Jonas Golland

Description

Available to jump onto the drums and quickly adapt to a wide variety of live engagements including pop, theatre, weddings, parties, covers, cabaret, swing, balkan, rock, metal, hip hop, latin rhythms, solos and more, rehearsed or totally busking it.
Communicative musicianship and good stage presence.
Backing vocals and/or lead vocals while playing are offered. Sight reading and working closely with the MD, also offered. Experience playing in musicals and developed theatre productions as musician-actor with blocking, radio microphones, costume calls, mobile drums, scene changes and line ... s. Read More

Reviews     (10 Reviews)

Experience

Live performing as drummer since 1996, vocalist since 2001. Completed BMus(Hons) in Popular Music Performance with a 2:1 at London College of Music / University of West London / Drumtech, graduated 2011.
Performanced extensively in London and Europe with the band I am Meat as composer and bandleader, assistant produced the album.
Played 500+ concerts and theatre productions with the Tiger Lillies as drummer, percussionist, vocalist and actor between 2015 and 2020, including acting in the film Icaria by Javor Gardev.
Toured the UK with rock band Paradise 9, summer 2014.
Performed ... live with a wide range of acts including Tricky Susan, PerfectStranger.band, Reverend Swifty, Pete Maas, Santa Rosa Players Theatre, Zumba Fitness, Dawn of the Squid, Fake Teak, Nik Turner, Jjuujjuu, wedding parties, birthday parties, backing bands and deputising.
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Previous Clients

Falk PR, Tim Whitehead Management, Speaking Volumes, Bohemia House, Barnet Libraries, The Lamb Surbiton, Bohem Brewery & Tap Room, Forest Tavern, Jowe Head, Anthony Sobati, Hotbox Chelmsford, David Game College, Chris Sansom, Graham Duncan Elder, Biddle Bros, Korjaamo, SoundArt Festival Amsterdam

Suitable for

Anniversary Party Awards Ceremony Bachelor / Stag Party Bachelorette / Hen Party Birthday Party (Adult) Birthday Party (Child) Birthday Party (Teen) Casinos Charity / Fundraising Event Christmas Party Club Party Cocktail Party / Drinks Reception Community Event Concerts / Tours Corporate Event Cruise Ships Dinner Party Engagement Party Festival / Outdoor Event Funeral/Memorial Service Graduation Party Grand Opening Party Halloween Party High School Reunion HM Forces/Army/Navy/Military Event Holiday / Theme Parks Hotel Event Jewish Wedding New Year's Eve Party Nightclub Event Private Party Prom Night Restaurant / Bar / Pub Event Retirement Party School Event Session Work Social Club Theaters / Stage Trade Show / Exhibitions University / College Event Virtual Event Wedding Cocktail/Drinks Reception Wedding Reception

Physical Characteristics

Meet the Act

I spent my teenage and young adult life in California, USA, where I played in bands but also won awards in theatre arts as an actor which I did extensively, and directed, produced and devised plays including Dutchman by Amiri Baraka which I starred in. In 2004 I returned to London.
I edit video in Premiere Pro since 2021, have my own recording studio, and have produced albums for Jowe Head and Anthony Sobati the Teacher.

Additional Information

DBS disclosure is current.

Virtual Services Offer

Online Drum Lessons

Bespoke drum set lessons are offered online, at your location or in my purpose built studio in the Wood Green area.

On one side of the spectrum, drumming is a creative art, and on the other, a practical craft, where you have to learn to groove. I'll take you through the importance of both in the following ways:

*Listening to you continuously to stay tuned to what you want to achieve

*Helping you identify and play material progressing from your level, beginner to grade 8, coaching, mentoring, reading skills, performing confidence, and fresh material

*Early foundations or relearning good technique, ergonomics and comfort, informed by John Lamb's Anatomy of Drumming

*Knowledge of the relevant anatomy of movement and how to avoid injury and maintain healthy playing throughout your life

*A written guide to what we did for every lesson

*Showing you how to listen better, your role in the music, and it's separate elements

*Regularly hearing new material in context, but also better understanding music you know and love

*Giving you tools to teach yourself, and play by ear as I did

*Tried and tested practice methods: quality over quantity, breaking parts into smaller parts and levels of learning

*Celebrating small and great successes, helping you appreciate your progress towards your learning goals

*A set of aspects to improve practice time through self-awareness

*Choosing assessment pieces with you, to work towards for performance workshop with university quality feedback criteria

*Advice on your set up, maintaining instruments and how to save money doing it

I'm happy to discuss concessions on price and negotiate with you in these tough times.

Looking forwar to hearing from you
jonasgolland@protonmail.com

As a composer, I regularly practice the value in creating new parts that serve the music. We also learn how to play just for the song.

Part of staying healthy is maintaining a love for what we do and not burning out. When we learn a new skill we have to have a high level of focus, which research shows is limited to 90 minutes. We will also talk about realistic expectations and how to improve them.

I love working with diverse people and watching your skills unfold. I look forward to meeting you.

