Comments & Feedback
on Previous Workshops

Here are some comments and feedback from the staff about Byron's three day workshop at William C. Harvey, a special needs school in Tottenham. These workshops took place in February 2007 in collaboration with Creative Partnerships, North London.

This film by Pinny Grylls documents a Creative Partnerships project at William C. Harvey school in London, meeting the needs of secondary age pupils with profound and multiple learning difficulties and complex needs.

“It was great to have the time to do it – we need to timetable it … part of the way it is. Byron kept it creative and lively for a longer time. We do this, but it is hard to keep it up … how can we do this? Great equipment – better if it could be more sensitive – the drum one was good. It was really good – working together – different abilities. The mixed groups worked really well so the children can support each other. It was fun, tiring …”

“We worked in our way, but we could now do it more intensively – other people in the school could really learn a lot from working like this. There were practical issues – time. I loved doing the silence bits, and I see how the kids respond, but 'cos it was the end of the day, we needed to clear things away … and that's the reality of our school day. It was really tiring. Come Friday, the room was a mess … but it was worth it. I was frustrated 'cos we didn't record some really good stuff. How can we catch it all? The days and the work were motivating for the students. Overall, there was a sense of immersion in each medium … attained through time and the senses. It was more efficient than other work I have seen in the school.”

“The music stimulated the voices – the peers also stimulated each other. This creativity was a gateway to empowerment. Byron did that with stimulation and permission. The staff appeared to be more relaxed in this environment than in the usual school day. There was a sense of inclusion … of staff and students. Staff and pupils being creative together – the gateway I was talking about … Fantastic … I really enjoyed it (personally). I wish I could put it into the curriculum, but I don't know how.”

“What I loved was that Byron finds a way to communicate with everyone – staff and students. You can tell him how you feel and then you talk it through and sort it. I loved it for my students, I loved the earth music work – it was great to see all the faces – lots of smiles. Freedom – out on the floor. All were involved. The atmosphere was amazing. It was wonderful how the students were helping and supporting each other. The work between the students was lovely to see. All staff were involved and happy. The equipment was amazing – I want to use it, and I want to know how to use it – we need training, I was knackered, but it was amazing. I want to see more of this in the school. We saw much difference in the students. When we had the silences, it got the voices going better than usual because we gave them more time. If we had that regularly, it would really help – it's different.”

“We do music, but Byron used instruments and gadgets which we don't have … brought out more in the students and staff. Byron's approach is different. He got something musically continuous going on, and he allowed the students to have their voice to make more music. This is a good way to work with these children. It was great in the swimming pool and on the trampoline – responding to their own voices which had been recorded in previous sessions and put on a CD I Can Hear Me and then respond to it. It was absolutely … I don't have words about the way Byron works with the students.”

“I liked the way he introduced it – gave students a chance and time. He was always smiling, approaching and motivating the students. He was happy for the students to play his trumpet and shells – which was great. It was excellent when the children did their voices on the microphone. The children who you don't think would do anything, they made sounds. He made it into a great CD – so we could hear each other and ourselves and work with it. Working in different spaces worked well. It was different to usual because we used different multi-sensory props, responding to their voices.”

“One of the children's mum was there for a bit … and she looked so excited and surprised at what her child was doing, and what other children were doing. It was great to hear the sounds all put together – as music. The children were singing in their own way. It was good and different and we need it. It was very fitting – the way it was put together. The sounds and music that was to collaborate with the different elements, the effects we used enhanced the environment – making it more real. The way the more able students supported the less able, the way we all pulled together was like one big team (staff and students). Byron enabled the less vocal students to have more space to be heard. This was brought about a lot with silence. It was great to have that quality time to mix with another group, to have togetherness.”

“Byron's instruments and gadgets helped bring things together. His knowledge about music also did this. I still think this was the best medium for my students. Everyone had a chance to join in. We ALL gave and took and compromised really well. Byron's expertise made everything connect. He made us all feel comfortable to express. I felt we all had some kind of ownership of these three days. Staff and students were put in situations which challenged them, used the many skills we already have, empowered them. Peer advocacy has a big part to play in enabling our students to express their voices. Through this wonderful musical journey, Byron facilitated this beautifully in the different groupings, the choice of instruments and technology, and the way he guided the students' contributions.”

“It was particularly lovely to see the students feeling confident to express themselves, interact and be sensitive with each other, and each other's communications. Byron created an environment – communicatively; physically; musically; allowing space, time, respect; which was supportive of students and staff creatively allowing us all to explore our voices/feelings – without words. I found the practice of silence and stillness each day really magical – it was great to be given permission to do this as it is so effective on so many levels and I am certain it had a big impact on everyone. It particularly allowed the less vocal students the freedom to be heard in an environment which usually never stops, and is never quiet; and the more vocal students to stop and listen to each other. A lot of staff found this difficult, but it seemed to get easier each day. We all saw – and heard how important this is for the students, as well as ourselves. We need to allow for this in the school day.”