90 Minute Music Case Study

Working alongside Young People in Central Doncaster

Introduction

After Speaking with Fran Lightfoot of Astrea Academies, we became aware of a need to help young people in the most disadvantaged area of Doncaster, which is as it stands is the 2nd most disadvantaged area in the country. The School is host to 24 different nationalities and is very culturally diverse.

We worked with a group of 5 Young people age 8 years in the form of an after-school club. They were chosen specifically as they were identified as in need of additional support.

We joined them for six weeks for what they affectionately called “Music Club”

Foundation

On day one It was obvious that there were Children with ADHD or ADD or possibly mild ASD. There was a huge difficulty in focusing and little respect for the feelings of others, they all seemed to jostle and fight when they wanted something, rather than speaking and listening. The young people engaged well, but it was clear that they needed not only our support, but an awareness of the support they were able to offer each other.

Addressing challenges

One of the challenges when presented with a group containing individuals with a hyper focus is getting them to understand that the others in the group can add value to them.

We adopt an incredibly simple method of achieving this through simple counting beats and using our “speak to me session”

We used Acoustic instruments and actively explored the building blocks of music, including Tempo, Dynamics and Melody.

The teachers came in during the second session and took photographs and commented that good progress was being made.

What we did

After 6 weeks of working together, we played together as a band, used Synthesizers and Samplers. We explored world music from India, South America and Africa, taking the opportunity to play genuine instruments from those areas.

We created music from things we had found (Including a shopping trolley and a Tape measure) We used our voices creatively and sang. We used microphones, created DJ mash-ups, and free-styled versions of songs that the children knew. We also composed beats and simple melodies which we recorded.

Data Collection

Collecting data for these young people had to be empirical and qualitative in its nature. I conducted short video interviews which although weren’t in depth, they showed some of the character of the children. We found it useful to collect valuable feedback from the class teachers (below)

What the teachers said about 90 Minute Music.

Over the course of the music sessions, Simon has been fantastic. He has been understanding of the different needs and cultural issues that our school faces. He has also had brilliant communication with not only me but with the children and created a strong bond with them. Each child that has attended has progressed in themselves. (We have added in italic our own 90 Minute Music notes regarding each child)

What the teachers said about the Young Peoples development

GM –

He is a shy young boy who wants attention from all adults he comes into contact with. Over the music sessions he has become more resilient and understanding of other people’s thoughts and feelings. GM has also shown a love for music and asks every day ‘When is music club?’- GM has started to communicate with other people that he wouldn’t normally, and is using vocabulary that he has heard from adult interaction. GMs mum has also expressed how happy she is that GM has found a love and talent for something.

GM was initially shy, but quickly engaged and was very stimulated by the music equipment. He had a clear picture in his mind of how the music should sound and managed to convey it well. He had a strong will for doing things his way and his way only, which we had to work on. He was always happy to join us and after a couple of incidents of pushing and pulling, he showed increasing respect for other members of the group.

BG-

Before BG started music club he had difficulty with concentration and staying in his seat. Since music club has started, he has become more focused in class and will sit down for a longer period of time. This is a big improvement for him. BG has had an improved attitude and behaviour towards learning and school.

(BG) Has really made the most tangible progress, he has a passionate interest in using synthesizers to sculpt sounds and shows great communication skills and empathy. He has taken on a Zen like calmness and shows a lot more patience with others in the group

AR-

AR has poor attendance in school. Since the music club, AR has increased his attendance and has become excited to come to school for music club. AR also struggles with anger. Since the club, he has become calm and able to communicate how he is feeling and when he needs time to calm down.

(AR) Initially Seemed very competitive and reflected a negative attitude towards the only girl in the group. After dealing with a couple of small incidents he became more relaxed and apologised to the others. He showed a more compassionate side in the later sessions and was an enthusiastic member of the group.

DD-

DD has low self-esteem and confidence. The club and Simon have been able to build on this and have welcomed her with open arms. DD is now smiling a lot more and is willing to talk to a mixture of different people that she comes into contact with. This has also impacted her communication.

(DD) was timid and quiet at the beginning, she gave the impression that she needed an environment which was less chaotic and competitive than the one in which we started, we were able to offer that, she thrived, became more talkative and was always smiling.

TS-

TS has struggled with communication and interaction with other peers. Since going to the club he has started to communicate with peers in his class and some from other classes. He has also started to use stronger vocabulary when interacting with adults. We have seen an increase in his participation in conversations and class activities.

