It’s over and done with! The performances at the school were great, I was impressed with how well the classes did and the headteacher said the performances were fantastic! What really made our job easier was the support from the teachers, who had rehearsed the songs and staging during the week, how lovely!
We were able to add the finishing touches to the pieces, could offer year 4 a good hour and a half to refine their hard work, year 3 (in my opinion) were pretty much ready to go on stage before we arrived, they knew what we were doing and gave us advice!
Many thanks to teachers Mr. Harwood, Mrs. Wilson, Mr. Philp and the head! Also to the musicians for adding an extra dimension to the performances and of course to Chris for being ace and easy to work with.
I am shattered! These all dayers have taken their toll on my ‘approaching end of summer term’ bones.
Today’s session was good, fast paced, pressurised and exceptionally creative. It was our last session and we invited musicians Steve (djembe) and Michael (sax/flute). With year 3 we were able to put the finishes touches on the performance, move it over to the stage (which was something we were hoping to avoid initially but can’t). The year 3s were really good at instructing the musicians to fill out the accompanying music. It was great to see their compositional skills begin to blossom.
Year 4’s session, for me was more stressful, not because the young people weren’t great, they were and always have been, but because I was disappointed I couldn’t recall the piano part for the dog song – should have written it down, and that we still have some finishing touches to add next week, I hoped that like the year 3 session we could make more headways, but alas was not meant to be. Last minute dot.com so it is! I also felt guilty that I wasn’t able to utilise the musicians enough in that session, as we spent most the time devising last bits and bobs.
As Chris and Michael pointed out, the year 4 session itself was successful for a number of reasons, the interminable enthusiasm from Mr. Harwood, who has volunteered to help us with the last drama part of the performance, the young people’s song writing, lyric writing skills getting stronger and the fact that everyone is committed to being a part of it all!
Michael, noted that the session had a huge emphasis on the young people’s creativity, which is great, because I’d rather more ideas from the young people and a slightly less polished performance, than me writing it all, and it appearing glossy, but less input from the children.
Fingers and toes crossed for our memory banks next week!
A groove we made up with year 4, it’s all about clouds:
Steve and I singing the year 3 song, so they can have it memorised for next week, there’s a reason why Steve and I aren’t singers, obvious in the recording, but someone has to do it!!
Here you go year 3!!
Today was the third session at Paganel school, the pressure was on to move the sketches/ short vignettes into something more meaningful and framed. After a quick warmer and explaining to the groups the skills we needed from them to take this forward (concentration, imagination, sharing of ideas and an openness to them), we shared again the sketches and asked young people from both groups how they’d piece them together, fusing the drama and music. We had some fantastic suggestions, year 3 in the morning had bundles of ideas, year 4 shared some amazing ideas too!
I found a lonely looking metallophone in the store room, tuned it to a minor scale so we could create dream like sounds. Has a really sonorous sound, really mellow, perfect for our opening scene.
Both year 3 and 4 teachers said they enjoyed the sessions, Ms. Wilson said she liked seeing how we made headways and I sense more comfortable about what the performance will look like. I tried loads to get Mr. Harwood leading the musicians, but due to time limitations and the complexity of the kids ideas, had to take over leading. I am really keen to play piano as well as getting the young people playing, but the need a strong pulse, maybe with the addition of musicians on Thursday it will allow for this. Highlight was writing a chorus and verse in 15 mins, it went well, Chris has displayed some excellent lyric writing skills. (A published poet didn’t you know?).
In terms of working in partnership with Chris, I feel it’s going really well, both have similar tricks up the sleeve and give one another space to lead, as well as opportunities to jump in with suggestions.
Chris and I returned to Paganel School to facilitate the second round of music and drama sessions. After today we have 2 sessions left to have material devised and rehearsed! The aim was to have local members of the community come in and be interviewed about their relationship with Weoley Castle and home. We got young people to devise questions about ‘home and identity’ and then to interview our guests.We had two dinner ‘people’ and students who arrived to the school at a later period be our interviewees. The young people asked some very interesting questions, moving from the geographical/’what can you see?’ questions, to more abstract; feelings about home.