My teaching experience primarily consists of one-to-one music tuition.
I was a TA for students with special needs in primary, juniour, secondary and a special school for excluded and 'statemented' students for Southover Partnership teaching agency in Finchley and Barnet, with whom I also breifly taught Music Technology. During my years in California I was a TA at a preschool and daycare.
Since 2010 I've been tutoring drum set and music theory to young and all ages of people in Haringey, Enfield, Barnet, Hackney and surrounding areas to an increasing standard. My experience as a private music tutor ranges from student's home environments, North London Music Centre and shop, Dalston Rehearsal Studio, Pirate Studios, London Drum Studio in Haggerston, Bowes Park Methodist Church, and my own studios in Bounds Green and White Hart Lane.

Currently I teach drums part time in the A Level and GCSE Sixth Form David Game College.

It is my job to facilitate the learning of the student with the following things in mind.

Music as a discipline demands great focus and dedication, that by steps, earns an increasing sense of play and creative freedom. A small win in a single lesson can make a child proud of themselves, and a successful performance can be a huge boost to their self-confidence. Also, music is a relationship between our social and internal lives, potentially harmonising the two.
Appreciation from peers is another potential reward for a developing child who is learning to socialise and build relationships, but also having the confidence to choose their friends, for example. Performing music can earn respect from others and open doors for them in their community or further afield.
Brain development is another well documented reward facilitated in tandem with the social, emotional and intellectual confidence that performing music brings. The potential for improvement doesn't end, therefore we don't rest on our laurels. But if the teacher is prepared and strategic, the lessons contain small victories that enable the child to celebrate their progress, which they would not realise without a teacher.

As they learn new abilities, and observe them for the first time, they need encouragement from the expert to maintain faith in these new found abilities, and apply them. And when they learn to take responsibility of their own practice, it's a game-changer that gives them a sense of independence beyond the lessons.

At the same time the child's self-judgement is developing, which they need to work with one way or another. The teacher can guide them through this from experience, patience and good faith. They can help by exemplifying healthy learning behaviours, and specific, constructive criticism, while finding new ways to celebrate successes. After all, in the background are incredible pressures on the child that are likely unspoken: family issues, ideas about the changing world, GCSE's, A-Levels, jobs, loneliness, illness, etc.

The music lesson is a chance for the child to learn the potential of their emotional expression without having to explain their emotions. And the relationship with a music teacher is one that revolves around music: a medium that celebrates cultures, tells stories, provokes imagination, and importantly, can soothe anxiety and/or uncertainty. Music truly has the power to change lives emotionally and in other ways. It can also aid in bonding their familial relationships.

Music lessons also inform the child's personal health with regards to movement and
breathing. To cope with playing the drums takes reckoning with gravity, force, breath,
cause/effect, inertia, and learning to feel in new ways. It requires constant balance between relaxation and tension in ways previously not considered, that contains important lessons about using muscles and nerves. This informs health in practice - using the body comfortably, with a balanced posture, and always listening to it. The child learns to trust themselves throughout the process.

I have some experience running workshops and creative groups.
I directed and produced Dutchman by Amiri Baraka in Santa Rosa, California, USA
in 2003 at New College and the Phoenix Theatre, the main theme of which is racism.
I've co-facilitated an African Drumming and Painting workshop for South Friern
Barnet Library in 2010, for children aged 3-8.
Two of my 7-year-old drums students took their classes together between 2012 and 2015, and went on to achieve multiple Trinity College grades.
As a bandleader I was in charge of composition and arrangement as well as drumming in the band I am Meat between 2011 and 2014. I have more recently been a bandleader for Private Plebs which involved turning my great grandfather's published poetry from 1920 into live songs with a rock band, between October 2020 and January 2023.

With Safeguarding Level 1 training from iAcademy Ineqe and other related subjects in ongoing training from The National College, I'm also familiar with the policies of David Game College where I am a Visiting Music Teacher. We have an excellent system in place in the UK but if we don't report anything of concern, it won't protect children. The whole school approach is important for us all to be on board with.

Safeguarding is everyone's responsibility and is defined as protecting children from
maltreatment, preventing the impairment of their mental health and physical health or
development, ensuring they grow up in circumstances consistent with the provision of safe and effective care, and to act to ensure that all children have the best outcomes.
For myself, primarily a one-to-one music teacher, there are unique risks inherent, given the proximity and nature of teaching drumming. So I also follow the guidelines in Keeping Children Safe in Education and other required reading, that talk about that specifically. For example in a classroom I keep open sightlines to a window or door, never lock a door from the inside when inside with a young person, never go for trips with students, and never use my phone in lessons.

I also have to hand the contact information of all the DSLs and Deputy DSLs and LADO for David Game College, Prevent Duty Officer, the Fire Assembly Point and other key information.

Even though no staff can have a whole picture of child's circumstances, we all have a crucial role to play in being a link that is ready to report necessary observations or info sharing. We must maintain an atmosphere of openness that makes children not only feel safe but that they can share important information in. Though it is not the job of the practitioner to define potential problems or assess risks, it is our responsibility to share information with Deputy Safeguarding Leads who will decide whether to act and if referrals should be made.

In 2003 when I was a TA at La Petite Academy Daycare and Preschool in Santa Rosa
California, I saw a teacher forcibly move a toddler into the classroom, that was crying and refusing to move from the line. And so even though I had liked the teacher, I reported her, who was then removed from the school. Today in the UK, an incident involving another member of staff would have to be directed to the Local Authority Designated Officer.
The continuum of Safeguarding is an expanding group of subjects I am still learning, engaged with and embrace fully.

I hope this information is helpful and if you'd like any more, don't hesitate to get in touch.