Communities

The Music for a Generation (M4AG) project was an intergenerational pilot scheme that aimed to demonstrate positive health and wellbeing outcomes for people of all ages. 

The main elements were to bring older and younger people together to consider activity that was engaging and linked to wellbeing. The Five Ways to Wellbeing framework underpinned the project and music was used as the medium. The partnership project was planned and initiated by Hertfordshire’s Community Wellbeing Board (CWB) and How to Thrive. The music element was been developed with Hertfordshire Music Service (HMS) and Hertfordshire Adult and Family Learning Service (HAFLS).

Main Elements

The Five Ways to Wellbeing (Connect, Keep Learning, Be Active, Take Notice and Give) provided the framework for the project.

Music was selected as the medium based on evidence suggesting improvements to a range of health and wellbeing factors. Music was able to offer a creative element that enabled participants of different ages, interests and cultures to come together. 

The project ran in four day centres across Hertfordshire and involved 115 individuals.

• Borehamwood Seniors in Borehamwood with students from Hertswood Academy. 

• Daylight Club in Harpenden with the Care Cadets.

• Douglas Drive in Stevenage with students from Barclay School.

• Parsonage Lane in Bishop Stortford with their carers and support staff.

Project Design

The project design allowed it to ‘evolve’ rather than be prescriptive. Individuals engaged through the music in a way that was meaningful and based on their feedback and comment. This gave those involved a sense of ownership of the project. 

The project used both quantitative and qualitative methods for measuring the impact.

• The Flourishing 10 point scale asks about general health and wellbeing and was as the quantitative measure. It provided a soft distance travelled result based on individual responses captured before and after the project. Each individual was given a unique number so that ‘before’ and ‘after’ responses could be analysed. .

• Qualitative data was collected during and at the end of the project. This data was captured through informal discussions, filming of events and discussions and oral feedback from everyone connected to the project including; service users, service managers, volunteers and workshop leaders. Briefing sessions were held at several points during the project as another way to capture comments about progress from staff involved.  Semi structured interviews were held at the end of the project.

Key Findings 

Positive improvements to language, speech and motor skills were seen for stroke victims who participated. 

New connections and relationships were developed across the project and young people continue to visit the clubs they were linked to. Increased confidence and skill development was realised through co-production and working together on the project.

A positive increase was seen across 9 out of the 10 areas of the Flourishing Scale offering tangible evidence of improvement to health and wellbeing. Those who fully engaged and participated in the project saw the greatest improvements in health and wellbeing. 

Partnerships were formed across organisations that proved critical for success within the project; increasing capacity for future joint projects and funding applications.

Keep learning was a key element of the project and ideas offered by those involved helped to identify learning opportunities. Transferable skills were developed as part of shared group activities. 

The centre staff’s willingness to engage in the music proved a vital component to breaking down barriers and connection with the Workshop Leaders. 

The 10 Care Cadets that took part have all secured either full time employment or further education placements.

Models for intergenerational work were identified with learning that can be shared across the county. 

The project has been successful on many levels with both expected and unexpected outcomes. 

The pilot proved economically viable and therefore sustainable. Future funding has already been secured to continue the work in the pilot centres. 

Feedback

“It [the project] has helped find out about people lives that you didn’t know about. The stories of their lives have added so much to the group, they are quite closed people and they don’t often talk about things openly. They look forward to a Monday. It’s been fantastic.”

“It has really helped me break down barriers. I really know now that I like working with people who have learning and physical disability.” 

“[this project has]Taught me how to enjoy myself more.” 

“I know the M4G project had a very special impact on the Cadets and Members lives and friendships have been formed. I recall a conversation I had with one member of Daylight Club, I asked him what he had been up to since I last see him the week before, he said Wayne, nothing much really, this is the highlight of my week coming to Daylight and singing along with you and your Space Cadets.” (Space Cadets are suggested as a fun reference to the Care Cadets).” 

“I would really like to keep the friends I have made.”

“I have learnt how well people can recover from illness, and how they can still be enthusiastic and happy about everything.” 

“It has helped me much better with my communication when working with people with learning and physical disability.”

“When I’m not here I feel like I am missing something. I now go to another project at Greenfields. We can still become someone different. I was someone but I can still be someone, I just have to turn the angle, go a different way and I love being here, singing or not singing. I do feel that the singing is a valuable thing.”

“all the music team commented they had very much enjoyed being part of the project. HMS has experience of working with targeted vulnerable adult groups (mostly learning difficulties and mental health service users) but for most of the Workshop Leaders this was the first time they had worked with mainly with older people on a weekly basis.”

The project was not without challenge, but the challenges offer an opportunity for improved understanding and learning for future projects.

It is important to identify appropriate groups at the planning stage. Do not delay in recruiting appropriate young people to take part as their involvement is crucial and probably the hardest to establish.  

Identify appropriate activities that are suited to those involved. This project demonstrated that individuals benefit most when they are fully engaged and able to help shape the activities, whether it is informal learning, leisure or music therapy. 

Ensure there is careful planning to form clear outcomes. Specifically to ensure good understanding of the groups and activities before mixing with a different age group so as to maximize participation and support delivery of health and wellbeing outcomes. 

Consider and plan appropriate evaluation methods and tools to measure impact. The Flourishing Scale is not appropriate for all groups. 

Form partnerships to apply for funding through joint bids. This would enable a greater reach to a wider group of organisations and individuals to benefit from this type of activity.

Provide support for those involved. Bringing together new groups of different ages and needs can be challenging. Those involved require appropriate support in order to be flexible, resourceful and responsive to need during the delivery element of the project.

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