Following on from my last blog – Two approaches to musical inclusion – here are some practical tips that I find maximise participant engagement. Additions, revisions and questions most welcome […]
“I am preparing a music project for young people with additional needs. I am not sure what to expect, what success looks like, or how to plan sessions. I have […]
Great apps for use in music-making, opening up access to music.
The first year of our Youth Music funded Exchanging Notes project was ambitious, involved many unknowns and experiments, yet was a real success in terms of participant enjoyment, learning outcomes, […]
My time at Drake Music, visiting schools of all shapes and sizes, has consistently demonstrated the following: 1. There is always something to learn from watching a classroom teacher or […]
As a musician and workshop leader with an understanding of music as a process, a state of mind, and a tool for growth, I believe that focussing too much on the ‘final product’ of a project can sometimes be counter-productive.
This #DM20 commission- a new composition written by deaf people for deaf people (and everyone else) – is the first time I have been responsible for the complete planning and delivery of a project of this scale.
“ Conflict, difference of opinion, is the very essence of music: in the balance, in the dynamic, in the way that the music is written… Music teaches us our capacity to bring all the different elements together in a sense of proportion so that they lead to a sense of a whole, and this is what I feel in my own subjective way is one of the main lessons that I have learned from music” – Daniel Barenboim
The seed of the idea for my #DM20 commission came during a conversation in a music workshop with a girl who used cochlear implants.
A happy accident meant that Belvue School in Ealing started DM’s classic RampItUp! programme at the same time as enrolling six of its students on our Introduction to Music course
