Slam Out Loud X Rainmatter Annual Report | 2022-2023
Transforming Arts Education and Socio-Emotional Learning in Indian Classrooms
I. Introduction to Rainmatter X SOL partnership
In 2022, Rainmatter Foundation and SOL entered a 3-year partnership with the following objective:
- Integrate arts-based climate education into Slam Out Loud’s facilitator-led programs: the Jijivisha Fellowship and Arts For All with an aim to solve the problems around the lack of climate education in India.
- Reach 2000 children via Arts for All and 1000 children via the Jijivisha Fellowship in Year 1 to enable children to build climate awareness and take informed steps towards more sustainable living.
- Incorporate 17 hours of climate education learning into the Jijivisha Fellowship and 8 hours into Arts for All.
- Provide end-of-year showcases and platforms for children and facilitators to display their learnings and understanding of climate issues.
- Extend Slam Out Loud’s resources to other organizations in the Rainmatter Foundation ecosystem.
An overarching outcome for both students and facilitators involved in these programs was a clear demonstration of climate-sensitive dispositions and behaviours, such as concern towards the environment, assumption of personal responsibility, motivation, and intention to act.
II. Year 01 Milestones achieved:
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We impacted 3,200 children (1200 more than committed to for year 01) as our direct beneficiaries under the Arts For All Program (Project Avaza in Mohali, Punjab).
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We impacted 2,878 children (1878 more than committed to for year 01) as our direct beneficiaries under The Jijivisha Fellowship Program (in Pune and Delhi).

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Our climate education resources have reached over 5.8 million indirect beneficiaries through Punjab DIKSHA platforms (DIKSHA stands for Digital Infrastructure for Knowledge Sharing. It is a National Teacher Platform which is currently being used by teachers and students across the nation to provide school education through distance mode.)
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We completed 17+ and 14+ hours of climate education learning TJF and AFA curriculum respectively.
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We trained 149 teachers and facilitators – 56 TJF fellows and 93 AFA government school teachers (49 more than the agreed-upon milestone).

