Tech Column: The inclusion project

I feel privileged to have this opportunity to write a piece. My brief is to focus on championing and highlighting accessible music-making for children and young people, specifically using technology. For all my experiences and the things I've learnt, I'm not an expert and I am still learning. For me, it's not about knowing everything, but it is about going on the journey to find the best answer in any specific context.

A bit about me

I'm a professional musician of about 15 years, and previous to that I was a youth worker and senior manager in informal and formal learning settings. In my 30+ years I have always worked with a focus on social change, music and theatre, and equality and inclusion. I'm a qualified facilitator and coach. I've performed and worked in many parts of the world, gigging, playing, and also building up new leaders and developing inclusive communities.

A bit about Drake Music

We are leaders in music, disability and technology. We are innovators, educators, curators and advocates. We believe that everyone has the right to express themselves creatively through music, and we use new technologies and ideas to open up access to music for all. Our vision is a world where disabled and non-disabled musicians work together as equals. Three things which inform Drake Music's work are: 1) We are always learning, and always sharing what we learn; 2) Disabled musicians are at the heart of what we do; and 3) Our work is underpinned by the Social Model of Disability.

Accessible music technology and young people

There are three critical things to unpack here. Firstly, I feel that music technology hasn't reached a genuine acceptance as a real instrument. Secondly, access is often seen as a bolt-on afterthought, rather than an intrinsic aesthetic that is seen as creativity in action. Thirdly, access and music technology – when weaved together – provide a rich learning experience, opportunities for discovery (both of music and of the self), skills development, and a tool that takes inclusion beyond where we are with it now.

An example: The Kellycaster

I had always dreamed of playing guitar and for years did so, but not to any great standard. I found that I couldn't progress much, as chord shapes were almost a no-go for me. I have co-facilitated Drake Music's Lab (previously Hack) events for over six years, and at the beginning we needed a project. So, the Kellycaster was born.

It is a lovely bespoke, robust, accessible instrument that has possibility, complexity, nuance, and a beautiful sound and response. I'll be using it in the studio on my album but have been gigging live with it for over three years. It is ever evolving as I learn and explore new things with it. Have you tried using any adaptable technology in your classroom? Low or high tech, it's all great!

Top tips

I love top tips lists – who doesn't? However, creating five, ten or even 100 top tips is always a nightmare, as you can bet that as soon as you feel good about them, you think of another set equally as valid. These tips are about informal and formal learning, and are drawn from working in schools, theatres, community centres, venues, and my own living room!

• Immerse yourself in some great disability-led music, art, and theatre. There are lots of reasons why, but one reason is that there's some really good stuff out there that needs to be seen.
• Embrace music technology. What's your starting point of curiosity and enquiry? What can you do now with music technology? What do you know already? What does that button doff Who can I explore this technology with who might know other tricks?
• Explore the Social Model of Disability and ask, ‘What does this mean to my practice?’ The model is a grassroots tool for change created by disabled people based on our experience. There's a lot written about us by others, but we believe there should be ‘nothing about us without us’.
• Engage and collaborate with others. It goes without saying, but I truly believe that it is critical to have disabled people in leadership roles. Reach out to build and share practice and experiences together.
• Make some music with music technology. I believe we learn best from doing, building experience, asking questions, and enjoying the process. Music making is a right for everybody, and barriers are there to be broken down.

For more info on Drake Music, go to: www.drakemusic.org

To find out about John's adventures, you can follow him on Facebook at: www.facebook.com/JohnKellyMusician or email him on johnkelly@drakemusic.org.