A very kiwi rockstar – Michael Morris on touring

Source: Ara Institute of Canterbury

Headline: A very kiwi rockstar – Michael Morris on touring

Michael Morris is sharing a painful memory with the Ara Music Arts students while speaking about the finer points of touring.

The self-employed solo musician, recording artist and member of band the River Jesters is recalling a particular moment during a gig at a festival on the West Coast this month.

“We played to 7000 people, which was awesome, on a huge stage. I decided half way through a guitar solo on the last song that I was going to jump into the crowd, as you do, and I was surfing along while playing, shredding it up, and they dropped me about two meters onto the ground, on my head. My guitar luckily didn’t split but my glasses were somewhere on the ground. Disaster! In the end my huge big American friend pulled me out, along with the security guards, so that was fine.”

Morris is telling the story on the first day of his first solo tour of New Zealand of 16 venues starting at Blue Smoke. It’s a very kiwi rockstar story and Morris seems unperturbed by it, perhaps because he has eight years of touring experience since he graduated from Ara (then CPIT) with a degree in Music Arts, with big goals, a network of contacts and a healthy stock of reality checks.

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He had determination in spades but the reality checks came courtesy of his tutors, who taught their students about the real world of professional music, and through his final year project.

“The project was one of the best things I have done because I had to find out what it was actually like at some point. You go out and do it and there is no safety net, if a tyre blows, you have to sort it out.”

That is the kind of detail Morris believes the current students need to hear before they head out into the vibrant, but slightly under-supported, national live music scene.

“I wanted to get through to students the finer details of going on tour. Because it can be quite a grand idea: ‘I want to go on tour; where do I start?’ You don’t actually know that you need to find someone to do the door sales; you need to find an hour a day of peace for yourself… So I was trying to show them the things that are unglamorous, the realities of what you have to do to make it a success.”

“My advice to students is just give it everything they have got and really immerse themselves and choose passion over anything else. If they really love it, just keep pushing and there will be hard moments but it is absolutely worth it.”

For Morris the rewards show up every day with “the thrill of playing all the time, the thrill of the adventure and the thrill of setting yourself this unbelievable goal and finally somehow achieving it”.

“I love playing with my band and the shared experience of working together. It is a feeling of us against the world in those situations where you are driving all day. You spend a lot of time with those people doing what you love doing, so it is all completely worth it to me.”

When Morris bumps into his tutors now it is on a professional level – touring with bands, playing festivals and checking out each other’s shows. After this tour however, Morris is heading to France to experience the larger venues and crowds there. New Zealand musicians are producing fantastic music, he says, but in a small country, the audience is somewhat limited. “Go to see live gigs!” he says.

He is grateful to his fellow students and tutors at Ara for helping him to channel his dream into a career: “Without my degree I would not be in the situation I am, because I was able to focus entirely on music and I was also be able to make mistakes, which I have learned from.”

Whether the crowd surfing was a mistake, let’s wait and see if he tries it again.

Volunteering work setting Ara student up for success

Source: Ara Institute of Canterbury

Headline: Volunteering work setting Ara student up for success

Sasindu Anjula (“Sas”) Don Simon Patabendi, an Engineering student of Ara Institute of Canterbury, is proud to say that he can see the physical impacts of his volunteer work in Christchurch.

“Last year for the Christchurch Youth Council I helped to develop an exciting space for the city, in collaboration with Gap Filler, and Regenerate Christchurch. You can see the basketball hoop and the giant spray cans at the end of Lichfield Street and Manchester Street. The installation is going to be there for two years which is really awesome.”

During the national election last year Sas was also given leadership of the Civics focus group and assisted with the organisation of events for youth voters such as “Connecting before Electing.”

Sri Lankan-born Sas came to Ara three years ago to study the Bachelor of Engineering Technology. As an international student finding his way in a new city, which was still in a post-earthquake recovery phase, Sas made sure to take full advantage of opportunities to form new connections.

“When I first came to New Zealand I found it really hard to make friends, but once I got out and started talking to people it was easy. I used to be an introvert, but now I’m kind of an extrovert.”

Twenty-five year old Sas now has an impressive list of volunteering positions to add to his résumé. Alongside his role as a member of the General Executive for the Christchurch Youth Council in 2017, Sas has fulfilled roles as an International Student Representative for the Ara Student Council, and is now the Student Representative for Engineering.

Known as a bright, hardworking student, the Head of Department handpicked Sas to be Engineering Student Representative.

“I got called up and asked me to fill the Student Rep position, so now I’m representing my classmates at the Engineering New Zealand, Canterbury Committee meetings each month. I love it because it’s study-related, and I get to meet a lot of industry people.”

Lynda Clegg from the Ara Careers Centre believes students can find great value in volunteering.

“Volunteering offers a range of opportunities for students including; building on their employability skills, gaining experience in an area of interest, contributing to the community and enhancing their CV,” Clegg says.

To support students to explore volunteering opportunities Ara organised a Student Volunteer Expo for Wednesday 21 March, to give students the chance to connect with a variety of Volunteer Agencies including Ronald McDonald House, Salvation Army and SPCA.

Sas has found that volunteering “is great for networking”, especially now that he is a third year student and considering his future career options.

“It’s been good for developing my communication skills, and public speaking. Currently I’m doing my final year project on recycled concrete but I’ve also talked to the City Council to see if there’s any research they want me to do for them. It’s good to do industry projects so if I hear back then I might do that instead.”

As for what Sas would like to do the future? Volunteering is still on the cards.
“I’m not actively involved in Engineers without Borders at the moment but I would like to do that. I’d love the opportunity to go to the Pacific Islands and use the knowledge I’ve learned so far to help build structures, and give back to those communities – that’s something I’d really like to do.”

