Here’s another ten-years-gone re-post from the initial instantiation of my blog, back in 2003 when Rebecca and I moved to Jamaica for six months of doctoral research — and, as a side gig (if one deeply intertwined with my research), a series of digital music workshops in schools and prisons.
What I’m going to do in this case is cobble together and remix two overlapping posts by yours truly and my “companion on Hope Road” — detailing a trip to a nearby high school where we conducted one of our first workshops after moving to Kingston, exactly 10 years ago today. Mainly, what I want to share here are the ebullient sounds of students at St. Andrew High School for Girls freestyling about an upcoming teacher’s strike — and working up some first-time beats.
Howard Campbell is a teacher at St. Andrew High School for girls, just down the road from us in Halfway Tree. He is the head of the computer labs and the coordinator for all kinds of technology education at St. Andrew. We met him at the Harvard-Jamaica Association meeting where he had come with his friend Marvin, not because they were from Harvard or cared at all about a Harvard Alumni Association, but because they were educators interested in our project. In fact, it seemed that from experience both Howard and Marvin had learned that top-down organizations, such as the association we were forming and the school system in Kingston-St. Andrew were not the best way to get things done. They encouraged us to start from the teachers in the schools if we wanted to get in and start working. After seeing Wayne’s demo, Howard offered St. Andrew as a good place to start. Yesterday we went to St. Andrew for the first time.
At 8am we had a class of 4th formers (10th grade). We were to do a demo with them in this period and then a workshop with them from 10-11 in the computer lab. When Wayne got Fruityloops up on the screen and started talking, the class was polite and paid attention. Once he hit the first kick drum, they began to look really interested. And as soon as he put up a little hip-hop beat and then turned it into the grindin’ beat, they were hooked. (Side note: from Cambridge to Kingston, it seems that kids everywhere are loving the grindin’ beat and banging it out on their desks. Way to go Neptunes.) They started dancing in their chairs when he showed them how to make some dancehall. Next he made a song with the class, getting a few brave souls to make some noises and sing a bit and putting it together into a dancehall rhythm:
[2013 Wayne here just pointing out the obvious reference here to “In Da Club,” another ubiquitous song at this time.]
At 9 they reluctantly left for their next class, seemingly a combination of a particular attachment to Mr. Campbell, interest in what Wayne was doing, and dislike of whatever they would have to do for the next hour.
At 10, girls piled in and sat one or two to a computer. Wayne managed to hold their attention for a few minutes to repeat some basics. And they got started. I was glad I had watched Wayne so much and messed around on Fruityloops myself because there were too many questions for Wayne to handle by himself. Girls went at different paces and made every kind of music from dancehall to techno. As they would run into trouble, Wayne would go to them and give them a few pointers to keep them moving in a good direction. At 11 they were all still going strong. Howard came and told us that it was their lunch period, but if we didn’t mind, they could stay. We didn’t mind. Most of them stayed through most of their lunch period and came away with some pretty good little songs.
Cue 2003 Wayne:
the workshop proved to be quite productive, if a little cacophonous at times. (half a dozen computers blasting beats together in a small room can create quite a sound clash, to use the local term; headphones are helpful). through their own predilections, and the contingent curve-balls of the creative process, the girls came up with some diverse stylings. “catherine’s rock rhythm” (as she titled it), probably takes its name from the “dirty-guitar” sample that, unfortunately, is missing here since i seem to be missing it in my own sound bank (i am converting it to mp3 on my laptop today, away from the school). nevertheless, it puts a strong foot forward with its bouncy bed of techno–not the most popular genre here but one in which a couple of girls decided to create.
sydoney and zelieka collaborated to create a rhythm that, while borrowing from the neptune’s ubiquitous grindin’ beat (in the third and fourth bars of each six-bar, AABBAA phrase), almost defies category with its future-funk, electro-slanted hip-hop.
and “shanika’s hip-hop beat” is, quite honestly, one of the illest things i have heard in a while. not bad for a first try!
