(hip hop beat plays)
>>Ayo, we not he about a S-O-L,
we here to teach you
to express yourself.
>>Tryna get me all
stuck in the zone,
I'm tryna understand how
I rock the microphone.
>>Today, we're going to learn
about a high school program
that functions as a recording
studio and creative hub;
where students of all
interests and backgrounds
work together to
create music and art.
Join us as we visit Albemarle
High School's A3 House.
Come on.
♪ Elastic
>>Check check.
♪ We aren't the same anymore,
♪ it was fun while it lasted,
♪ our time together
was so fantastic. ♪
>>The mission here at A3 house
is to help students
identify who they are
and to pursue their passion
by creating a vision
to serve a purpose.
In a broader sense,
I think the vision
is to take this model
and solidify it and make
it a permanent fixture
in this school
and also to plant
it in other schools
in this county, in this
state and across the nation.
And that's not tongue and cheek.
Like I really honestly
believe that we can
make this a part of every school
because it's that effective
in helping students
reach their purpose
and identity.
>>And you've spoken in the past
about the importance
of authentic experience
as part of why you
teach the way you teach.
Talk about that.
>>Well, when I was in school,
I always felt like there
was no authenticity.
I felt like every time I
was given an assignment
or a test, it was always
trying to
almost trick me into
learning something.
Almost like a gimmick.
Like hey, let's
throw some hip hop
on top of this
chemistry project.
It takes the authenticity away
because it needs
to be centered on
what that individual
student is interested in
in actual reality
for them personally.
And not trying to
use it to get them
to buy into something else.
Using it to get them
to buy into themselves.
>>So Bernard, give
me examples of
how you're doing that
in the classroom.
>>So for instance, we
created a record label model
which basically gave every
student a role and a goal.
So me and Mr. Dickerson sat down
and we went through
all the students
and said, what have
we observed about
say for instance, A'nija.
What is she interested in,
what is she really good at?
And so we set them
up for success,
We say okay, you're
good at this,
you do this a lot, so why don't
we just create the project
around that so when you
engage that project,
you feel a sense of
confidence, self worthiness.
I pretty much destroyed
this project, you know.
They pretty much
tailor-made it for me
and I feel really
good about it so
part of it is kind of
for our own benefit,
it's like hey, if I can
get the ball rolling
and you just go, I don't
have to keep after you.
So create autonomy
within students
by allowing them to self-engage.
♪ Her voice inside screams out
♪ she's a warrior, a
fighter, and a survivor. ♪
>>It's just roam free,
do what you want.
Ask for help if you need it
and then other than that,
you're just set free.
And I like it
because it's unique,
it's not like your
normal taught class.
>>Having a hip hop
tournament at my school
is really amazing
and it's exciting
because I think we're
like the first school
in Charlottesville that
has this thing going on
and it's just really cool.
>>My favorite about
being in this class
is probably Mr. Dickerson.
He's a great teacher
and you learn more
than technology in here
'cause I've learned
so much from him
that does not have anything
to do with technology.
He's like my role model.
>>You like to collaborate
within genres,
within the arts, and so the
students work on projects
all year long.
Sometimes they collaborate
outside of the classroom
with other classrooms.
Talk about that.
>>Well, I think the great
with the record label model
now that you know I have a
graphic designer over here
and a videographer in that
class; I need a music video.
So it created a natural context
for people to be
able to work together
'cause now you're aware
of these other talents
that are available to you.
>>I always wanted
to be a program
that was open to all
forms of creativity,
painting, photography, music,
dance, any creative art form,
it was open to that art form.
And then when it became
accredited classes,
there was like this
pressure that was applied
that was like, oh
it's a class now,
it needs to be taken seriously,
so we have to create
this curriculum
where you learn how to record
on the microphone day one
and then you learn how
to use a Midi controller
and then you learn how
to apply audio effects.
So, it had this rigidness,
but then it was like we have
so many different talents
why not create
a record label
'cause that's something
that's familiar
and I think that is the
structure that it needed
but then you still
could have them
pursuing their personal
passions and their talents
without the rigid test
taking and assignments
and all that teacher stuff.
(student raps in
foreign language)
>>Life is neither happy
or nor sad in fact--
>>So as the teachers,
as the instructors,
what are your
roles at the label?
>>Well, we're not teachers.
I mean we are teachers--
>>But what are you at
the label? (laughs)
>>I am the chief
creative officer.
>>I'm the director of
vision and dreaming.
>>And our other
cohort was Mr. P.
He was the primary instigator.
>>Say his full name
though so everyone knows
who we're talking about
>>Trevor Przyuski.
>>Thank you, who is also
a teacher here. (laughs)
>>He's been a teacher
here for a while
we were doing TV production,
he was an inspiration
to me last year
because I was seeing
how he was working
with his film kids
and I was like okay,
there's some advantage
to putting kids in
a work environment
then allowing them to
still have fun in play.
♪ Everybody just
wave, yeah, yeah. ♪
>>The label is really enjoyable
for all the students
because we all,
most of us want record
deals when we grow up
so having something here,
just for that feels good.