The sessions were both successful, we were limited again in time as we had two assemblies that took off half an hour of time, but we got the backbone of devising drama and music performances; we always share at the end. I really enjoyed facilitating the dog song sketch; written in just 10 mins inspired by a tale of being unfortunate with pets (Chris and I became interviewees in the afternoon, I spoke about accidentally killing goldfish as a child, rottweilers etc). Props to Mr Harwood for the conducting and counting in! It’s great to see our year 4 teacher is gaining more confidence in leading, it would be great to work with staff and develop their ensemble leading, I think they are naturals!!
Today was the first of our “home week” sessions at Paganel school, and it was the first time I worked with Chris Bishop from BXL, who is a drama practitioner. This morning we worked with year 3, a lovely bunch of young people, with great ideas. We started with some icebreakers, bonding exercises, trying to learn names, although both Chris and I have confessed we are awful at this so name badges next week are a must!
As part of a reflection for the project we have to blog about our experiences, I normally reflect during certain milestones of a project,; (beginning, middle, end) so this process is new, but should be fine.
In retrospect, both Chris and I felt the session went well, we were able to create a buzz about the ‘home’ themed project, demonstrating the theme by bringing in realia; my items from home were; a Sainsbury’s shopping bag, photo of my family, and headphones. It was cool to get the young people guessing their significance, especially the shopping bag. We were concerned about the year 3s ability to think in more abstract terms about what ‘home’ signified, but some were able to do this, rather than just getting geographical and literal interpretations, some delved into the emotional side, and some the plain weird; dinosaurs!?! Chris brought in some of his late grandfather’s war medals which was really great for the participants to see, they had lots of curious questions.
We had limited time to get young people making drama and music performances, but in ten mins our 2 groups shared a performance based on their ideas of what home was. My group, explored the sounds of sisters, which included moaning, and chatting, fused with body percussion. I was impressed at how readily my group were to share their work and the feedback both groups gave was good; (initially one word answers), but I reckon once they get used to the process, we’ll get more specifics in their answers.
Chris’ group did freeze frames based on a story one of the young people shared about a dog that nearly got run over.
I think it was a successful start, the theme of the project and aims are known, although we had less time to work on devising performance work/ideas, we were able to produce something.
Year 4s session went really well too! Great answers, energy and was impressed with form tutor Dave leading the musical performance with some excellent conducting skills. He rose to the challenge, although nervous. Feedback was good, looking forward to next week!
I work as a piano teacher and music leader.
I teach piano at beginner and intermediate levels. I incorporate classical and popular styles of playing in my classes. I also include basic improvisation; keeping lessons fun, fast paced and insightful.
I deliver workshops that focus on creative ensembles, composition, social media and music technology. My workshops are bespoke; nearly always tailored to meet the needs of the client.
Work (Click on each title for media)
I worked with year 5 students at St. James School Handsworth to write music inspired by the photography of Vanley Burke. We explored roots reggae music, and how different reggae ‘riddims’ were used for different functions including voicing injustice. School children wrote original lyrics and melodies inspired by Africa Liberation Day 1977. Holyhead School under the leadership of Sid Peacock and Toni Greham were our backing band, and rehearsed roots reggae riddims the children chose. Together I directed the performance for family and members of the public at the mac arts centre.
Paganel School – Scalectrix Project Summer term 2011
I delivered social media and music workshops to year 6 primary school students based on the scalectrix project; together we blogged about the developments and composed original soundtracks for the racing day using music technology software.
Hodge Hill School – Birmingham, Spring – Summer term 2010
I worked with students at Hodge Hill to devise original pieces and develop ensemble work. Over 40 students subscribed to the session, (which was a pleasant surprise, as the following year there were only 10 participants, word of mouth from the previous cohort saw a massive jump in numbers). Young people created their own pieces using instruments and voice and developed performance skills.
I worked with creative practitioner Chris Bishop to raise self-awareness in students at Paganel School. We explored the notion of home and identity as the school wanted the young people to learn about their community and its history. We worked with year 3 and 4 to support work leading to a performance at Weoley Castle during “Home week”. I lead sessions facilitating young people’s compositional skills using classroom percussion, songwriting. I also directed a live ensemble to accompany the songs and performance, which received great feedback from the school head teacher.
As lead Artist I worked with three primary schools in Handsworth (St. James, Watville and Wilkes Green), facilitating creative ensemble music making working in partnership with teachers. Participants experienced live music performances in the City by each of the partner organisations and gave concerts of their own at some of Birmingham’s most internationally renowned venues. I was responsible for leading all three schools through performances at CBSO centre and Town Hall, I arranged, accompanied and directed participants, facilitating and supporting their music writing skills.
