Music workshops with Children in Care - Oct session 2016.
Write up on Oct session 1. With consideration to Youth Quality Framework.
Environment.
Young musicians = 3
Music leaders = 3
Trainee = 1
The ratio of young musicians to music leaders could do with some improvement – It could seem that there are not enough participants for music leaders. However, one of the young musicians has autism and does require a lot of one to one attention.
Consideration was given to the space available with sections of the room being split into different sections with a selection of a few instruments within each section.
There were sufficient materials and equipment to support activities – there is a core of instruments used each session (keyboard, ukuleles, percussion and ipads) with extra instruments brought in on different sessions. For instance, we said we could bring in PA with mics next time which really encouraged the young musicians to focus. The duration of contact time and engagement can be flexible for the young musicians – it is young person led. We have break time where they help prepare food and make drinks etc which incorporates different type of engagement work which seems really beneficial to the sessions. It allows the young musicians to reflect on what they have just done and consider options whilst building relations within the group.
Young people centered
We have had a young musician within the group’s carer ask music leaders for advice on how the young musician can develop further. We had suggest piano lessons as the young musician clearly has great capability and really concentrates on her playing. The young musician is now having lessons and there was definite improvement noted within the session.
There is clear equality of engagement with all of the young musicians within the group getting lots of support from music leaders who all have different musical experience and back grounds. Music leaders can normally guage which of the participants would benefit from working with who. We have started to monitor progression in the form of video and photo evidence which is collated by both young musicians and music leaders alike. The evidence is stored on secured iPads.
There are sometimes, where appropriate discussion on how young musicians can improve or move on to the next step. Young musicians have also started to look at their video footage within sessions and reflect themselves on how to improve which can be invaluable to them in all walks of life. We would harldy ever make comparisons to others within a group. Each musician has their own journey to take.
Session Content
The musical process is mostly made clear within the sessions with most young musicians having the goal to perform a piece they have learned or created at the end of the session. We have also looked to start working towards performance with mics and videos as something to work towards. We have also discussed recording. The young musicians ideas are integral to the session and we practice in a pedagogical manor. We are all open to each others ideas and the music leaders can be adaptable enough to run with any creative ideas that a young musician has. If we are not able to play what the young musician wants, we are open about it and discuss ways around the hurdle – music leaders and young musicians alike support eachother to develop and excel.
Music Leader Practice
The music leaders within the group all bring different skills to the table. From expertise within music tech, Popular and world music, Vocals, Guitar and Role Play and Drama, and Piano. From this, the young musicians are getting the opportunity to work with music leaders of appropriate musical competence, yet we are also more than happy to try and learn other instruments along side the young musicians taking lead from another group member. The music leaders have good quality musical ability along with improvisational skills ready to adapt with a young musicians creative ideas. The music leaders within this setting constantly use reflective practice whilst in the workshops and afterwards. The music leaders will sometimes need to change course suddenly if a child is getting upset or frustrated or may feel that another music leader could be better suited ina situation and access it as they go. Trainees have regular meetings with their mentor (after every session) to discuss progression, how to reflect and how to work effectively within group. Music leaders always communicate with each other before each session to be well prepared. A Music leader is also in regular contact with carers in order to show commitment to the sessions and progression and the well being of the vulnerable young people we are working with.