>>We have a lot
of collaboration,
other people don't
know something,
other people come in to help
and they learn stuff
in the process.
It's kind of like a family.
We all just come here,
we collab on stuff.
It's cool.
>>Yeah, I am the first person
to come to A3 House.
I mean that's just
the work I put in,
the effort, how
much I love music.
That's why I'm the first
one to come in, you know.
>>Just recently you
all had a huge showcase
of everything that the
label's been working on
at IX Art Park.
Talk about that.
>>I think the showcase
worked out the way it did
because we did have so
much authentic buy in
from the members of
the record label.
And we had tried
showcases in the past,
but it was more of this
like talent show format
but we really wanted to
create this environment
that was more like a festival
where you could move around
and go to different places
and see different things
and explore different art
and touch and move
and hear and eat
and experience, have an
immersive experience.
And also, it was reflective
of how we teach the class
because the visitors
at the showcase,
they were not required
to be at any one place
at any one time.
They weren't required
to listen to anything.
They could roam freely
and pursue their interests
as observers.
>>He says festival,
I forgot this was a school event
and it made me have this
new vision for education.
I was like, why isn't
education festive?
Why isn't it people
setting up tables
and making beads and showing
crafts and performing
and you're learning
through doing.
>>A3 House is where
the magic happened.
All the music cookin'
is where it happens.
>>It makes school fun.
I get a grade for
doing something I love
and I don't think I could see
myself doing anything else.
It's a good feeling.
>>When I learn how to
produce, how to record,
and how to make music, I
learn that the certain steps
you have to take are not
something that can be taught,
that's something that
has to be experienced.
>>Not every setting's the same.
In each song is a new lesson
to be learned from the last one.
>>When the students are
creating in the classroom,
what are the rules?
So if you're dealing
with songwriting,
if you're dealing with hip hop,
is there censorship,
no censorship?
How do you deal with
that with teenagers?
>>All right, so we have
something in place,
it's sort of our
charter called AAMPP.
It stands for authentic,
artistry, meaningfulness,
and polished production.
And so with AAMPP,
students are
encouraged to produce
art that is
from them
and is a true authentic
representation
of who they are or
where they are in life.
And so the idea is
not to censor
or I wouldn't even
call them rules,
it's not like a rule,
like you can't do this,
but it's just a reminder,
it's a guide to say
if you are doing something,
if you are making some music
or making poetry or painting,
remember, is this
from your identity?
Are you representing yourself?
Are you representing
someone else's experience?
And so this space
is actually designed
to create a safe environment
to put yourself out there
but they're also
building that security
to withstand criticism,
to withstand people
talking about it,
to withstand cameras,
and so it's about building
security in your identity.
>>So all year, I've
just been trying to
at least make one song that
I really enjoy and like
because I make a lot of music
and it's just like, no. (laughs)
So, that's why I've
been trying to do
maybe like, make a EP
so I could like put
it out on SoundCloud.
>>We just making songs,
we just writing and just
working hard everyday.
And asking him for help, Mr. H,
y'all might know him already so,
he's always on me, so yeah
just learning everyday.
>>I feel like if I don't
have anything hands-on
I never really learn anything
so now I know how to
set up the microphones
when I wanna record.
I know how to set up
other people's microphones
when they wanna record,
set up the headphones,
set up the actual
screens and everything.
So I feel like it's
important to do hands-on work
because if you don't,
I feel like you don't
really learn much.
>>So, what do you
want your students
to take with them?
What is most
important to you all
that they take with
them throughout the year
and then when they go off
into the big wide world.
>>Got this from Bernard
Hankins, identity.
If you walk away from
this program with identity
then I think you can apply
that understanding of yourself
to almost any task,
any challenge, any
hurdle, any vision.
You must know who you are
and I think that's what
we're doing with kids.
We're tryna show them hey,
you are an individual.
You have a very
uniquely designed gift
that you can use to do
absolutely anything.
>>And I think connected
to that identity
is a sense of self worth.
You know, the amount of
skills doesn't matter
if you don't have
that life confidence.
You have the
day-to-day confidence
but do you have
the overall sense
that I can do something in life.
So I think when
people just walk away
honestly feeling loved,
like these people
thought about me
and cared about
me, feeling human.
You know, feeling
ultimately human
I think is what if you were
to sum it up, feel human.
>>I run to this class,
I'm like I'm going
to class, I'm happy.
This is my happy place.
This is where I wanna be
at for the rest of the day.
>>A3 House is amazing,
put it that way.
A3 House is amazing, even
when I get up in the morning
at 6:20 to walk to
school just like me.
So, that's how fun it is.
>>Hip hop was made from Jazz,
and then Jazz was
created from the Blues,
and Blues was created
from African Drumming,
and it's so on and so on.
So it's just seeing
the evolution of music
and referencing the
past in order to make
the future music
is amazing to me.
♪ I'll turn the
lights back on now ♪
♪ Watchin' watchin'
♪ As the curtains
all roll down ♪
♪ Cryin' cryin'
♪ You know we're playing
to a full house, ♪
♪ House
(Jazz music plays)