Fast Forward – All Change – October 2009 – March 2010
I worked on a multi-arts project for young people who live in estates managed by Homes for Islington (aged between 13 – 19). Its aims were to develop creative arts skills and engage hard to reach young people. I led sessions on song-writing using music technology; I worked with a group of 14-18 years helping facilitate the creation of music tracks, lyrics and performance preparation. The youth centre manager noted a change in attitude and an increase in attendance to the centre during this time. The project culminated in a dance, visual arts and music performance piece at Sadler’s Wells Theatre March 2010.
Camden Crossroads – Create Arts – November 2009 – December 2009
I worked as a music technology facilitator to deliver six half-day music technology workshops for 18 young carers between the ages of 11 and 17. Using the theme of Hopes, Dreams and Identity, the young people were encouraged to express their likes/dislikes, their views on the world and their hopes for the future. The music tracks were compiled onto a Young Carers Album, copies of which were presented to each of the participants.
Dreams and Nightmares was a creative composition project for Year 5 students at Osmani primary school. Exploring a range of themes using dreams and nightmares as stimulus, participants created original compositions inspired by their own dreams, stories and artwork. I led sessions where year 5 students wrote songs, used classroom percussion and toys (suitable noisy toys from home) to create music that represented an element of their subliminal journey. We also used music technology to record sound bytes or words/phrases from their creative work onto an MP3 recorder. I was responsible for post production; piano accompanying and helping to direct the performance.
Merstone School – Solihull Creative Music project June – July 2009
I worked with 10 groups of young people who had profound learning difficulties including autism, physical disabilities, speech impediments and hearing impediments. We worked together to write original songs based on national curriculum subjects/topics studied that term and developed team building skills.
Dreaming with your feet – Spitalfields Music Apprentice Animateur Scheme June 2009
As part of Spitalfields Music’s playing fields project the City of London Sinfonia joined forces with pupils from Halley Primary School to perform their own original compositions alongside well-known orchestral works including Bartok’s Rumanian Dances. I worked with a team of animateurs to help participants devise songs, as well as composing and arranging a song for the school and chamber orchestra. One of my biggest achievements was writing an orchestral score which received a great reception from performers and audience.
I worked as one of 3 lead artists on an exciting intergenerational music and heritage project, where I worked with the elderly (from a local residential home) and primary school students. We worked to devise new music and lyrical ideas inspired by the heritage of Castle Vale – a recently regenerated area. The stimulus for the project was oral history, using interviews and dialogue and turning them into melodic and rhythmic ideas for our final piece. I played piano for the final performance and prepared participants for performance.
Creative Big Band Sessions – (Birmingham Jazz) December ’08 – April ‘09
I worked with students at Hodge Hill School to compose original songs performed at the CBSO centre. I was also a support artist for their big band sessions.
Respect Music Mentoring Programme -Youth Music (Sound Futures Birmingham) July ’08 – August ‘09
I worked as an adult mentor at College High School in Great Barr Birmingham. I was responsible for providing support and guidance to a group of teenage mentees. I also facilitated the development of their music skills including music technology and songwriting skills. I also worked as a music mentor in a youth inclusion project, in Shard End, working with kids with severe behavioural issues, again using music mentoring to reassess life choices.
Pipe Up – Town Hall Symphony Hall (THSH) June 2008
I worked as a trainee artist on a project based upon the organ in Coventry Cathedral. We used technology in fun, innovative ways to inspire children and young people to explore music, the arts and their own imagination! We recorded organ and other quirky sounds collected from Coventry cathedral and modified them to make a soundtrack.
I worked with orchestral member Mark Goodchild from City of Birmingham Symphony Orchestra as lead artist on a creative project based on Holst’s ‘The Planets’. “Gifted and Talented” music and English students wrote and performed 5 original planet themed compositions.
Creative Big Band Sessions – Birmingham Jazz March ’08
I worked with students at Hamstead Hall School to create an ensemble that composed original songs to be performed at the CBSO centre. I was also a support musician for the Birmingham Jazz Youth Sessions; advising and supporting young people with their playing, tuning, warming up etc.
