What takes place in a creative workshop?
The range of activities in a creative music workshop often involves the following interconnected components: warm-ups – interpretation – instrumental skills – composition – arranging – improvisation – performance – listening – evaluation.
One of the main goals through this process is to create an environment where activities can interact and feed from one another. Although each one needs a particular focus, the ‘turning points’ tend to be when the elements come together as a whole, each becoming a catalyst for the next.
For more info and an explanation of the components in a creative workshop read the pdf.
What takes place in a creative workshop
Workshopleader Sean Gregory
Sean Gregory is Head of Professional Development at the Guildhall School of Music and Drama in London. He works as a composer, performer and creative producer, leading collaborative arts projects for all ages and abilities. The innovative programmes he develops embrace a number of partnerships exploring ideas and approaches which aim to develop new modes of good practice in the field of creative and participatory music-making, fostering a shared understanding between people from different cultural backgrounds.
Shared creativity in primary School De Linde, Haren
(Pupils group 6,7 and 8, age group: 10-12)
After the two performances of the students Sean created a shared music production with the children (the audience) and the students: he took an African song and sang it, learning the children the refrain and asking the students to make instrumental intermezzi. The children joined by clapping, body work and with the help of different little percussion instruments. (Click on the photo to start the video.)
Shared creativity in Nursing Home Coendershof, Groningen
After the two performances of the students Sean created a shared music production with the the audience and the students. He took an old English Christmas song (a canon) which he learned the audience and the students. The students improvised, while the audience sang. As far as the inhabitants of the nursing home were able they moved and clapped along (sometimes with one hand). (Click on the photo to start the video.)
Sean Gregory about the artistic-reflective project:
"This project presented a range of new and exciting possibilities for staff and students. The Guildhall School has considerable experience at running collaborative projects involving a range of styles, genres, disciplines and artistic/educational processes. In some ways this project was the consolidation of a number of familiar processes in a different environment, in other ways it brought a new dimension to this field of work, particularly when working with first year undergraduate music students. As someone who came in on this project half way through the week it was immediately apparent that this group of first year students were already showing signs of becoming more informed, open minded and flexible musicians able to adapt not only to their immediate conservatoire environment but the two contrasting contexts of a school and a nursing home for elderly people. Particular skills being developed through the ensembles included:
- A feeling for rhythm as an individual and within a group.
- Confidence within polyrhythms, cycles and phrasing pattern.
- The development of a fluid sense for melody through improvisation.
- Internalisation of rhythm and pitch.
- Applying creative skills with simple and effective structures
By the end of the project week the students were already demonstrating considerable insight into the role and potential of performers, composers and leaders in music society and education. Their own reflections in relation to the variety of musical approaches they had experienced through participation in the project were thoughtful and intelligent. It was exciting to see a group of recent Guildhall School graduates lead a challenging project so effectively. They were obviously excited by the response of the students and staff at PCC and this will have an immensely positive impact on their own professional development over the coming months and years!"
Student's view
In the organization group that prepared the project two first year students were involved. One of them was Tobias Nijboer (double bass, jazz): "I felt the project was very instructive. You can learn a lot from people who play different sorts of music, because they approach music in a different way. As long as everybody is open with each other, it doesn’t matter which genre of music you are used to perform. By communicating well, good music can be created! For me one of the most important elements of the project was working together with the workshop leaders from London. They inspired me enormously! In one week they changed the way I think about and listen to music. That is really special to me. This project was important for my further development as a musician. I am now much more open for musicians from a classical background, seeing a lot more possibilities of working with them, which can make me a wider orientated musician. I enjoyed being part of the organization group and I enjoyed it even more during the week, because it was such a success. I liked the meetings we had, next to the workshops, with the workshop leaders, because I think they are really great people. Because of my participation in the organization group, my experience of the project is richer than from the other students, because I was involved in a much earlier phase. In the beginning I didn’t really know what to expect, but this project really exceeded my expectations!"
Student views 2004
A workshop leader: Self-reflective account workshop leader Jules Buckley
Self-reflective accounts workshop leaders
Shared leadership by Sean Gregory
Personal pathway - Peter Renshaw and students
Summary reflective practice
The artistic reflective project was extended in 2005: fourth year students of the PCC and the Academy of Nursing were in charge of the preparation. The students played in De Brink in Vries, a residential home for handicapped people. Read the final report below.
Final Report 2005- Peter Mak
Back to first page Artistic Reflective project 2004