skoogmusic

From February 2011
Lewis Forbes

The names of all participants have been changed for their protection.

Group 1
4 February

Arrived 8.30 to set up – was playing the Skoog myself as kids entered, then introduced myself and told them a bit about the Skoog. Let each member of the class have a chance to try out the Skoog solo. After the break I set up a sample loop (James Brown - “Funky Drummer”) and everyone had a chance to try an improvisation with me on guitar.

6 kids, early high school age (12-16y.o.) – all very friendly and enthusiastic for music. Varying levels of movement, speech etc.

• Pupil 1A – w/c, little speech, restricted movement (+ one lazy hand). Particular interest in technology (likes to see computer screen). Enjoyed exploring the Skoog showing particular musicality e.g. head bopping along to the beat. Careful use of hand(s), and good awareness of cause/effect.
• Pupil 1B – w/c, no speech, good legs/feet movement but little else. Apparently she can be a bit of a ‘madam’ and makes a fuss about waiting. Played Skoog with her feet (as she is used to with other instruments), which was a success – very energetic playing which she seemed to enjoy very much. Definitely understands the basics of the Skoog
• Pupil 1C – w/c, practically no movement/strength. It is very difficult for Pupil 1C to access the Skoog. He has only very slow, very limited movement in his arms with seems very difficult to control. His hands are twisted (painful to move) and his head is mostly down against his chest. He did manage to play a little, by the Skoog either between his arms on his lap, or with the Skoog to his right hand side where one arm can sort of swing out. He tired very quickly. Sensitivity cannot go high enough for Pupil 1C – he makes a huge effort to touch the Skoog but it does not respond!
• Pupil 1D – w/c, no speech (mytobii eyegaze) twisted arms and hands. She managed to play with her hands to an extent but, like Pupil 1C, it is very hard for her to access the Skoog.
• Pupil 1E - w/c, good speech and generally very aware. Keen to play Skoog but severely lacking arm strength – poking fingers and pushing with second hand, but not making much sound. Needs to be helped to find better playing technique e.g. palms of hands, or playing on the corners not the colours. A tray might also help him.
• Pupil 1F – visual impairment, mental difficulties but good strength and movement. Seemingly quite shy but took remarkably well to the Skoog – carefully exploration using both hands (teacher says this is notable), and quickly working out how to play more than one note at once. Very aware of cause/effect and how her input shapes the sound output.

In general this was a great introductory session – nice relaxed atmosphere in the classroom, which allows me to be patient with each pupil. Kids very responsive and teacher helpful and enthusiastic.

11 Feb

11 Feb – New member of the group – Pupil 1G has a very good nature and enjoyed the Skoog – she does have movement difficulties give her a very “gestural” way of playing which the Skoog translated well into sounds. She definitely understood the cause/effect relationship and I think that the Skoog will help her co-ordination and control. She has a table on her w/c which helped, but could maybe be improved with some Velcro.

• Pupil 1B – tried with hand and knees (her request) but she didn’t manage it so well. Went back to playing with feet – energetically and accurately, making good use of the cross activation (see video).
• Pupil 1D – also wanted to play with feet this week.
• Pupil 1C – again difficult, but showing really effort this week. Still problem of putting in a lot of effort (getting exhausted) for no or very little response from the Skoog, which is disappointing and frustrating for him and me. Pupil 1G commented “he’s got a big smile on his face”.
• Pupil 1A – really enjoyed playing along with the drum loop and me on guitar. Then we had real success playing a gentle latin-jazzy duet with me – good listening and call/response playing*. Used only one hand at first but then – but then used lazy hand too with considerable accuracy. He tried a tray which was helpful.
• Pupil 1F – played great Skoog (electric guitar sound) and guitar/drum loop duet with me – she really seemed to enjoy this, as did the other members of the class. Then she played a quiet and gentle solo on the “oriental string”, playing musically and thoughtfully, although at this point she regressed to only playing with fingertips rather than whole hands.

* Tried a new method of duet playing – as I play the guitar I also whistle an echo of what the Skoog player plays. I feel this helps emphasise the musical connection between us.

