The contents of the project will be structured in work phases taking into account the specific objectives. Subsequently, a timetable will be drawn up in which the phases will be planned, but, a priori, it is interesting to develop the phases in which we believe that the intervention should be structured. Each of the phases includes the contents of the previous one in a transversal way, so that the learning process is continuous and integrative:

Step 1
Introduction to emotional literacy, character, personality and temperament. Musical basics.

In this phase the basic components of music will be presented: rhythms, tones, styles, melodies… with the aim of starting to know their character traits, temperament and personality traits so that the student will be able to relate the components of music with himself.

Step 2
Family genogram and musical rhythms.

As a continuation of the previous stage, the family tree or genogram is introduced. By performing the composition of his own tree, the student relates it to the different musical rhythms, so that he can identify what the musical rhythms of each family member may be and, in this way, analyze what was the influence of his family in the configuration of his personality.

Step 3
Life story and musical soundtracks.

At this stage it is very important to realize one's life story through the realization of an autobiography. It is necessary to collect important and significant moments, both disturbing and positive, and relate them, through analysis, with film soundtracks as a means of personal expression. It aims to select pieces from soundtracks of the most relevant moments of their lives as a means of emotional expression and identification of what has been experienced in each moment, taking into account what they perceive through each chosen theme.

Step 4
Communication, interpersonal skills and musical styles.

In this phase the theory of communication is introduced through the identification of all kinds (passive, aggressive, passive-aggressive and assertive). Interpersonal skills are analyzed, generally related to communication, and different musical styles are introduced so that relationships with their communicative style through their rhythms, emotional expression, texts, messages … in this way they would identify with one or more of them and reflect on the most assertive way of communicating as a personal improvement of communication through the analysis of the musical style they prefer.

Step 5
Conflict management, voice and body percussion.

In this phase we analyze the components of the conflict, its type and its forms. Conflict resolution is worked out by working with the voice and percussion of the body among the members of the group. The goal is to analyze the rhythms of conversations, reflect on aggressive reactivity and modulation of voice and thought. All this through working with the body, vocal expression and percussion of the body in order to achieve a balance that avoids conflicts or manages them in a healthy way.

Step 6
My city, my culture, my music.

This phase focuses on the study of the culture of each person who participates in the group through their traditional music. In addition, we will work on cultural identity, symbolic characteristics and customs, through texts, music, rhythms, historical analysis of music and customs. It will be done in a shared way so that the participants learn from each other.

Step 7
They love me, I love myself - self-esteem and musical identity.

In this penultimate phase, they must identify or create what are their own character traits, communication, expression … through the configuration of one's own sound identity. If I were a song, how would I be?, and through this, compose lyrics that speak of oneself in a positive, healthy and constructive way to redirect one's life story and promote personal social inclusion. All this through what has been learned in the previous phases.

Step 8
My future, improvisation and musical composition.

Finally, a future projection of their phase of final reintegration or freedom is made in which, through the teaching of musical improvisation, the group will analyze and compose how they want their reality to be when they end the period of isolation. All of them will do so following what was analyzed in the previous phases and dedicating time to reflection, to the planning of the return, to the communicative style, to the management of conflicts … it is about composing the music of freedom both personal and group.