Archive review
Projects Including round up report for Chance for change 2007-10
The DJ School Association grew out of the DJ School project
delivered and initiated in 2002, by community urban arts group Verbal Arts and
core funded by Youth Music. The overwhelming success of this project led to the
DJ School project’s expansion in 2004 seeing two more sessions join the
original DJ School I hour session. Since the creation of the DJ School
Association in 2005 the organisation has earned a reputation for delivering
high quality music making opportunities, helping young people build self-esteem
and confidence by teaching them the skills required to make a career from
DJ-ing/Music Tech, MC-ing/Rap and theatre/performance in a safe, fun and constructive environment.
The project takes participants who are complete beginners and through ongoing
support and guidance over a period of 3 twelve week terms each year encourages
them to aspire to intermediate and advanced levels. Those who commit and gain
advanced skills are provided opportunities, as part of the project, to perform
in public at showcases and professional events in the community as well
potential employment opportunities.
The DJ School runs its main programe during term times. The
first term begins in September and ends December, the second goes from January
to April and the third term from May to July.
All the participants start as beginners with an initial
intake induction participants can join
at any time however everyone starts at beginners whenever they commence a the
School. This year’s intakes have been
taught to set up, basic repair and look after to the equipment, to use the
equipment safely and basic techniques of DJ-ing, performance, music tech etc.
After twelve weeks whatever their start date they were accessed and then moved
onto intermediates where they learned more advanced performance techniques and
basic mixing, butts- changes etc. and composition in other words set
construction. Again whatever date they began intermediates- say if this is half
way through a term-they complete twelve weeks and then are assessed at which
time they move on to advance and then various advance levels where they can
specialize in specific areas such as scratching, beat matching etc. Each twelve week block is made up of three
workshops, two tutorials and three supervised rehearsals, one pre assessment,
one assessment rehearsal and one assessment and one confidence building
workshop. Also the organisation has set up various modules on the same lines
with the same structure to cater for different aspects of the schools services
such as Bo Produca for music technology, Urban Youth Theatre actor training,
and Allstars pop star coaching. These modules are advertised and programmed
separately.
PROJECTS &
PROGRAMMES
Urban Youth
Theatre
Urban Youth Theatre is a project formed by member of the DJ
School who enjoys acting and performance.
The group was launched with help from professional actor Paul McLeay
early this year and was able to set up with a Youth Opportunities Fund Grant
and since then they have had a series of workshops and practical lessons to
hone their skills with which they are hoping to be staging their first
production in the new term. The Urban Youth Theatre group have six committed
members and are actively seek others to join their group which meets every
Tuesday night at the Urban Arts Centre.
Bo Produca
Bo Produca is a music production project working with
rappers, MC’s and singers to create professional quality music productions. The
project is currently working with three young rappers and two female vocalists
however in its short life, this year alone, the programme has worked with over
30 young musicians and vocalists and produced over five quality musical
offerings. Currently this programme is
commercially funded and enabled through volunteers and private donations.
AllStarz
AllStarz is another new programme offered by the
organisation and is designed to ready young up and coming stars for the rigors
of showbiz by improving confidence, stage presence and microphone skills. This
year the project has worked with a number of young people auditioning for high
profile television talent shows. Currently this programme is commercially
funded and enabled through volunteers and private donations
Kids Karnival
This poplar annual event was the brain child of the DJSAYSG
(The DJ School Association Young Peoples’ Steering Group) the idea was to stage
a number event throughout the summer months for younger children. Last year was
the first attempt by the DJSAYSG at the events which was funded by Awards for
All Grant and a part from disappointing weather the events went well. This year
the Steering Group plan a bigger and better event which doubles as an
opportunity to showcase their DJ-ing, MC-ing and Singing talents.
Adult Music Group
(Skills to Earn)
This group was established by popular demand as many adults
made numerous enquire about music lessons for themselves. Due to this
overwhelming need the DJ School bid for and won an NDLC Grant. The group has
over 24 members attending regularly on a Monday nights, Wednesday afternoon and
Thursday evening. They are currently working on a music sound track and towards
a number of performances.
Chance for Change
Overview of project
DRAMA COURSE
The course has been facilitated to provide beginners to the art of
performance the skill needed to pursue the art form at further Ed level as a
hobby or otherwise.
Modules
Confidence building classes including role play
Learner embraces some with difficulty the promise of public speaking in
order to convey a message.
Learners took part in issue based role play based on issues that affect
themselves. Learners embrace the freedom of expressing view in a comfortable
safe environment.
Learners took part in movement and space workshops
Learner participated in improvisation techniques and transfer to like
skill workshop
Employment and wellbeing in society.