Respect Music Mentoring Programme -Youth Music (Sound Futures Birmingham) March ‘07- March ‘08
I worked as an adult mentor to help 6 young people at risk of anti-social behaviour to develop their social skills through one to one mentoring. I also prepared them for peer mentoring. I used music technology, music theory and performance skills to help young people improve their behaviour in school and home with excellent results, teachers noted behavioural changes in classroom and allowed a student to participate on an away trip for the first time in 2 years.
Beatheadz Project – (Birmingham Looked After Children Education Service) 12-13th Feb ‘08
As project manager, I worked with young people in care to develop confidence, self-esteem and to learn how to compose their own music using Garageband. Young people created tracks in just two morning and were proud of the quality of their work.
Music Project – James Brindley School, Dovedale Campus 31st October- 6th March 2008
I worked with 3 groups of year nine students with varying spectrums of autism to create beats and improve songwriting skills using Garageband and Reason music software.
I worked as a part of a group of 3 lead artists leading a group of 14-18 year olds in Handsworth to create a new work for Gigbeth festival. We used Garageband and practical activities to help participants with their songwriting and performance skills.
Bass Culture Project – Foxford Community Arts School Coventry- 13th September- 20th December 2007
I was project manager and one of four music leaders in ‘Bass Culture’ music project which gave participants a broad historical journey of black and urban music. The workshops were interactive and practical. Participants had the opportunity to develop compositional skills using a variety of practices such as MIDI, notation, improvisation and music software packages. I led sessions using technology and improvised funk jams on instruments exploring scale and chord patterns.
Summer Beats – 610 Youth and Community Centre, Kingstanding 13th- 26th August 2007
I project-managed a 2 week music project at 610 Centre with 2 other music practitioners to lead workshops on black and urban music styles. We composed original songs as a rock band and used Reason and Logic Pro music software for speed garage and hip-hop compositions.
Songwriting Project -Archbishop Ilsley School April ‘07- July ‘07
I worked with “Gifted and Talented” students to help encourage them to study music at GCSE level. We developed music and creativity skills through use of music technology, composition and performance. The head of music noted an increase in confidence for students that positively effected their music studies and performance.
Music workshops – Perry Beeches Secondary School April ‘07- July ‘07
At that time, the school did not have a music teacher, so I helped to teach Key Stage 3 music concepts through workshops/lessons each week. I taught year 8 and 9 students the relevance of music in media and about form and structure through song writing.
SS John and Monica RC School April- July 07’
I worked with my old primary school to help teach Key Stage 2 music students exploring and developing listening skills, coordination, controlling sounds through singing and playing, creating and developing musical ideas through composition.
Creativity Through Limitation Flying Start Course Assessed Workshop November 2006
I worked with a group of 15 participants to facilitate their compositional skills by simply using everyday items. We used cardboard, cereal packets, bottles and items in the room to make original compositions. The group learned about basic note values and how to notate them using a graphic notation chart I created. Participants were encouraged to explore the different textures and sounds of their instruments. The workshop ended with a group performance.
Music Improvisation Workshop, Flying Start course Assessed workshop Jan 2007
I facilitated a collaborative workshop with a team of 4 community artists to engage learners with the principals of the water cycle – a Keystage 2 topic. After recapping on the basic principals of evaporation, condensation, precipitation and collection we split into small groups, and I led a music improvisation exercise. Participants were encouraged to depict the 4 main elements of the water cycle through sound. Using a simple graphic notation chart participants wrote down symbols as a loose reminder for their improvised parts. Through sound participants investigated the sounds, textures and images with noises made from their bodies. The project ended with a performance of their improvisation in front of the group.
Symphony Hall Taster Workshop – C21 Vox 24th April – 29th April ’03
My first job as a community musician entailed working on three-day project working with 12 young people from Birmingham. We were one of the first groups to use the new music technology suite at Symphony Hall. I led songwriting sessions with 5-7 year olds creating original music and lyrics.
What beautiful weather! A year ago, I met a Swedish lady in London (on the bus I think), who said the main reason she decided to stay in the UK was down to the summer of ’76. She told me she had been longing ever since for another glorious summer like that to return. Maybe her wait is over….
Anyway, I feel it is time to update you with the world of Bobalon.
