We faced several drawbacks, people not understanding the ideas of our transformed space, (especially older groups), some said there was not enough seating, some didn’t like it, but we quickly we addressed their concerns, and resolved any issues.

We had a lot of positive feedback on the whole.

The making and design had little input from me, I enjoyed hearing young people’s ideas and being on the panel to choose the best designs.

I was brought in to to do social media and music sessions. I had around 3 and half hours with each group (year 8s) to make 8bit inspired, pacman-esque sounds. We used school equipment, macs with garageband, no midi controllers as budget was tight (music teacher was using them), I bought some 8bit computer samples and we made beats.

Here are two of my faves. I think the young people did really well considering it was their first time using the software, had little knowledge of musical arrangement.

Fizza Although it’s not very pacman, it followed students’criteria of being relaxing for waiting room users, there are subtle retro game sounds incorporated.

khaleel – well this one certainly has pacman vibes! Upbeat and cheeky!

Here’s some audio: SafariLife
Safari Life: written in a day, based on a drum ostinato played in an improvised ostinato exercise I always use.
Summer Time
Our version of Summer Time, I led the rhythm section, or they led me lol! Huw lead horns, Shereece led the singers.

Thanks to Katy G and Jan P for their assistance and support!

………….Only a few more days to go before I get some time off to develop my own creativity, yay!

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 was soo impressed with the young people at Watville, Wilkes Green and St. James primary schools over the year. This term, we (Steve and I repping Birmingham Jazz) were given such a tall order yet I feel we delivered the goods; I learnt that most of the other primary schools in the music hub (Birmingham Contemporary Music Group, Sound It Out, CBSO, THSH) were able to give their schools weekly and some around 8 sessions per term, to develop ensemble and music making skills. In total I had 5 sessions in the spring term, and 3 in the summer, yes 3, which meant we had a mammoth job to do, devise, rehearse and perform at the Town Hall after 4.5 hours, minus ice-breakers, and packing away and you’re left with little time I tell thee, yet we managed to do it. I was proud of the fact the young people devised lyrics before the project, rehearsed outside of lessons, and after a scary sound check on the day after a week’s break, pulled it off!! Go gang!! There were tears, I got told off, necessary hugs were given and received.

In just 8 sessions I found that the young people’s time keeping, ability to improvise and create grooves improved exponentially, I was also impressed with how a teacher got stuck in the project and played recorder on stage with the kids!! How supportive is that!

Areas of improvement: I need to work more on varying my signalling, I wish I had the funds to go on a ensemble leading course, yes, another one, for intermediate workshoppers, I also need to think about using different time signatures, I’ve been using compound time more recently, but haven’t written many pieces in 3/4, I did use 5/4 with some secondary kids last term…. anyho! Onwards and upwards!

Highlights of the project for me were: working with amazing individuals at the aforementioned schools! Thanks young peeps, you rocked my world!

What would have made my life easier on this project: less emailing and more tete a tete (please), meetings with admins and the whole of the team so we could there could be greater consistency across the cluster, more efforts made to incorporate workshop leaders who don’t read music in CPD sessions too, some of my team felt a bit left out.

Here is some media for ya from our rehearsals,courtesy of my iPhone,  you can hear me shouting, teachers getting stuck in lol! I think you can hear an improvement in each school’s pieces.

First piece St. James composed: StJamesfirstpiece

Second piece by St. James, with some recorder playing by Ms. Hanson: StJamesJohnLennonPiece

Watville’s first composition: watvillefirstpiece

Second piece by Watville (second rehearsal): Rainforestpractice

Banded About ‘the first year’ from Mathew Beckett on Vimeo.

Find more photos like this on ‘Banded About’

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: Metalophone

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!! HomeSweetHome Here you go year 3!!

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!!  woofwoof

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!

The pic above sums it up, I’ve been in a dark room, staring at and playing synths for the last few days, yup, I asked for it and it’s happened, snowed under with work, I’ve even turned down a few projects!! I know!?! The other day I was bemoaning the hustle!

Loads of established freelancers advised me that 3 years is what it takes, and they were right! I do hope I won’t be eating humble pie next term, what with this new government, I saw little on the Tory manifesto about arts and culture funding, gulp!

Anyroad, I’ve been workshopping loads, composing and playing synth for an experimental music project, a fusion of dubstep, asian sounds and percussion. The biggest challenge has been learning the MIDI parts, being in time with machine, you can’t make eye contact with Ableton Live, but you can with the person triggering it I suppose.

I also had loads of fun writing songs and creating pieces for Birmingham Jazz’s Creative Jam sessions, my favourite piece was in a 5/4 time signature, nice and funky. You can check iPhone footage here:

Here is the 5/4 piece.HodgeHillAnimal5:4

It is meant to be a festival that brings together music practitioners and educators from informal and formal settings as well as a mammoth professional development event and I desperately wanted to go. Unfortunately I had workshops to deliver- sniffle.

It also doesn’t come cheap; at £175 for a day and up to £395 for the whole thing- ouch! The Classroom of the Future session looked exciting- it’s definitely time more traditional music educators cast aside their fears and embrace the wealth of opportunity music tech offers.

So, if anyone has attended please get in touch, I would love to hear about it.

Really looking forward to creating new sounds with new people!

Cheers to Sid Peacock for hiring me!

Check the myspace for more info.

After hearing around 60 different compositions and running out of creative juices- I manage to land a seat on a train back to Brum. When queuing to get off I see a familiar yet unfamiliar face. When the penny finally dropped, I was stood right next to Christina Coker and mumbled something stupidly obvious like- “Aren’t you part of Youth Music? The Chair or something?”- (Chief Executive in fact). Then I realised I did not know her name and what I was actually doing? What an idiot! I sounded like a groupie- she politely asked my name- and as I walked up to the concourse I started chuckling at the situation. An inspiring woman to say the least- she has a very impressive CV- and just think she started off as a music teacher!!