Learners were encouraged to develop a work plan and develop their
individual talents through personal development workshops. Each participant
developed a plan for the next 6 months.
Planning a budget.
Learners were taught the rudimentary skills to create and develop a
budget in line with a proposed performance.
Produce a short piece drama for
local audiences.
Learner have developed a series of scripted performances and created a
short film for local public release which is in the final phase of editing.
COMMUNITY ARTS
COURSE
The course
guides artists through the stages require allowing themselves to pursue an
effective career in their chosen art form.
Modules
Role in the community and
creating a persona
Learners learnt about the differences between one’s personal image and
methods of managing a professional persona for personal and business needs
Learners explore methods of discussing their art work in the third
person and the importance of supporting other artist who they collaborate with
effectively.
Learners explored how to deal with wanted and unwanted attention
thrown up by ones Art work
Setting up in business as a
community artist
Artists were guided through the facets of setting up in business and
preparing stationary i.e. business cards, invoices and preparing accounts
learners were given a list of helpful number regarding preparing tax
returns etc.
Preparing the product& Personal development skills and managing
own workload
Learners explored the role of quality and planning in creating a
product.
Learners explored different types of product that can be created to
expose talents of the learners.
Learners understand the role collaboration to order to conclude and
finish a product to marketing stage
Learners created a set of work that supports their aim as learners in
the capacity becoming artists
Marketing the product for public appeal
Learners took part in workshops which enabled learners to plan and
implement an effective marketing campaign
Public presentation
Learners developed personal presentation to show to a small audience
the work they have created -, last ones planned for the end of July
Outcomes
The project had been well received and input from clients
was encouraging. Through consultation with our clients we found there wanted
more access to computers and the music studio, opportunities for public
performers for more established artists. We did this by creating a multimedia
suite, opening up session times to make allowance for individual learners to
expand their work for preparation for their work timetabled sessions. Most
regrettable comments were was regarding the building and the delivery rooms, it
was felt there were too cold in the winter. This has been improved by
installing heaters in the class rooms.
A number of learners felt that the quality of learning was
inspirational and creative and the extra support which was offered was
effective. A few of the learners felt they would benefit form a digitalised
music catalogue.
Improvements
We have
improved the access times – Longer opening times
Need for
more contact- Opened up contact time and provided extra support for individuals
Developed
links with other support charities in order to offer a more substantial
approach
Designed and
developed a cost effective way of heating classrooms in preparation for
sessions to be delivered.
Managed to
get more learners involved with planning for the future beyond July.
We are still
struggling in the follow ups after 6 months and 12 months people do not seen to
be replying and also the cost is quite considerable for those learners who
wavier and tend to go off radar due to personal illness etc. this area has much room for improvement.
Staffing levels after July end date are not sustainable therefore it is more
difficult to follow learners on the extent we as an organisation want to.
How well did Learner achieve and enjoy their learning?
This graph represented number of individuals who enrolled,
attended achieved and passes a both programmes.
• Those
learners who achieved are individual who took part created artwork and
demonstrated an improvement in personal develop and showed and presented to a
small group and completed all tasks the learner register reflect the frequency
of attendance. However learner are provided with six week plans and only move
forward when they have completed the work plan set down at review date. This
element has proved to be effective and provides tutors and learner the ability
to adapt according to circumstances be it course related or personal.
• Learners
who Passed who past are learners that completed all the tasks set down on their
six weekly rolling plans, but due to unforeseen circumstances were unable to
complete the final presentations.
Attendance
Attendance throughout the programme fluctuated but learners
managed to sustain a flow and caught up and some developed coping strategies to
deal with a short period of absence due to illness and addiction problems.
Feedback from learners overall encouraging and feedback on
teaching was good
Feedback
Jaidev birk; stated “he has enjoyed, and stated Gary is
excellent and I really enjoyed his teaching”
Latir Thakur stated “yes” he enjoyed the sessions and wanted
to learn how to make “more original music” and felt we needed “to invest in new
equipment”
Notes on our learners
Drama- The learners who have experienced the drama course
created and performed small monologues to camera those who did not took part to
writing the script , filming and editing.
Workshops were run covering all aspects Evidence can be found in the
Community Arts
All learners have developed their work to a stage where they
can action in real life. They have been provided with the transferable skills
to help
In their transition from emerging artist –artist.
Please find examples of work enclosed in the pack
highlighting the inspiration and excellent quality produced by learners who
attend the course.
N.b All learners engage in basic skill test which involves
and personal interaction element to assess the compatibility of individual
learners and their ability to work in a group.
Learners give efficient input us regarding these, matters
and are overall respondent to this type of assessment.