At the end we tried two Skoogs at the same time – Pupil 1F and Pupil 1B playing gentle tuned percussion sounds/flute. The MacBook struggled to cope a little but the duet was a success – good interaction between the two players – musical and verbal.

I’m starting to see real signs of rapport/friendship between the class and me, which is really encouraging. I hope things continue to grow in this way as I feel it will really help the class to get the most out of our Skoog sessions.

18 Feb

– no school (half term)

25 Feb

Today we used the record function with the MacBook’s inbuilt microphone to record members of the class saying little phrases e.g. “I love Pupil 1E”. Then used the pitch shift to turn these into instruments for each other to play. This was really fun and everybody was laughing.

• Pupil 1A – very rhythmic playing, holding the Skoog with one hand and tapping it with the other.
• Pupil 1D – had difficulties today – her hands and arms are very twisted and it is difficult to find a suitable position for the Skoog. She wanted to try with her feet which was a bit more successful, but she does not have the power or accuracy that Pupil 1B has.
• Pupil 1C – very good, engaged effort today – smiling and really trying, although still struggling as in previous weeks. We had more success when I moved the Skoog around different parts of his body, including up to his head, following his lead. I think this is a method to pursue in future, as it reduces the movement required from Pupil 1C.
• Pupil 1B – the teacher was very pleased to see Pupil 1B waiting patiently for her turn and being well behaved in general.
• Pupil 1F - playing exclusively with her weak (left) hand, while holding the Skoog in her right hand.

For the second half of the session we started to gather ideas for a composition that will feature on Braidburn’s forthcoming CD of music themed around “the Four Seasons”. We settled on the idea of an Indian themed piece, for the monsoon/rainy season. We talked about how we could combine the Skoog with other instruments (esp. percussion) and tried a few things out. E.g. recording the sounds of rainsticks, thundersticks etc and playing them back on the Skoog. We will return to this next week and hopefully record the full piece.

4 March

We were able to continue with our work from last week – each member of the class recorded a sound effect (e.g. drum, rainstick, “drip drop” etc). Then the class members took turns to improvise on the Skoog, which was set to an Indian rag scale. I felt the class really responded well to this kind of music, and they took well to composing together – we chatted about how I would mix all the different bits we recorded into a sort of musical collage.

• Pupil 1E – gave a particularly good performance on the Skoog, which was recorded. It sounds like gentle wind chimes. I was really pleased to capture such a musical performance from Pupil 1E, as up until now he has had mixed success with his playing.
• Pupil 1C – also gave an outstandingly good performance. I could not quite believe his effort. He managed to get a lot more sound out of the Skoog this week, although still suffered from the problems of previous weeks.

I was particularly pleased with these two performances as neither Pupil 1E nor Pupil 1C have managed to make significant contributions in our previous sessions. Their recordings will form the basis of our group composition.

11 March

The class were very happy to hear the music we recorded last week, and were very pleased with how it sounds. So we moved onto another idea – making a piece of carnival/samba themed music for the Rio Mardi Gras. In the same way as last week, each member of the class recorded a different piece of the “collage” e.g. steel drums, trumpets, bass which I will mix together before next week.

18 March

Today was a very interesting day, although there were also frustrations.
It was Red Nose Day, so I watched a special school comedy assembly which I was very pleased to see featured a number of the kids from the Skoog class. I was most astonished to see Pupil 1F singing a solo! Moira the teacher has commented on how there has recently been an amazing transformation in Pupil 1F’s levels of confidence and enthusiasm, as she was previously very shy. I have seen this new attitude very evidently in our Skoog sessions – Pupil 1F is now forthcoming, enthusiastic and funny. Moira attributes this change to Pupil 1F’s work with the Skoog – Pupil 1F took to it like a duck to water and has been finding it very rewarding. Moira suggests that perhaps her parents might be interested in buying a Skoog for personal use.

My intention today was to run two Skoogs simultaneously and allow the class members to play duets with each other. Unfortunately the MacBook was struggling to cope with this – causing occasional very loud “spikes” in volume which really startled some of the kids very badly.