(TS) began quite introverted and felt uncomfortable engaging in the hustle and bustle of the first session. He went on to create his own space within the group and favoured the log-drum which is a type of marimba. Using the instruments allowed him to find a voice.

Quotes:

‘I love using the drums and making loud noises’ AR

‘The equipment is brilliant. I want to do more music with Simon.’ BG

‘Making new sounds is great. I like using all the buttons and microphone.’ GM

Impact

The impact after 6 weekly sessions has been truly life changing for these young people. They communicate better, are more resilient, they have a real love of music, and they flourished in an environment where they didn’t have to fight back or bunker down, giving them healthier routes to conflict resolution.

Although it wasn’t a typical teaching environment, for these children it was a catalyst for learning and development. The children were able to retain a lot of the things we did in previous weeks and were always repeating the one rule of 90 Minute Music “We don’t waste our time

All the children wanted to do more 90 Minute Music and we have discussed with teachers the possibility of doing this as they would like to roll it out across the School.

Thanks to our funders.

The impact of this investment goes far beyond positively changing the lives of the young people. It transcends to a more positive family life and has led to integrating and celebration of cultural differences creating stronger more resilient communities.

As a company the funding has offered us an opportunity to be sustainable after coming through the Covid-19 Pandemic. Over the past year we have built capacity supporting over 1700 young people.

Thanks again to Isla Foundation and Well Doncaster.

Thanks to the Staff at Astrea Atlas Primary for inviting us into their School and for making us feel welcome.

Active Fusion Easter Camps 2022

Awesome to be asked to return to support Active Fusion on their Easter camps across Doncaster. We delivered to over 350 young people and it was personally rewarding to hear some, who I had worked with last summer relaying information which they had retained from our previous session.

We gave the young people with previous experience a chance to pass on their knowledge, which empowers them and supports confidence building, it was also good to see the Active Fusion staff rewarding this supportive behaviour.

We worked on communication, discipline and explored music from India and South America. 100% engagement. Well done to all who took Part, special thanks to the staff and volunteers who got hands on to make this project successful.

Highfields Boxing Club

Back to School week and another great turn out. As always it is great to have young people from the local area attend. I must give credit to the parents travelling from Adwick and as far away as Warmsworth to get their children to our sessions.

I think we were all feeling the back to school blues this week. Good to see some new faces that told us that if we weren’t there, then they would be just kicking around on the streets.

When we were younger kicking around on the streets was Hide and Seek, British Bulldog, Double Dutch and of course Football. It is a different world now and we are proud to play our part in providing safe activities for young people to do. Thanks as ever to Liz for providing the venue.

A Dynamic Contrast

HIGHFIELDS BOXING CLUB : A busy day of delivery yesterday, building numbers in the group at Highfields with some new additions. Everything we do is focused on using music as a tool for development with communication and discipline at the core. Thanks to everyone who shared on social media and the parents for travelling from outlying villages.

ME PROJECT : We began our long anticipated work with ME PROJECT last night. Our usual all action hands on session was sprinkled with open group conversation as we explored how music can be used as a tool to reduce anxiety and cope with the increasing pressures of adolescence. Big thanks to all who attended and the staff for joining in and supporting. The due diligence and meeting of professional guidelines for developing this kind of workshop is massive. Utmost respect to Kath and Paige for getting to where they are.

ATLAS PRIMARY : We were back in the centre of Town for this one. Bringing together young people from different cultures and backgrounds. The starting point for this one was chaotic and challenging for every one of us. Our training in recognising SLD’s was helpful as we steered the group into respect, communication and genuine dynamism. We do this work because we know it can be challenging, but we also trust in our understanding and experience to bring out the best in everyone and the young people grew into it with gusto and enthusiasm. Thanks again to the staff for their support.

A Touch of Class

It was a great experience to work with the pupils of Windhill Mexborough just before Christmas. Fantastic engagement and a warm welcome from the staff made it a rewarding day for all.

We were blessed to be joined by professional photographer Gavin Joynt. In recent sessions I have asked parents to help me out with taking some pictures and to be fair they haven’t done a bad job, but in my experience getting a professional in can really make a difference. Rather than go on about how much of a nice bloke he was and how he anticipated the shots without getting in the way, I’ll just show a few of his pics to give you an idea.

