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.

Exploring Diversity and Music from around the World

Pictured above is The War Memorial to the men and women of Highfields, it is a poignant feature as you enter the village.

A lasting impression was made on me after a school trip visiting the vast war cemeteries in Normandy, my view on remembrance is simple. We should remember, and understand that war is what happens when communication and respect are devalued.

The first things we learn in 90 Minute Music are the dynamic value and values of communication and respect.

This week we looked at music from around the world, acknowledging our own cultural heritage and spoke about how language and music are learnt together.

We got our hands on a Mbira and Djemba from Africa. A Tabla from India and explored the musical elements that reflect the cultures.

We also used this Guiro (vase) I found at our local charity shop for a pound, so keep your eyes open for a bargain. Thanks to everyone for attending on a wet, cold miserable night

These young people are a credit to their families and are showing the confidence and skills which will transfer to their daily lives to support health, resilience and opportunities for progression.

Atlas Primary Academy

Great enthusiasm and expression at Atlas Academy in the heart of Doncaster this week with use of Microphones and Samplers. The students embraced the opportunity to use the technology. Although we bring with us state of the art equipment, we always encourage freedom of expression and in recent weeks we have introduced a shopping trolley, a tape measure and improvised drum kits into our music making.

Thanks to Neil the caretaker for his help, looking forward to seeing you all again next week.

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.

Imagine being somewhere……..

  • Where our differences are celebrated.
  • Where A.D.H.D, Dyslexia and other S.L.D.’s are not a barrier.
  • Where discipline and respect are nurtured within your group.
  • Where health and happiness are addressed as vital needs for development.

What do young people say about 90 Minute Music?……….

“I didn’t like 90 Minute Music – I Loved it” L. G. WEST ROAD PRIMARY

“I didn’t want to come today, I didn’t know it was going to be like this, I’ve really enjoyed it, when I heard it was going to be Music, I thought it would just be boring, but this is awesome, can I come next time?” M. B. TOM HILL YOUTH HUB

What do Professionals say about 90 Minute Music?……..


“Active Fusion has worked with Simon over the last year through our Fusion Camps delivering to 1000’s of children and young people across Doncaster. Simon creatively used music to help children and young people develop their communication skills, discipline and respect. He instantly felt like a member of our team with his infectious ability to engage young people and capture their imagination in minutes. A true professional and pleasure to work with, he has brought a new creative dimension into the work we do in schools and communities.”
Lindsy James – Active Fusion

Simon and the 90 Minute Music team offer some amazing work with children and young people. They work with them inside and outside of schools and really help engage those who are becoming disaffected, often the most hard to reach young people.
I can not recommend Simon and 90 minute music highly enough. He gets results and makes a difference! And always with fun and laughter
.” Clare Galliers – Tutors & Exams

  • 90 Minute Music Hold the UK Youth Quality Mark for working with young people
  • 90 Minute Music are members of EXPECT Youth
  • 90 Minute Music are fully trained in Recognising Specific Learning Difficulties

Highfields Boxing Club

Exploring what we have around us and visualising what may come in the future, recognising family, pets and pastimes as inspiration and support.

We put pen to paper to creatively explore rhythms and the building blocks of Music. The group responded well to more use of the technology this week.

Sometimes my role in 90minutemusic stems from the youth work which started the journey 9 years ago. Back then some of the kids just needed another adult around as a role model, and sometimes to remind them what is good in their lives. I think we did a little of this tonight.

Thanks again to Liz for the venue, the Parents for travelling from outlying villages, and of course the young people themselves, fantastically creative!!!

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.

Well Doncaster at HBC

Developing New skills

Massive thanks to Well Doncaster, Liz at Highfields Boxing Club, Miss Cordingley from Adwick Primary, and anyone who shared the promotion on social media.

Great effort from the group today

A successful session with parents joining in too which has been a positive feature recently. It is good for us as it shows that 90minutemusic is as much about tools for development and resilience as it is about the building blocks of Music and our relationship with technology.

Big respect to the parents for travelling from outlying villages and getting hands on.

We will be back every Wednesday for the next 5 weeks and we may have space for a couple more participants. Get in touch, book through the website https://90minutemusic.co.uk

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/

Tribal Band: Our Indigenous connection to Music.

How did music come into your life ? Something you heard on the radio, songs you sang in school, maybe even small black discs that you had to get on a bus to get hold of?

From the womb onward, you are affected by music in the world around you.

In 90 Minute Music we highlight the two symbiotic elements that set us apart from millions of other species.

Music and the Development of Technology.

In 90 Minute Music we carefully employ elements of technology to give a shortcut to the reward circuits of the brain and use these to promote positive development.

Humans have evolved by developing traits and functions to promote survival. Music and the development of technology have been constant throughout our evolution.

What tribal or indigenous elements are relevant today ?

  • Education (Aboriginal people around the world use music to support the telling of stories linked to survival, these stories are passed on through generations.) Nursery rhymes are a modern take on this.
  • Communication (songs are used to learn the rhythms of language) Babies mimic the rhythmical language of their parents native tongue.
  • Work music (From sea shanties to field music, music helps support resilience)

What can music do for me now?

  • Group music making can be a real confidence booster, which can support a strong and positive identity. (We remove the barriers of hierarchy and musical knowledge to promote a hub of creativity and expression)
  • Forming relationships around music can give people lifelong support networks which offer resilience and can support positive mental health.
  • Music can be used to manage mood and is used to reduce pain and anxiety in medical settings. (Many of us experience pain and anxiety…….recent research has shown significant reductions in pain perception with hospitalised patients listening to familiar music.)

Why is technology important?

  • Technology can offer accessibility to those with Specific Learning difficulties or have additional needs and gives an opportunity for people of various levels of experience to instantly share music creation.

90 Minute Music offer a unique experience using state of the art music technology equipment to remind us of the often overlooked elements of music while mirroring Ofsted best practice for music education which is based around practical collaboration. Find out more: https://90minutemusic.co.uk