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We developed an M&E tool that defines and tracks key climate education metrics - this is currently under review by the Rainmatter Team.
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We finished evaluating 100% of direct beneficiaries agreed upon as per year one’s milstones, the analysis is underway, and we’ll share key findings from the annual report by June 2023.
III. Climate Action Learning Highlights
1. Implementation of the climate action curriculum:
Number of climate action sessions completed: 12 sessions in TJF Delhi and Pune and 7 sessions in AFA completing 17+ hours and 14+ hours of climate education learning in TJF and AFA respectively.
2. Curriculum sessions with artworks:
Our climate action curriculum uses activities involving different art forms to build awareness and understanding of the impacts of climate change and advocate for climate action. For instance, students were prompted to compose a Haiku in one session, drawing inspiration from nature and advocating for climate action. The picture below captures a student proudly displaying their Haiku. Link to more climate action lessons
IV. Partnerships with Organizations from Rainmatter Ecosystem
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Current Conservation and Slam Out Loud intiated a conversation to explore a collaboration that includes sharing and promoting each others work on social media, contorbuting to theCC magazine, using CC’s artworks and educational resources in SOL’s curriculum and vice versa, encouraging SOL students to submit articles for CC’s Emerging Voices section, and hosting info kiosks by CC at SOL events.
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The Habitats Trust: we contributed our climate action resources to a twitter thread put together by The Habitats Trust along with resources from Biome Environmental Trust
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We initiated a conversation with the Samagata Foundation to explore possibilities of integrating our at-scale government program with Kerala’s PRISM program. The conversation is ongoing.
V. Outcomes from the programs
1. For students:
A. Growth in creative confidence, specifically the skills of communication, creativity, critical thinking, self-esteem, and empathy;
Through a structured art-based socio-emotional learning program, we have been able to successfully improve the students’ creative confidence skills. They are now more willing to express their opinions, cooperate with their peers, and have gone on to perform at stages like the Kala Ghoda Festival. Bharati from our TJF-Pune program shared, "Performing in front of people at Kala Ghoda for the first time gave me so much confidence; now I am eager for more opportunities like this to showcase my skills. Pari from TJF-Delhi who was hesitant to interact with her peers in the beginning of the program used the pencil sketches she created during Jijivisha sessions as a means to collaborate with her classmates.
B. Increased ability to identify and analyze climate-related issues and topics such as issues related to our use of natural resources and environmental quality and health, and Nature-Positivity;
The students have started requesting their parents to refrain from using plastic bags when shopping, planting greenery in their local areas, and segregating waste in their homes, and expressing their concerns about the adverse effects of plastic pollution on the environment during sessions.
2. For facilitators:
A. In-depth understanding of arts-based SEL through being given access to resources and training (13-15 hours);
B. Growth in arts-based facilitation, specifically, skills of planning, classroom management, communication, and sensitivity towards student artwork;
C. Increased ability to analyze and explain climate-related issues such as those related to our use of natural resources and environmental quality and health.
VI. Key Learnings
1. The Jijivisha Fellowship:
A. Reduced interaction among fellows: In Pune, as we navigated through a part-time fellowship program with bilingual facilitation of sessions, finding common spaces for learning was a challenge. This reduced interaction between fellows in the cohort. To overcome this we hosted 2 in-person training sessions. We also planned various methods of online engagement
B. Multiple breaks in school schedule: Various school holidays, exam preparation downtime, and Diwali breaks caused gaps in the sessions conducted across classrooms. To overcome these challenges we held online sessions and organized a few extra sessions to make up for those classes and ensure that the student’s learning was not hampered.
C. Limited exposure to the subject of Gender among fellows: Gender as a topic was a new concept for many of our facilitators and students. Initially, there were many apprehensions about introducing and facilitating gender-based topics for students. Our Mid Project Reviews in October and January were designed to address this challenge through critical thinking and reflective group discussions.
D. Lack of Classroom management skills: For initial 2 months, our classes were not well engaged or managed, and our fellows were struggling to meet classroom objectives. One of the main challenges was that many of our fellows were first-time facilitators and lacked understanding of classroom behavior management. To address this challenge, Delhi’s learning manager identified common issues and regularly incorporated Behavior Management and Classroom Management trainings in learning circles. In addition, he worked closely with fellows who needed more support, conducting intensive one-on-one conversations to identify specific solutions to their challenges. This reflected significantly in facilitation, and fellows began meeting most of the learning outcomes in the classroom.
2. Project Avaza (Arts For All):
A. Challenge: Low participation from the teachers at the beginning of the program.
Mitigation: Conducting support calls and classroom visits.
Due to administrative work, teachers were not consistent with conducting the sessions. For the first 2 months, only 30% of teachers were conducting the sessions.In order to motivate them to take the session and address their challenges, the SOL team provided them with online support through phone calls and offline support through school visits. We reached out to approximately 10 teachers daily and addressed their concerns to help them conduct the sessions smoothly.With the help of our calling strategy, we increased the implementation rate in such a way that by the end of the program, more than 70% of teachers completed till session 8.
B. Challenge: Sessions exceeding the time dedicated to art periods in classrooms.
Mitigation: We promptly responde to the feedback by creating shorter versions of the sessions and conducting demo sessions to help teachers.
The teachers shared that it takes more than one period (40 mins) for them to conduct the sessions as the lesson plan contains many activities which are not feasible to be completed within one period. To solve this problem, a shorter version of the curriculum was created, which could be completed within one period. To aid in time management during the sessions, a demo session was conducted during the mid-program training where the complete process of conducting a session was enacted. This helped teachers visualize an effective way of conducting the class within the given period.
C. Challenge: Reduced motivation of the teachers.
Mitigation: Innovative incentives and rewards for teachers.
To encourage teachers to conduct sessions, we provided them with incentives such as the star of the week badges, social media recognition for winning art contests, and mid-program training certification. This boosted their motivation and enthusiasm, and they became more active in seeking help from SOL to solve problems. Furthermore, they began to share their experiences and their students’ artwork in WhatsApp groups.
VII. Stories of change:
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The students have started requesting their parents to refrain from using plastic bags when shopping, planting greenery in their local areas, and segregating waste in their homes, and expressing their concerns about the adverse effects of plastic pollution on the environment during sessions.
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Students are now thinking of eco-friendly approaches to celebrate their favorite festivals. The image below displays students designing an eco-friendly firecracker brand that does not cause air and noise pollution and can be recycled. The sessions have helped them understand the impact of pollution on the environment and have enabled them to think critically of alternatives for the future.
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During the end-of-program showcases, we observed that students have gained a deep understanding of climate change and are able to express their views on the theme through different art forms such as theatre, poetry, storytelling, and visual arts. The below pictures display a group of 5th graders performing a skit to deliver the ill effects of climate change and defining climate action heroes for their classmates.