You can find out more about Gavin and his great work at: http://www.gavinjoynt.co.uk/

Credit to Lindsy at Active Fusion who hired Gavin who was friendly, professional and kept up the positive energy in the room which is vital for us.

Astrea Atlas Academy

Energetic Intensive Effort

We were Invited to work with Astrea Academies after meeting Fran Lightfoot at a Community Wealth Builder networking event.

We identified a need to engage with pupils who needed further support. Fran linked us up with Head Jonathan Moody and we decided to focus on pupils with Additional Needs and Specific Learning Difficulties.

Great enthusiasm, whole heartedly connecting with the technology yesterday. We worked on composing, choosing appropriate sounds and learning how to chop beats while keeping good time.

Thanks to Isla Foundation for not only funding, but also for having the patience to stay with us through the difficult times we have faced. The credit also goes to the Barrier Buster fund, for agreeing a match fund to support young people in the most challenging situations. This will give a boost to their confidence, resilience and development.

Atlas is close to Doncaster’s famous St James Street Tower Blocks.

While studying for my degree a good friend lived on the very top floor of the block next door to this one, It’s a magnificent view over the Plant Works and out towards Cusworth Hall.

Big thanks to the young people, the Parents for returning the consent forms, Grace and Jonathan for inviting us and Neil the caretaker for supporting.

An Invitation from the Children’s University

We are always looking for organisations and affiliations to further promote positive outcomes for young people. We met Heather Coulthard through an EXPECT Youth members meeting and she kindly asked us to support.

The CU work with partner organisations to collate different activities that young people take part in outside of school time. They receive a stamp from us on their passport and when they reach a certain number of hours, their experience is celebrated with others who have achieved the same. This gives an opportunity for young people to share their experiences and build confidence through a variety of different activities.

We are proud to add to our list of affiliated organisations such as Higher Rhythm Recording Studios, who offer opportunities for progression, EXPECT Youth and UK Youth who supported us in achieving our quality mark.

How do we do it?

Simple. We engage and explore.

What does it look like?

A 5 second snip of what we do

How do we get it?

You can contact us at 90minutemusic@gmail.com

Is it really FREE?

Yes….. All we ask is that you fill in a short survey, or video interview, such as the one here….. 90minutemusic.co.uk /2022/01/21/active-fusion-winter-camps/

Active Fusion Winter Camps

Just a quick word from some of the young people who we have been working with in December

Big thanks to the children at West Road for sharing their positive views

Once again thanks to Lindsy and all the wonderful staff at Active Fusion for their support, also the staff and pupils at Kirk Sandall, Windhill, and West Road for their commitment in supporting not only a boost to the education of their children, but much needed support for local families who have been affected by the pandemic.

Morethaned

Morethaned are an Alternative Provision who provide an attachment and trauma aware provision for young people who have become disengaged with mainstream education.

Their focus is on improving mental health and building resilience through strong relationships and learning essential skills.

After speaking with a senior member of staff, we decided that the focus would be on engagement and supporting essential skills. Over the course of the week we worked in small groups and sometimes one on one.

The Ableton Push Controller is a tactile instrument for creating music

We worked on sound design and creating our own instruments using Ableton Live. The engagement was immediate, and the levels of concentration shown by the young people were incredible. We incorporated elements of English as pupils wrote down Rap lyrics to go with the Hip Hop style music we created.

We discussed with some of the students the opportunity of producing a track, after discussing which musical genres they listened to, such as Donk, Grime and mainstream Pop. The idea we had was to eventually release a track on to one of the digital music platforms like Soundcloud or collaborating with a local artist to do so. The aiming high element of essential skills can be a difficult one to impart on to disengaged young people, but they have an awareness of the commercial elements of music, so it is a good motivator.

It was great to see the young people benefiting from our unique approach, they were respectful, hard-working, intelligent, and although I could see how they didn’t fit well with mainstream education, they have a lot to offer and I wish them well in the future.

The feedback from staff was that that these students don’t tend to engage quickly in new activities, however 90 Minute Music received 100% engagement from the students who were invited to take part.

It is becoming a familiar story to us at 90 Minute Music, but this positive feedback is always good to hear. We were especially grateful to the staff, who were always on hand to offer support, and thanks to Karen for giving us the opportunity to play our part in supporting a positive future for these young people and their families.