I spoke to my mum about my old piano (given to me at childhood); currently covered in cobwebs and black bags (don’t ask), but the easiest option was to use my fella’s MIDI controller attached to Garageband, couldn’t be bothered to pair up with Logic, wanted a less heavy DAW, a basic piano sound was desired.
Some of the notes didn’t work, but it still helped me to tinkle away. I feel loads more confident about modes, I over intellectualised something quite simple. I played through several modes in each key, mainly dorian and lydian, it helped a lot. Apparently every scale can be made into a series of chords.
Day 5: No practice, no excuse really, as the lovely Rachel said I could use her piano, but ran out of time to arrange this, however I spent some time learning about self-marketing. Still a fail!
Day 6: Friday, all day workshops with a 6am start, had a little time to jam on the piano with Chris Bishop (see Paganel project), but failed again as I jumped on a train straight after to London. I saw the amazing blues, ngoni maestro Bassekou Kouyate perform at the Barbican, the music was amazing, crowd were dull – hardly any dancing! Booo! Bassekou’s improvising is amazing, his music show’s the origins of blues music and has an amazing stage presence. His wife has a beautiful voice, such power and playfulness! Loved it.
Day 7: Spent 3 hours practicing which included a chat with composer Sid Peacock about jazz theory. I went through progressions, realised I got some chords wrong, went through 2-5-1s again. I realised I had been confusing myself with trying to work out which scales to use, and relying too much on the key signatures. I’m getting better at spotting 2-5-1s in pieces, which means I know what initial scale to use, although there are plenty more to explore; baby steps.
Some great pointers from Sid were, practice with a metronome accenting beats 2 and 4, play 2-5-1s in a random order, get a teacher, check the improvisation primer and not get to bogged down with theory to start with, noodle. Thank you Sid!
Day 8: Using the advice from Sid, created 12 scraps of paper for each key, picked one randomly and practiced 2-5-1s.
Played through “Tune Up”, chords mainly and worked out how to play chords and melody. Tried to improvise, it sounded okay, but a bit dry. Need me some licks! Then played through some other pieces including yesterdays. All good, the louder I play the more confidence I get, but that’s the problem, I’m worried about disturbing my neighbours, so am quite timid. “Headphones”! I hear you exclaim, yes, I will use ’em next time. Wounded that I’ll be away from my keys for another week! I must get better at finding a piano in Brum!
Music generated from workshops I have (worked as a team or sole handedly) delivered.
Gigbeth project that showcased some of Handsworth’s talent
Mashed it up, with a funky beat, collaborating MCs and some blazing rhymes.
A heart-breaking tune. Sad lyrics.
Really beautiful, conscious wifey tune.
Some raw, meaty rhymes!
One of my favourite tunes of the project. Beautiful strings and velvety MCing.
Birmingham Looked After Children Education Service Easter 2008
We used Logic Express to quickly write some tracks in 2 mornings! Using a mixture of apple loops and MIDI.
CBSO Planets Project- Holyhead School
Compositions inspired by Holst’s “The Planets” Suite.
Live versions at Town Hall- June 2008 (Very Echoey)
Live versions. There were lots of nerves and good performances. Everyone did really well!
Check the female vocals!!
Cuts in late- couldn’t reach my digital recorder in time!
Hamstead Hall School – Birmingham Jazz:
Most students had never played in a group before, or improvised, they performed their piece at the CBSO centre. Some rehearsal audio:
Spitalfields Music Apprentice Animateur Projects:
Dazzling Dreams and Nasty Nightmares – Osmami School, Tower Hamlets, London
Osmani primary composed original songs based on dreams and nightmares, music tech, singing, percussion. I played piano, was responsible for music tech elements and helped young people write songs.
Dreaming with your Feet
Halley Primary school sang a song I composed especially for them about bee dances, accompanied by City of London Symphonia.
Shard End Youth Inclusion Project
Messing with beats and rhymes (Strong Language, tongue in cheek)
Work with Young Carers in Islington
Audio from Islington’s Estates:
Paganel School’s Home Project (Year 3/4)
Percussion cloud Piece:
Rehearsal Material from Watville School – Rainforest Song (Apologies for shouting ‘Pattern!!’ and ‘Actions!’, several times… We mess up and get back on track again)
Year 5 teacher is close to the mic
“Bobbie has been an integral part of the team here at Small Heath from the moment she stepped through door. Always smiling, always pushing the pupils and always striving for the best. The consummate professionalism with a passion for music that the pupils find hard to resist.
