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projects

South Asian Arts-uk (SAA-uk)

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resources

Beyond the Tick-Box – Gawain Hewitt’s reflections on safeguarding as a living practice

Supporting young people to feel safe and included is central to grassroots music projects’ work. Yet safeguarding can often seem to be more about compliance, with generic policies and box ticking measures. Something that’s far removed from the day-to-day practices of providing a welcoming space, listening and learning from young people, and promoting everyone’s wellbeing. Here, Gawain Hewitt reflects on how he’s come to understand safeguarding as part of his day-to-day creative work and provides some top tips to close the gap between safeguarding policy and practice.

news

Stormzy vs Mozart vs Music Education

Ok so it’s a clash. It’s on. In one corner, the crushing weight of the dead male white canon. In the other corner, the rebellious countercultural, often controversial sounds of rap. Who will win?

 

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resources

Youth voice in research & evaluation

Explore this list of youth voice in research and evaluation.

resources

How Engage Young People with Jazz

Jazz music, from its smooth grooves to its quirky chord patterns, is one of the most popular genres of music in the western world. Yet, it is often seen by younger music learners as a musical style that is hard to "get into". With pop and rock music so readily available, jazz, which students often comment as being a "more sophisticated" style of playing, is sometimes seen as aloof or worse still, hard to understand.

resources

Youth voice training & further resources

A collection of some recommended training and resources on the topic of youth voice.

resources

Improving diversity and inclusion in music education hubs: “It’s persistence, it’s being open and honest.”

Youth Music spoke to Sharon Jagdev Powell, Deputy Head of Leicester-Shire Schools Music Service, to find out about diversity and inclusion practice within the service. With a 25-year background in education, Sharon has worked in a broad variety of environments, challenging instances of institutionalised racism and lack of representation. She shares examples of how her service has evolved its approach to equity and inclusion, with advice on where to start and where to go next.

resources

How To Become A Guitar Teacher

So you want to know how to become a guitar teacher?

resources

What is the difference between being a music mentor and a music leader?

Jack Kingslake is the Mentoring Coordinator at Rhythmix and since taking on the role finds that the question of what exactly a music mentor is, is one he finds he has to attempt to answer on a regular basis. Jack has worked for many years as a music mentor, and was trained through the original Youth Music Mentors programme but still finds the line between tutor and mentor a bit blurry.

Case Study

NextGen Spotlight: Meduulla

Get to know Youth Music NextGen Fund artist Meduulla, a Mancunian rapper whose slick lyrical flow is paving her path into the music scene.

Meduulla's work reflects her experiences growing up in contrasting cultures as a first-generation immigrant to the UK from Zimbabwe, often using music as a vehicle for social and political discourse.

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Case Study

NextGen Spotlight: Luke RV and the Impact of Radio Play

Selected in the first round of the Youth Music NextGen Fund, Luke RV is a rapper, singer and songwriter from South Wales.

Thanks to the Youth Music NextGen Fund, Luke released his project, WHAT'S THAT, over there, in November. The record combines relatable, witty lyrics with a laidback production to create a lo-fi, alt hip-hop, post-garage feel.

Before sharing the full project, however, Luke dropped singles 'Stop Spoiling Everything', 'BLOW MY HIGH' and 'LONG TERM PARKING' to build up anticipation.

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projects

CHUMS

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Case Study

Dámì Sule

Dámì Sule is a Nigerian-born singer and rapper living in Manchester. He started his music journey as a poet and spoken word artist in 2016 with performances in venues across Manchester. In 2017, he transitioned to music, creating his debut EP ‘Crayons’ which grabbed the attention listeners in London and Manchester with stations such Reprezent Radio, Radar and Unity Radio supporting the project.


 

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resources

The Musicians Who Are Turning The Internet Into an Income

Social media has become increasingly important for musicians over the last decade, both as a tool for building an audience and as a way to prove you're worth investing in. But once you've got an audience eager for your content, how can you turn that into continuous investment? Previously, the true value of a fanbase lay in local communities and networks which could then be expanded worldwide into chart-topping albums and sell-out tours; now, musicians are finding ways to monetise sprawling online communities. From crowdfunding to streaming, here are just some of the ways musicians are turning the internet into an income.

Case Study

Xyzelle

Xyzelle (‘sigh-zul’) is an 18-year-old singer/songwriter from Bristol. Musically, fusing the styles of soul with trap along side with hiphop creating a fresh wave for the new generation of the scene.


 

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Case Study

NextGen Spotlight: Sharifa

Youth Music NextGen Fund artist Sharifa makes music that is in his words, "dark, thought-provoking and atmospheric". Raised in the East Midlands but now based in London, the young artist is already achieving great things - and he's just 19 years old.


 

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Case Study

"Rap is me" - Taz's story

Taz is a 17-year-old rapper from Cambridge. Over the last three years she’s taken part in a number of music-making projects run by local youth charity Romsey Mill.

The team at Romsey Mill have supported Taz to write, record and produce music in their in-house studio – helping her develop as an artist alongside her college studies in psychology, sociology and criminology.

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news

“I feel like I’ve found my own voice.”- Charlotte, Dwight and Finlay's story

Charlotte, Dwight and Finlay are all in Year 11 at Co-op Academy North Manchester. They took part in Exchanging Notes – a project in partnership with local music organisation Brighter Sound – which provided valuable experiences both inside and outside the music classroom during Years 7-9.

They’re now all taking GCSE Music – and they say that the project has played a big role in their musical development, as well as improving their confidence and ability to express themselves.

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news

Discovering a career in music - Chi's story

Chi, 21, is a beatmaker and music producer from Oxford. The Beat Route project, run by the Ark T Centre, has helped him learn new skills and work out a direction for his future.

“I make quite a bit of chilled music, trap, drum & bass, anything and everything – it depends on my mood at the time,” says Chi. “I use Logic and Pro Tools to record a whole range of people, so it could be guitars, bagpipes, singers – I’m happy to record anyone!”

Chi’s currently studying for a degree in audio production at the prestigious SAE Institute, and working towards a career in music. It’s a big turnaround after going through some tough challenges when he was younger.

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news

Expressing themselves through songwriting - Shelby, Phoebe, Kylie and Shona's story

Shelby, Phoebe, Kylie and Shona took part in a music-making project run by My Pockets at the Astra Youth Centre young carers’ group in Hull.

The girls, aged between 12 and 14, are all carers for siblings or parents who have additional needs or long-term health problems. As part of the project, they co-wrote a powerful song about their experiences.

Songwriting has helped them express their feelings, improved their relationships with their families – and earned them local celebrity status with their track being played on BBC Radio Humberside!

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