- In Punjab, teachers have shared that students are exhibiting a greater awareness of their environment and surroundings following exposure to stories related to climate change, often taking action in response. More than ten schools have shared that their students are now cleaning their classrooms at the end of each day, and many are also helping to clean their homes. Students at GSSS Kurali created a skit independently on the life stories of environmental activists Greta and Gaura Devi, demonstrating a sense of agency. Their skit not only portrayed the lives of these inspirational women but also conveyed an important message about the significance of women raising their voices for social issues as they are equally affected.
Students also identified specific activities in their region that contr[image]ibute to climate change, such as stubble burning and wastage of water in fields and homes. They expressed these ideas using local forms of art, like kavishiri, giddha and nukkad natak, which reflected the unique and locally-rooted nature of their performances.
VIII. Testimonials
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Video testimonial from Sania Saifi (Delhi Jijivisha Fellow, 2022-23)
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Video testimonial from Bharti’s (TJF Pune) father recorded at a classroom-level year-end showcase
IX. Platforming Opportunities for the SOL Students and fellows
- We partnered with Dasra for their Youth Ke Bol initiative, where 2 fellows from 22-23 batch – Sania Saifi and Maria Kandekar, and 2 alumni students – Saloni and Chanda, performed their pieces on September 26, 2022. The event was organised on World Contraception Day at the India Habitat Centre, New Delhi.
- Three of our Delhi Jijivisha students performed at UNICEF World Children’s Day celebration that took place at Delhi’s Thyagraj Stadium in November 2022.
- Bhumi, a TJF Pune fellow, designed and facilitated a poetry workshop representing SOL at the Learning Planet Festival (LPF), an event dedicated to celebrating education and lifelong learning organized by the Learning Planet Alliance. Two of our students performed in the poetry workshop at LPF.
- In January 2023, three students from TJF - Delhi performed at an open mic organized by Pravah.
- Marking SOL’s debut at the Kala Ghoda Arts Festival 2023, four students from Delhi and Pune performed at the festival in February 2023.
- To celebrate the International Women’s Day 2023, two students Anushka and Afreen and a TJF fellow Tanya’s performance poetry was featured on Kommune’s Instagram in March 2023. Watch their performances here: link
- In Apri 2023, SOL alumni Supriya and Muskan created and performed a commissioned performance in collaboration with Manzil Mystic for SVP Delhi’s annual event.
X. Organisational Updates
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Curriculum Advisory Board formation: In September, we announced our curriculum advisory board, which comprises experts, arts educators, artists, and our very own students and SOL team members.



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More SOLmates: We are growing! Since August last year to now we have grown into a team of 22 people! We have onboarded teammates in Communications, Partnerships, Curriculum, Programs, and People & Culture teams.
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In October 2022, for Jigyasa’s work at SOL, she received the ‘Innovator of the Year’ Award at last year’s HundrED Innovation Summit! Catch a glimpse into the summit here.

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Not only that but in addition to being in the HundrED Global Collection this year, we’re one of the four innovations on the planet that have been selected to become part of the HundrED Hall of Fame
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In March 2023, we received the Children’s Champion Award from the Delhi Commission for the Protection of Child Rights in the Arts category.

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In April 2023, Slam Out Loud was featured by CNBC-TV18 as the first in their 2023 line-up of the ‘Changing India’ series of organisations creating impact.
Youtube
Instagram
XI. Way Forward and Milestones for 2023-24
- At Slam Out Loud we are inching closer toward our ambitious goal of meaningfully impacting lives of 25 Million children by 2025 from low income communities through our gender and climate action informed arts-based SEL interventions.
- From this year, TJF will be a full-time fellowship, expanding to two more new geographies, implemented in the 4 cities of Delhi, Pune, Mumbai and Bengaluru, impacting 3,750 children and 15 fellows.
- With our at-scale program – Arts for All – we’ll be be piloting in 2 new Indian states of Maharashtra and Haryana, along with entering year 02 in Punjab, training ~300 government teachers across 300 schools, educating ~15,000 children enrolled in low-income government schools.
With the Rainmatter Foundation, we have laid out our year 02 milestones (subject to changed) as follows:
- 15,000 of direct beneficiaries
- 10,00,000 of indirect beneficiaries
- Content: a. Refine curriculum resources as per pilot evaluation. b. Curriculum distribution through mid touch intervention
- Training: a. Refine teacher skilling modules as per pilot evaluation. b. Create ToT model to execute training in a cascaded model. c.Train 500 teachers and facilitators to implement the program
- Advocacy: a. Release a whitepaper on the impact of climate action learning through art on students. b. Host 1 end-of year thought leadership event.
- Monitoring & Evaluations: a. Refine M&E tool as per pilot evaluation. b. Evaluate at least 50% of direct beneficiaries.
Artworks by students
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