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Creative ID: 071

Art form(s): Music.

Based in: Kerikeri. 

When I'm available: At any time.

Where I'm available: Kerikeri high school.

My arts or creative practice (including details about my specific focus within that art form/practice and my strengths)

I am an audio engineer that currently works at a high school recording songs/compositions for NCEA level 3 students.

My track record of experience and success - or the track record of experience and success of the creative or artist that I will partner with

Studied a diploma of audio engineering, and have many years' experience recording and working with musicians of all ages. I also teach guitar tuition and have a lot of general knowledge of music in general.

Describe the experience you have had working with children or young people, teaching or facilitating creative processes

Currently recording music with year 13 students, also teaching guitar to students from year 7 to year 13. Privately I teach guitar and drums to people of all ages and have done for the last 5 years, outside of music I am the head coach of a U12 hockey team that just came 5th at a national tournament, I have a lot of experience working with people as an educator.

Why I want to be part of the Creatives in Schools programme and how my involvement will link to my creative practice

I have had a passion for music my entire life and have spent countless hours practising and studying many different areas of music, and would like a further opportunity to get more students involved in an exciting project that will further their education. Here at the high school we want to include three different departments in our project first I will help record a full album with kids from year 11 to 13, we will then get the arts department to design all the artwork for the album and lastly the enterprise students will then market the album to the public and sell it as a product. I know this will be an exciting project for many different student types at the high school giving them important life skills.

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