Development with a Capital "D". Springwell Community Arts, Derbyshire

Brian Evans is a bundle of energy - a dimunitive Giant of community welfare activity in England's midlands. His unyielding commitment as a Youth worker is as humbling as it is unsung. I first met him when he was still with the award-winning Donut studios. This was before he moved to pastures new where he's been catalysing unprecedented success as manager at Springwell Community Arts (SCArt). SCArt describes itself as, "a development within Springwell Community School in Staveley, Derbyshire."

Here, I would contend that the statement hardly does the drive, ambition, potential contribution, and audacity of the entity full justice. It should be Development with a capital "D" to signify the development of youths, the development of community, the development of aspiration.

The beating heart of SCArt, Brian and his co-workers, is located in the Performing Arts block, a dedicated building on the grounds of Springwell Community School featuring:

• a digital recording studio operating Cubase and Reason, capable of recording bands, soloists and spoken word;
• a media-editing suite running audio and video editing packages;
• spaces for the teaching and rehearsal of the performing arts;
• access to a plethora of musical instruments;
• a drama studio with full PA and lighting rig which doubles as a small venue; and
• a dance studio (my favourite bit).

More remarkably, this superb resource is open to use by the local community. But bricks and mortar alone, though necessary, doesn't ensure the success of any project. For that we need to look to 'software'; the people and the effort they commit to driving Development. That's where Brian&Co excel, leading courses in sound engineering, DJing, Community Theatre, Rock Schools, Circus art, film projects; as well as workshops about lots of stuff, like "how to improve your song-writing... "

Sometime earlier this year, Bri began planning a ten week programme designed to teach young people how to salsa, and he invited the participation of Dan (timbalero for 4de12) and myself. Called "Salsa de Springwell", it was funded as part of a local initiative to engage more young people in physical activity. He strengthened it with the option for students to learn how to play the music and play as part of a latin band. Both dance and music programmes would culminate in a public performance in mid-December. Didn't I mention that he's ambitious...?

Once availabilities were ironed out, the course was set to span late September to early December, culminating in a public performance; and we launched it with an all-day introduction to the students of Springwell on Friday 19th September. That was a challenging day, teaching salsa in the main hall over the five periods to more than six hundred school-goers collectively. I'd not felt drained like that in a very long time. But happily it met with sterling success, Bri saying that, "this was a really fun day for all involved and the students had the chance to try something new and challenging". The weekly programme began four days later.

And here I'm about to confess my shortcomings.

I was keenly looking forward to involvement in this project for its community aspect. I'm no stranger to teaching salsa in schools and as a community activity, both voluntarily and for extended courses of time. It's an energising and rewarding the experience. Based on previous involvements, plus having had the pleasure of working with Bri before, it seemed like a no-brainer.

I found it tough.

The brief was to teach the dancing of salsa, and for the dancers to show off what they'd learned at the end. The members of the class were largely performing arts students and the simplest way to meet the ends was to work out a routine and simply drill it for ten weeks - it was, after all, a context that they were used to. But that is not what salsa as a social activity is about, and I found my interpretation of salsa at odds with the easy/efficient route.

I made another rod for my own back in not adapting my teaching philosophy to a narrowly targeted, information-restricted i.e. need-to-know model (see previous post). Over the weeks, it became increasingly clear that only a small minority of my charges were self-motivated enough to thrive in my learning paradigm. I'm clearly more used to running master-classes. Things definitely weren't Peachy.

Salvation of the programme came from an unexpected direction... my being poorly. My replacement, Karthik, from the Salsa & Merengue Society and The Forum gave the class the shot in the arm it needed more than midway through; effectively a clean slate once the committed students had been selected for. It was a welcome relief to all involved.

The next time I was to see my former charges was at the final performance at the Speedwell Rooms in Staveley four weeks later i.e. last night, where an edited version of '4 de Diciembre' took the end billing. Springwell's salsa band and its dancers acquitted themselves admirably to the tune of 'Esperanza' by Salsa Celtica, attaining the ambitious marker that had been laid down by Bri. The Springwell salsa band then went on to exceed expectations, performing an instrumental piece they'd composed themselves!

The lesson in-between Springwell's band and 4de12 was fired up by Helen, a colleague of Karthik's, who has agreed to undertake the regular salsa lessons due to start up (early next year) as a result of the project's success. Her bubbly personality and her schoolteacher background make her absolutely perfect for the role.

It did turn out fine at the very last. Staveley's community got to experience salsa thanks to Bri's efforts, and should expect to continue doing so. I got to experience teaching at a community school and more valuably, understand another facet of English secondary school pedagogy and how it prepares its sparks of the future.

Staveley's daughters and sons have plenty to be proud of.

Loo Yeo