So I had to change plan. I got the whole class playing as a band. One Skoog and lots of other instruments such as keyboard (Pupil 1E) and guitar (Pupil 1G). I led the ensemble – bringing different people in and out with “1-2-3-4”s. This was a great fun musical activity and all the class found it very rewarding.

At the end of the session I had a good chance to talk to Moira. She is very pleased with how things have been going. She says she is pleased with how our activities have been tailored to suit the individual members of the group – focussing on purely accessing the Skoog for the very restriced kids (e.g. Pupil 1C and Pupil 1D) but also pushing the more able members (Pupil 1G, Pupil 1F, Pupil 1A) to work on musical performance and related skills.

Another surprise was to hear Pupil 1A saying clear distinct words, when he normally can only grunt. He said a very loud and clear “what?” when I was telling him that I knew what the software problem was, and he can also say “Lewis” quite clearly.

25 March

A really great session! Everyone got a chance to play a solo on the Skoog and I encouraged the members of the class to listen carefully to each other and to comment on what they heard. Everyone listened and played well, but Pupil 1E and Pupil 1G were particularly good at listening, and gave very creative, insightful responses. We tried some duets as well.

• Pupil 1A – really enjoyed playing the pitched tom-tom sound – a surprisingly effecting sound. He used both hands to their full capacity, greatly helped by the Velcro tray.
• Pupil 1G – more good playing, using both hands well to get all over the instrument. Great video of Pupil 1A using both hands
• Pupil 1A and Pupil 1G both were filmed and hopefully these clips can be used for their SQA submissions.

There was an absolutely fantastic rapport with the class today – we were all chatting and joking very naturally. It was good to get them engaged in some real musical analysis through listening, and some of the concepts raised were quite advanced (e.g. major/minor).

1 April

Once I got back to the Skoog I got the whole class organised as a band, like we did two weeks ago. Again this worked very well and I got a great video of us all playing together.

• Pupil 1C – unfortunately was in a bit of a bad mood and could not be persuaded to join in. I really hope he will be feeling better for our last session together next week.
• Pupil 1A – was in a very percussive mood. He played a great solo on the melodic tom-tom Skoog (like a few weeks ago) and played a drum pad joyfully in our band sessions.
• Pupil 1E – despite his initial enthusiasm, Pupil 1E did not play the keyboard with the same energy he had done last time. At the end of the session he played a very musical (and loud) Skoog solo, using the Velcro tray that greatly helps him.
• Pupil 1F – was in a hilariously good mood!
• Pupil 1B – continues to play well. It is difficult to see much improvement in her playing, though, because of the limitations of playing with her feet.

I have agreed with Moira that after the holidays I will start working with a new group of 7 kids, some of whom I have already met.

8 April

Last week with this group of pupils. I have very much enjoyed my time with this group and there has definitely been significant progress made with each individual. As a whole group I feel we have done some good work on listening skills.

Pupil 1D – initial was unresponsive until the teacher remembered to tell me that she had specially requested to use a piano sound. She responded really well to this. As I do with Pupil 1C, I held the Skoog and followed her arms, making use of both voluntary and involuntary movements. Then I let the Skoog rest on her lap where is bobbed gently back and forth. The midi piano sound was surprisingly effective – Pupil 1D produced some very nice sounds, repeated notes and riff-like patterns which were interesting and pleasing to Pupil 1D and the rest of the group. This was one of the best days for Pupil 1D.

• Pupil 1C – was in a much better mood this week. Things went slowly at first, but in the end he put in a huge effort and made some lovely gentle music (oriental string), playing along with our recording from a previous week. I was surprised and pleased to see that Pupil 1C was not totally exhausted after his effort, as he has been on most previous occasions.
• Pupil 1G – was particularly good at listening this week, often commenting that the Skoog music reminded her of music in several films (Aladdin, Jungle Book, Mary Poppins etc.).
• Pupil 1B – played an extended Skoog Drum Solo (pitched tom-toms) with her very energetic and powerful legs!
• Pupil 1A – had an absolutely great time playing along to the backing track I prepared – “Head Like a Hole” by Nine Inch Nails. He was playing on the tom-tom sound and I was very impressed to see that he quickly got into a groove – playing a repeated complex pattern in time with the beat (upbeat hits and “drum-fill” every 4 bars).
• Pupil 1E – had trouble finding a sound that he liked (requested violin but didn’t like the sound). In the end he played an electric guitar solo with rock drums which he enjoyed. He put in a lot of effort and it did sound good, although it is a shame that he sometimes struggles to find the strength to apply the required pressure. I have tried to encourage him to play the skoog with the palm of his hand, but he always resorts to using his (weak) fingertips. He talked enthusiastically about playing the Skoog at Seaview (respite centre).
• Pupil 1F - played musically and carefully, as always, on flute setting (funky drummer backing track). Like last week, she was in a very good mood.

