of London)
AB Music Academy (London)
George Mitchell School (London)
Chapel Street Primary (Manchester)
International School of Oradea (Romania)
Stave House (UK)
440hz Centre for the Performing Arts (Gijon, Spain)
Shelterfire (Sweden)
Volunteers for training and special workshops
Anastasia Oleinik-(Volunteer for remote ear-training w local music teachers, 2021, multi-disciplinary artist and creative coach)
Andrada and Florin Pascu (volunteered for a 2 week international music workshop, 2019, Founders of AB Music Academy)
Andy Pitt-( English language volunteer, 2020, retired English teacher and headmaster)
Beccy Allen (English language volunteer 2017-18, Head of Creative Learning at Half Moon Performing Arts Centre, London)
Ben Cooper (English Language volunteer, 2019, studying International Relations at Kings, London)
Farida Alvarez- (English language volunteer training remotely since April 2020, English teacher and language specialist)
Georgia Lomax Thorpe (Music workshop in singing, 2020, MA student in Popular Performance at UWl)
Izzy Urbanski-(Volunteer running remote special creative workshop with DV students, 2021, TEFL-trained)
Jack Morgan ( English language volunteer, 2019, MA student in Philosophy at Trinity College Dublin)
Janet Davis- (Trained teachers and assessed children in Stave House, Jan-Mar 2019, retired)
Maite Heres (co founder and director of 440hz Centre for the Performing Arts
Rebecca Hedley- (English language volunteer training remotely since Sept 2020, English language teacher and trainer )
Sara McGuinness (latin piano workshop, 2018, musician and professor of popular performance at UWL)
Sarah Dyble-(Volunteer running remote music workshop with DV students, 2021, Music Workshop leader in Newham)
Fundraisers and donors
Carolina Graterol (running Marathon for challenge in 2021, Spanish teacher and journalist)
Chris Guard (writing an album in 24 hours for challenge, actor, singer songwriter, painter, writer)
David Smith (donated over £500 in 2020, retired business man)
Filippo Monici ( fundraising challenge 2021, Tango dancer and founder of Tango 4 You)
Liz Warner (running 1000miles for fundraiser challenge in 2021, athlete and digital marketing)
Massimo Alfiero Hendrikz (founder of Shelterfire an NGO involved in projects around the world relating to youth dev and culture)
Oxfam Solidarite ( Belgium, provided €2500 to refurbish the first dedicated DV classroom)
Paul Vaskelis (doing fundraising challenge 2021, freelance dancing teacher
Ruth Travers (donated Stave House system and helped with fundraising, Founder of Stave House)
Below are some short videos at different stages since it began in Feb 2016.
Institutional links
London College of Music at UWL (University of London)
AB Music Academy (London)
George Mitchell School (London)
Chapel Street Primary (Manchester)
International School of Oradea (Romania)
Stave House (UK)
440hz Centre for the Performing Arts (Gijon, Spain)
Shelterfire (Sweden)
Volunteers for training and special workshops
Anastasia Oleinik-(Volunteer for remote ear-training w local music teachers, 2021, multi-disciplinary artist and creative coach)
Andrada and Florin Pascu (volunteered for a 2 week international music workshop, 2019, Founders of AB Music Academy)
Andy Pitt-( English language volunteer, 2020, retired English teacher and headmaster)
Beccy Allen (English language volunteer 2017-18, Head of Creative Learning at Half Moon Performing Arts Centre, London)
Ben Cooper (English Language volunteer, 2019, studying International Relations at Kings, London)
Farida Alvarez- (English language volunteer training remotely since April 2020, English teacher and language specialist)
Georgia Lomax Thorpe (Music workshop in singing, 2020, MA student in Popular Performance at UWl)
Izzy Urbanski-(Volunteer running remote special creative workshop with DV students, 2021, TEFL-trained)
Jack Morgan ( English language volunteer, 2019, MA student in Philosophy at Trinity College Dublin)
Janet Davis- (Trained teachers and assessed children in Stave House, Jan-Mar 2019, retired)
Maite Heres (co founder and director of 440hz Centre for the Performing Arts
Rebecca Hedley- (English language volunteer training remotely since Sept 2020, English language teacher and trainer )
Sara McGuinness (latin piano workshop, 2018, musician and professor of popular performance at UWL)
Sarah Dyble-(Volunteer running remote music workshop with DV students, 2021, Music Workshop leader in Newham)
Fundraisers and donors
Carolina Graterol (running Marathon for challenge in 2021, Spanish teacher and journalist)
Chris Guard (writing an album in 24 hours for challenge, actor, singer songwriter, painter, writer)
David Smith (donated over £500 in 2020, retired business man)
Filippo Monici ( fundraising challenge 2021, Tango dancer and founder of Tango 4 You)
Liz Warner (running 1000miles for fundraiser challenge in 2021, athlete and digital marketing)
Massimo Alfiero Hendrikz (founder of Shelterfire an NGO involved in projects around the world relating to youth dev and culture)
Oxfam Solidarite ( Belgium, provided €2500 to refurbish the first dedicated DV classroom)
Paul Vaskelis (doing fundraising challenge 2021, freelance dancing teacher
Ruth Travers (donated Stave House system and helped with fundraising, Founder of Stave House)
Below are some short videos at different stages since it began in Feb 2016.
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