Youth On Record

Devereux Cleo Wallace

Week Eleven

August 23, 2010

We have finished two programs in the last two weeks and are taking a break from all but Devereux, where we will continue while attending to administrative duties. The class is really starting to take shape, and there is a sense of permanence and consistency beginning to form. The music is already impressive and is a direct result of many of the students taking great interest production; some are interested in the vocal recording aspect, but understand that in order to get to that point, they must first earn the privilege by arranging an original song. We prefer the students record vocals over original music because the two processes, recording and production/arranging, are unique and offer the opportunity for the students to learn different skills, all the while reinforcing the lessons learned through diligence and labor, that are found in all we do together.

In a meeting with the staff at Devereux, which included the principal and direct supervisor our class, we, together, clarified how important Youth On Record can be as a tool for behavior modification. We have always envisioned the host program using our program as a tool/incentive to further the student’s treatment and it is important to us to be an as effective means of change as we possibly can. In fact, this very class, one of our most enthusiastic students came to class and rushed by a staff member, who had just explained to me that this student would be unable to attend due to his behaviors. As the student grabbed the headphones, I explained that this class was a privilege, and that in order to attend, he would have to make better choices throughout the week. As a program, this is exactly what we want to see happen, in the sense that the student immediately associates his choices with certain privileges. We want these students to earn the right to participate, for this is the reality they will likely encounter once they leave treatment.

In the meeting with the staff at Devereux we also discussed how the students in our program would be able to earn high school credit by attending our classes. In order to earn credit, the students would have to attend out class for a total of 3.75 hours a week. This works very well for us, because on of our obstacles in the past has been the short class period. This is something that Devereux has worked very hard, on our behalf, to achieve, and we are most grateful. The other issue that we addressed was solidifying the class roster, which will be done  this week, the beginning of the new semester, giving us a total of ten students.

The inspirational video for this week was a video by the hip-hop group, Dead Prez. We chose this video for the following reasons, among others: it demonstrates how music can be a political statement, it demonstrates how a video can be low budget and still very effective as a means to portray an idea, or re-inforce an overall theme, and it demonstrates the ability of effective lyricism as a vehicle for the delivery of a message, or to re-inforce an overall theme. What we are also attempting to do by showing and critiquing these videos, is to make the processes of music making and idea presentation, understood, and therefor accessible. We want the students to believe that they can make their ideas a reality- that they have it within themselves!

One of the students recorded an original song on his guitar. The classroom that is usually set aside for recording was unavailable, so we held the recording sessions in the utility closet/store. This was great because it allowed us to improvise and demonstrated to the students that if there is a will there is often times a way. We make do with what we have, and because our intention is honest and our efforts are consistent, we, together with the many with whom we work, including the students, continue to accomplish many great things.

After the first student recorded his song, two students attempted to record rap vocals over one of the student’s original beats. Although they ran up against the clock, they were able to get more than half of the vocals recorded.

It was a great day!!!

Shiloh Home – Adams County

Week Sixteen

August 18, 2010

When we agreed to do this program we knew that we would be stretching ourselves. The ages of the students, which ranged from eight to twelve, presented some interesting challenges for us, especially in light of the fact that the program was designed for students much older than this. I will not go over these challenges again, since we have stated and discussed them in previous blog entries, yet in light of these challenges, the experience was well worth the effort and occasional anxiety.

Together we listened to the songs, and then the students were presented with their copies of the cds. After each students song was played, Cody, Aaron, and I, talked about the strength of each student, and those qualities that made each of them unique.

Cody mastered the songs and did a great job, but it did pose some interesting questions regarding the acceptable protocol for us when doing so. What is okay to change and what is not? If there are liberties taken by us, when mastering the student’s music, how should that be represented on the website and cd jacket? Because these students were less interested in thee production quality, then say the older students, the raw material for the cds was just that, a bit more raw. Also, the vocals were a bit more sporadic and unrefined. This being the case, Cody took liberties in order their songs be interesting and polished, which offended one of the students. We, as a program, love when students are clear as to their work’s vision, so we welcome the challenges associated with the issue of authenticity, and work hard to preserve the student’s intention. However, we are constantly making difficult decisions regarding how much instruction and interference are optimal for the student’s success.

We handed out evaluations and got great feedback. The staff was sure to make clear how important this class was to the students and how much they looked forward to it. We hope to work with this population in the future, in some capacity, we are just not sure, right now, what that may look like.

But we did it! It feels good, because this class was a huge challenge for us, and the fact that we got such a great response makes it all worth it. Thanks Adams County, you were great!!!!

Shiloh House – Adams County

Week Fifteen

August 10, 2010

It was quite the chaotic day. We set many goals for the class period, all with the intention of making next week the last. We had three students scheduled to record vocals, about half the students needed to finish their album cover, most of the students had to pick a final name for their song, and all had to submit their name as they wished it to appear on the cd; after which they would be able to play the keyboard and guitars, which were situated in stations around the room. Almost all was accomplished. There is some very good stuff, much different than what one may find with the older students. This group seems to be less self-conscious and more experimental; also, surprisingly, they are very certain of what sound they are looking for, whether vocals or samples. As the older students are more conditioned to mainstream taste, the younger group appears more experimental because they lack the acute peer pressure that often, if not always, shapes the self.

As extra motivation we showed the students the website featuring the Longmont student’s albums.

A few of the students were unable to be present, making it difficult to make next week the last week, but we will see. We look forward to editing the final songs, it really a chance for us to gauge our progress.

This week we learned that much can be accomplished in the midst of perceived chaos.

Devereux Cleo Wallace

Week Nine

August 9, 2010

Today amongst some logistical issues we faced, the students continue to show real progress. We are noticing that those who are consistently attending class, are doing better and better. Also, the students are demonstrating that there are variety ways in which to excel in the program, and that these different ways manifest in particular functions of what we are doing. For example, there are students who excel and enjoy the composition aspect, and others find it more difficult and less interesting to arrange and would rather make sounds that are unique to their experience, and hence spend time manipulating the samples themselves. This, of course, reflects the dynamic relationship possibilities that music offers and explains why music has a special and personal relationship to every one of us. Furthermore, the added aspect of technology heightening the ease by which we may all become musicians and the very immediate reality that one may record herself and document anything one wishes, enables everyone to participate at any level. It is fun to see so many excel in so many directions in such a short period of time.

There is also, always the possibility that these students may begin to collaborate, and we are starting to see that in this class. Surely we will encourage this!

The title of the blog entry reflects our frustration with not having enough time with this group. After transition time for the students we have only about 45 minutes of class, and is why we hold class, at this campus, twice a week. Craig is working with us to optimize our and the student’s time. There is a responsibility that we have also, in making the most of what we have, meanwhile respecting the parameters of the host program. That means that we give every opportunity for the student’s to succeed in the program with whom we work- preparing the the student’s for transition, setting guidelines and rules for participation in our class, holding the students accountable for their actions, and, among many other things, being consistent from week to week in the delivery of all we have stated that we will do for them. It is as important that we hold ourselves accountable on the behalf of all with whom we work.