I think that everyone in the group had a memorable, musical last day of this successful project. Overall I feel that all the pupils have got to grips with the Skoog in their own way, and have come to realise that it can be adapted to their own musical tastes, and well as their physical needs.

Group 1

Group 2
20 May

Met new group today that I will be working with until the summer holidays. Similar range of abilities to the last group. I did a short introduction with a demonstration and then let everyone have a chance to do a solo improvisation/exploration.

• Pupil 2A – talkative girl with considerable physical strength. Able to cope with Skoog on low sensitivity – holding Skoog in two hands on lap and playing chords. Played well but not for long before wanting to stop.
• Pupil 2B – w/c Skoog on tray. Able to explore the Skoog with two hands (limited control) on high sensitivity.
• Pupil 2C – w/c very restricted (like Pupil 1C in first group). Access is an issue but with highest sensitivity and careful positioning of the Skoog (cradled in her arm/lap), she can play. Responds very well to loud sounds (brass) in particular, showing signs of enjoyment and laughter (usually she is quiet and seemingly unengaged with surroundings).
• Pupil 2D – w/c visual impairment. A bit distracted at first, although did try out the drum kit and flute sounds. Pupil 2D has used the Skoog with me before, at the Broughton holiday course. Kept asking if the Skoog could go to Seaview (I told him they already had one).
• Pupil 2E – w/c sensitivity was an issue at first, but Pupil 2E does actually have enough strength and control of his hands to play, and was pleased at his success.
• Pupil 2F – did not want to take part this week. Hopefully she will rejoin us next week.

10 June

Everyone was listening very well this week, and we talked quite a bit about what the music each person made reminded us of.

• Pupil 2A – played a great long solo (about 10 mins or more) in an amazing Scottish/folky style. Acoustic guitar sound combined with Midi harp which made a really attractive timbre. She was focused and playing very well – using both hands very physically. She played completely solo at first, but then after some time I joined in with gentle guitar – sounded quite magical!
• Pupil 2C – still enjoying loud sounds. We played a good game – every time she played a note, I played higher and higher on the guitar – very exciting and fun for her.
• Pupil 2D – sitting on floor. Played Skoog with jazzy backing track and me on guitar. Also he played percussion with his feet along to another people playing – very rhythmic and I tried to get the others to pick up and copy his patterns.
• Pupil 2E – seemed to be lacking in strength this week, unfortunately, struggling to play and got tired and frustrated very quickly.
• Pupil 2B – playing well although not for long.

17 June

• Pupil 2B – played a fantastic performance with me on the guitar which lasted about 20 mins! Skoog on D minor pentatonic (vibes sound) with me playing in F major on guitar – sounded really summery and everyone enjoyed listening very much.
• Pupil 2C – tried playing with her feet which she enjoyed, but was not as effective as her previous technique.
• Pupil 2A & Pupil 2E – played a “cousins duet” (they are cousins). Very effective with me on guitar. Pupil 2E had much more strength than last week and had no problems getting the Skoog to sound. Pupil 2D – a bit distracted again this week, but again good percussive accompaniments to others playing.

24 June

Started off the session by using the sampler to play with a pitched version of my voice saying “hello”, which everyone, especially Pupil 2D, found hilarious. For the rest of the session we made whole group improvisations, combining the two Skoogs with two Soundbeams, and other percussion instruments. We used the class themes of the sea and African soundscapes (including lion sound effects on the Skoog). This was a fun, creative and adventurous way to end to Skoog project, and the school year.

Group 2