we went home to have lunch and do laundry. at two o’clock we headed back to the school to do another demo–this one for an afterschool music club, which seemed like an appropriate audience. howard told us on the way down hope road that a buzz was already passing through the school, accelerated in part by my famous name. we had some time to see the grounds before the music club meeting, so howard showed us around. most impressive was a front courtyard where girls were hanging out and waiting to be picked up from school.
one group of girls stood in a circle under a tree, coaxing a makeshift rhythm out of an empty coke bottle and an igloo thermos. they were DJing, laughing, dancing and exhorting each other. it was an absolutely wonderful moment of improvisation and collective music-making. as howard (with his video camera), i (with mic and laptop), and becca (with her digital camera) moved in for some samples, it was clear that this cipher was no rehearsal. these girls were not only creating extemporaneous raps in DJ-style, they were humorously riffing on the topic of the hour: the imminent teachers’ strike and the small holiday the students would enjoy.
as the girls waited for the beat to begin again (having located another empty coke bottle), one called out for them to freestyle, dubbing the day “freestyle friday” — a reference to a popular segment during a music-video program on BET. the seamlessness of this reference in the context of the girls’ play is another testament to the fluidity of cultural forms here: hip-hop and other american exports are absorbed and spun back out, sometimes more and sometimes less like a copy. today was no copy. the girls may have assimilated the hip-hop term for in-the-moment rap, but their form was strictly dancehall. [Indeed, though I didn’t realize it at the time, they were closely riffing on a beloved Shabba ranks routine.]
hear the distinctive 3+3+2 dancehall beat, the staccato, end-rhyme style of the vocals, the chorus of gun-shot-big-ups that follow the first good rhyme, the “booyaka” refrain — more onamatopoetic gunfire — that cracks everyone up. listen closer for the topicality of the text: “ting-a-ling-a-ling / school bell nuh ring / go and mek the teacher buy the bling-bling.” the call to give the teachers some money to buy jewelry and other nice things [but also basics, like “dumpling”] is at once a crack at those not providing for their teachers and a good-natured ribbing for the teachers themselves (who are either impoverished or greedy by implication). and lest one think these students are disappointed about school being cancelled, they dispel any such notions with a “no school” celebratory chant.
back to Bec for a sec:
“No school, no school!” was the main refrain and the main topic of conversation. Why? A nation-wide teacher’s strike is scheduled for Monday and Tuesday as a demonstration of dissatisfaction with the wage increase that the teacher’s union and the government have negotiated. Here, as in the U.S. but on a more extreme scale, the teachers are drastically underpaid and their work undervalued. Howard takes the problem quite seriously and is an active participant in organizing some form of peaceful resistance. He is clearly a caring and beloved teacher. He supports programs like ours as a way to move education forward in Jamaica. He is just the sort of person one would want to see standing up for the rights of teachers because it is teachers like him who demonstrate how much a teacher’s work is worth.
And I’ll pile on just a little more:
many of the students were worried about the strike, including a number of them pursuing a rumor that howard, a clear favorite at st. andrews, would be resigning. as various girls ran up to greet him after school, howard assuaged their fears and pointed out that, although he may be “on strike,” as they could see, he was still at school, and well into afterschool hours. as we continued walking through the grounds, on our way back to the computer lab, we came across a girl practicing piano in a large performance hall that stands in the middle of the campus. i got a little of her rendition of beethoven’s moonlight sonata on my laptop, a chord of which ended up in the song i created with music club, who decided to do their own little version of sean paul’s terribly popular, “gimme the light.” [n.b.: fairly horribly harmonized — or not at all, really — on my part]
after the demo, which was received positively, complete with (in true jamaican style) some fairly formal and very charming thanks from the music club’s spokesperson, i went back to the lab to collect the tracks that the students had created in the morning so that i could post them on the blog. at four o’clock on a friday afternoon, the lab was full of girls making music, most of them new. very promising indeed.