Abstract
Between 2022 and 2023 I ran two experimental DJing workshops in a school in East London with Year 10 GCSE music students. They were experimental in the sense that I had not run workshops with this age group before and that I was sharing some experimental techniques with digital DJ technology (DDJT) that I had been exploring in my own practice. They proved to be highly engaging for the young people and highlighted significant, and sometimes unexpected, benefits of using DDJT in the classroom. The results of the workshops are analysed in the context of the 2016 addition of DJing as an ‘instrument’ for the performance component of the GCSE assessment, alongside claims that this is a ‘challenge to colonisation’. While the addition is viewed as positive, it is questioned whether viewing DJing as being equivalent to other instrumental playing captures the plurality of a practice that is distributed across sonic, social and discursive realms. Historical and conceptual precedents for viewing DJing both as an instrument and as an art are explored, and it is suggested that it could also be assessed under the GCSE Art & Design criteria.
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