Bobbie is a real asset to the school, hence we always find a way to get her back in year on year.”
Head of Creative Arts
Small Heath School
“Bobbie has been a great collaborator, band member, song writer, facilitator, string arranger and fixer to work with – that’s how versatile she is and there is still more to discover. A lovely gentle human being with a lot of soul and integrity – highly recommended!”
Heart n Soul
“Bobbie combines the rigour of a teacher, the flair of a musician and the expertise of a computer geek to engage children in practical and meaningful activities. She has worked with groups and classes of children on many times at my school and the teachers always ask for her back because her expectations of what the children will learn and how they will behave are both so high. Under her guidance, children have learned how to blog, podcast, sing and collaborate, producing writing and songs that we have all been proud of.”
Paganel Primary School
“Bobbie is a talented musician and composer, who’s also deeply passionate about education, creative development and young people. She’s reliable, diligent and trustworthy and will provide a fantastic and solid addition to any team.”
Consultant and Producer (Independent)
“Bobbie worked on Sound It Out’s Down Your Way (Reminiscence) music and heritage project from September 2008 – December 2009. The project itself was an intergenerational project celebrating Castle Vale’s transformation and regeneration.
Bobbie worked with both primary and secondary pupils alongside older adults, using memories to inspire some fantastic new music.?Bobbie relates really well to people of all ages and is always enthusiastic during sessions, which motivates the participants she works with. Bobbie is very reliable and well organised. ”
Sound It Out
“Excellent musician. Skilled, adaptable, personable and great to work with.”
“Bobbie was chosen by young people and teaching staff for her abilities as a musician and her use of social media, but primarily because she was able to connect with our group. She listened to what the young people wanted, planned carefully with teaching staff and other creative practitioners to deliver workshops which engaged and motivated participants, and to effectively reflect with young people, supported and documented through the use of social media.
I admire her dedication to planning, effectively reflecting and communicating with everyone involved.”
“Bobbie is a thoughtful and considerate practitioner, during her time as a Creative Agent she needed to deal with some tricky situations, which she did with a great deal of professionalism and excellent communication. I would recommend her as a facilitator and creative practitioner.”
“Beatheadz was very well-received by the young people involved, and by the visitors to Wednesday’s session. It was packed with information – there was a lot for the young people to take on board in terms of the technology and new skills needed, but there was plenty support available from the workshop leaders.”
Looked After Children Education Service
Birmingham City Council
“I did over hear something I think in group 1 on Monday, was it somebody singing their song? It sounded really fabulous, and something that they wouldn’t have had the confidence to do before the sessions, which is really what I was hoping for.”
Head of Music
Archbishop Ilsley School
“BTEC kids are really missing you being here on a Thursday which I think shows the success of the project.”
Head of Music
Foxford School and Community Arts College
“Working with Bobbie was a pleasure because she is active – I could always count on her getting involved, showing up, and contributing. Reliable, is definitely the word. If things change unexpectedly, there’s no panic, just quick thinking, adapting and getting on with it – that’s so vital in a tricking situation. There’s no ego – I don’t quite know how to explain it, but I never got a sense that anything other than the outcome of the project was on her mind and because of this, she would always contribute great ideas, even if it was to make someone other than herself look good: no hidden agenda – fantastic. Bob also continually analysed the content, delivery and her individual approach; always wanting to learn, grow and improve. Who wouldn’t want to work with someone like this?”
Social Media Consultant (Independent)
“Bobbie has been working with myself and my Primary classes for a number of years now. She is an incredibly skilful practitioner and has worked on projects involving music, video, audio you name it. However the one outstanding quality she has is her ability to make the activity fun. The children love her and get so much enjoyment (as well as new found skills) from the time they spend with her.”
Year 6 teacher
“Bobbie taught us about how music is structured. She told us about bars and how there could be four beats in the bar and that how in classical music there might only be two or three beats in a bar.”
Year 9 Workshop Participant
“I didn’t use to care about other people, but now I do. Because Bobbie and Mr Jordan have shown me respect, I have to show respect back, not just to them, but to everyone.”
Year 9 Workshop Participant
“Bobbie has also helped me improve my speaking skills and to control my nerves through breathing properly and slowing down how fast I speak.”
Year 9 Workshop Participant