So far, community music seems to be beating music teacher-hood by 5-3. Classroom management is the main tyrant, key stage 3ers are cool but challenging and my lack of authoritative- ‘raised eyebrow, you are going against my expectations’ experience is showing. I am receiving great advice from the Head of Music and will persevere to get those young uns having fun with my firm guidance. At least I don’t take it personally, that’s one good thing- and the really annoying students that I thought have a personal vendetta against me having been a pain to all staff. It has been stink bomb week and one went off in my class. It reeked- the perpetrator admitted his folly and was taken away by a senior member of staff- the seventh one this week apparently- its only Tuesday!!

I am working with young people who have autism and we are using music tech to be creative. I really enjoyed seeing how well the participants worked as a team considering they were sat round my mac- the only computer with installed music software they could access. I love the honesty you get too: ‘I don’t like waiting to have a turn, yeah this workshop is better than so and so’s but not as good as…’. People after my own heart.

I have been working on a music project organised by (Learning Skills Council funded) Gigbeth festival. We are assisting young Brummies with music compositions that are to be showcased in the opening ceremony on Digbeth High St- 1st November. We were set the task of producing a quality end product, preferably several in just 4 days! It has gone by super fast and really well! I have been buzzing off the local talent that have wowed us all with their musical finesse and great attitude. Everyone did well

Hopefully I will have some videos and mp3s that you can upload in the next couple of days.

According to a trusted friend of mine, Apple now do a deal where you pay £80 a year which lets you go in for an hour’s tuition on anything software related whenever you want, its really useful and the creatives are really good apparently.

I am also getting closer to attaining my dream of working with an organisation that I have admired since 12 to deliver an exciting music project. I won’t say who they are until it is concrete, but, I am becoming slightly more excited!

‘Bass Culture’ is going really well, we have had hardly any hiccups, which is reassuringly nice. After weeks of not knowing when Apple were going to deliver 16 Imacs from its new eastern distribution arsenal- they finally arrived- and were installed after 2 weeks. We were able to take participants through the basic of Logic Express- using loops to affiliate participants with the program. It all seems to be making sense- applying the beats and skills learnt in practical activities to virtual music software.

I am really enjoying the sessions- there is one group in particular, a year nine class that bedazzle me with their intellect and great attitudes. They have the maturity to actively take part in all exercises; they are open-minded and know quite a fair bit about black music. There are two quiet, gentle lads, who melt my heart each week- they exude such a warmth and genuine quality. So far, every time they have displayed their work to me, I start gushing like a pregnant woman watching a schmaltzy US film. I am sure they think I am weird.

The music teaching is going okay- having to up my game each week, and my voice projection is getting better, getting deeper and louder- soon I shall be giving the late Barry White a run for his money!!

One thing I am really not nailing hard is the publicity/marketing side. How I loathe it! The sarcastic school secretaries, the self-promotion, being vulnerable to whether people want to buy into your ‘product’- yuck!! Yet it is a total necessity- Music Leader are doing a really good networking/ buyers meet sellers marketplace, yet I cannot setup a stall as it falls on a school day and I simply cannot get to Wolvs on time. Booo!!

The Djing is going okay, but, I would not mind more gigs around the UK or abroad- it has been over a year since we started up at the Bull’s Head- time for MFG! development. Stupid Djing question of the month- asked whilst I am playing a funk 45.

Drunk, quite stylish punter: ‘Do you have anything that’s like really old?’

Me: ‘Like how old?’

Punter: ‘Like 15 years old, nothing modern’.

Me: ‘This is about 40 years old’.

Punter: ‘Yeah, you know what I mean’.

I really didn’t. I retold the story to Sister 45 and we sighed. Drunk people; they say the funniest things!

I am working as joint project manager (with the school’s music teacher) to ensure the cohesion of “Bass Culture”- a project that explores black and urban music. It gives young people the opportunity to learn about the history of a music that is yet to be taken seriously in the academic world- in the UK there is no course at university level that explores black music on its own, you may get blues and jazz shoved in with popular music but that’s it.

I am digressing. Participants also learn music skills such as improvisation- composition and different instrument techniques. So far we have explored the beginnings- from Blues to RNB to Funk. We shall start using Logic to make our own Disco beats to work our way round the music software package.

I am also working once a week as a part time music teacher- in those beautiful 7 hrs I teach all secondary keystage levels 3-5. The most difficult thing for me is the behavioral side. I don’t want to turn into a draconian, shout-a-lot teacher- but, you have to be behaviorist or kids will take the Mickey. I have to pretend that some of the witty yet challenging student’s comments aren’t funny when they blatantly are.

Out of all the levels I teach, AS level composition is the most fun due to motivated students and a higher level of discourse.

I am saddened that the arts are still not taken seriously in some schools where I work; music and drama are taught fortnightly, if at all, and students that are exceptionally talented at the subject are discouraged from studying it at higher levels because it is not respectable. Prevalent issues I am sure.

I am trying hard to find ways in making my lessons fun and engaging, whilst showing the students that music is a valid, academic subject- integral to day to day life.
The Respect Programme has been down then up- Peer Mentors have been changed, but, hopefully by moving to the safe infrastructure of a school it should be easier. This is because teachers have access to parents, home addresses and usually know what is happening in their students’ lives. So far I have met the new participants twice and their energy and enthusiasm is great- I really hope I continue to motivate and inspire them to do right by themselves- will our 6 months together really have a lasting impression? I am being naive here?