Ara invests into Electrical Training at Timaru

Source: Ara Institute of Canterbury

Headline: Ara invests into Electrical Training at Timaru

Students starting their Electrical trades in Timaru in 2018 have a $200,000 new workshop on which to learn to apply Electrical Engineering knowledge, skills and techniques to identifying and defining complex problems in a variety of contexts.

Working in the Electrical industry requires a specific and complex skillset. Because of this, employers look for qualified and trained people with a Level 3 pre-trade qualification who can apply up-to-date electrical industry knowledge to their work place.

The brand new training workshop is fully equipped with new hand tools and wired up for 3-phase power, with control gear, electric motors, and benches protected by residual current devices (RCDs). Ara has also invested in the latest lab and practical electrical test equipment.

The new facilities will improve the students’ learning experience and set them up for industry, Stephen Price, Manager Electrical Trades, says. “It enhances their opportunities for getting an apprenticeship, because they will be familiar with household appliances, switchboards, motor testing – all the basic electrical elements. They are gaining greater knowledge of the industry.”

In the past, students studying at Ara in Timaru could gain a Level 2 qualification and complete their Level 3 by either correspondence or night classes. Now they are able to complete two thirds of the theory required to become an electrician.

The new facility, in the former outdoor education area, has been upgraded for Level 3 training to take students through the New Zealand Certificate in Electrical Engineering Theory. The nine-month qualification gives students electrical industry knowledge and skills in a way that is hands on and enjoyable, in small classes that allow for individual time with the tutor.

Graduates will be ready for an apprenticeship as an Industrial, Domestic, Commercial or High Voltage Electrician or other electrical related careers in switchgear fitting, motor rewinding and repair, industrial measurement and control, electronic security and electrical service technical support.

This programme is very popular and has 16 students in Timaru, however applications are open for the next intake, beginning in 2019.

Source: Ara Institute of Canterbury

Headline:

13 Mar 2018

Indigenous students from opposite sides of the world are drawing parallels between their experiences, at Te Puna Wanaka this week.

A small group of students from Camosun College in Canada were welcomed to Ara with a whakatau yesterday. The group will stay for two weeks, immersing themselves in Māori language, cultural activities and indigenous development theory. Ara and Camosun students will also share their learnings on principles common to indigenous cultures, which form the basis for much of the work, research and sharing happening around the world today.

“Language revitalisation and cultural renaissance are integral aspects of exploring being indigenous today and so it follows that two groups from different countries, Canada and New Zealand, can share their lived experience, aspirations and strategies for achieving progress,” Head of Humanities at Ara, Hemi Hoskins says. “While the histories differ, commonalities exist and these create a basis for understanding and looking forwards to solutions for First Nations communities to thrive.”

During their time at Ara, the group will stay with Māori and Pasifika hosts, as well as experiencing staying at TPW and visiting Koukourārata marae at Port Levy on Banks Peninsula. Activities focus on Te Reo immersion and performing arts. This visit is a pilot with a view to progress to collaborative research projects between students from the two institutes.  

Camosun College’s two campuses are located on the traditional territories of the Lkwungen and W̱SÁNEĆ peoples in British Colombia, Canada. The visit extends relationships between Ara and first nation communities worldwide.

Next week, a group from Japan will also join the programme at TPW.

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Canadian first nation group at Te Puna Wanaka

Source: Ara Institute of Canterbury

Headline: Canadian first nation group at Te Puna Wanaka

13 Mar 2018

Indigenous students from opposite sides of the world are drawing parallels between their experiences, at Te Puna Wanaka this week.

A small group of students from Camosun College in Canada were welcomed to Ara with a whakatau yesterday. The group will stay for two weeks, immersing themselves in Māori language, cultural activities and indigenous development theory. Ara and Camosun students will also share their learnings on principles common to indigenous cultures, which form the basis for much of the work, research and sharing happening around the world today.

“Language revitalisation and cultural renaissance are integral aspects of exploring being indigenous today and so it follows that two groups from different countries, Canada and New Zealand, can share their lived experience, aspirations and strategies for achieving progress,” Head of Humanities at Ara, Hemi Hoskins says. “While the histories differ, commonalities exist and these create a basis for understanding and looking forwards to solutions for First Nations communities to thrive.”

During their time at Ara, the group will stay with Māori and Pasifika hosts, as well as experiencing staying at TPW and visiting Koukourārata marae at Port Levy on Banks Peninsula. Activities focus on Te Reo immersion and performing arts. This visit is a pilot with a view to progress to collaborative research projects between students from the two institutes.  

Camosun College’s two campuses are located on the traditional territories of the Lkwungen and W̱SÁNEĆ peoples in British Colombia, Canada. The visit extends relationships between Ara and first nation communities worldwide.

Next week, a group from Japan will also join the programme at TPW.

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Source: Ara Institute of Canterbury

Headline: More

13 Mar 2018

Indigenous students from opposite sides of the world are drawing parallels between their experiences, at Te Puna Wanaka this week.

A small group of students from Camosun College in Canada were welcomed to Ara with a whakatau yesterday. The group will stay for two weeks, immersing themselves in Māori language, cultural activities and indigenous development theory. Ara and Camosun students will also share their learnings on principles common to indigenous cultures, which form the basis for much of the work, research and sharing happening around the world today.

“Language revitalisation and cultural renaissance are integral aspects of exploring being indigenous today and so it follows that two groups from different countries, Canada and New Zealand, can share their lived experience, aspirations and strategies for achieving progress,” Head of Humanities at Ara, Hemi Hoskins says. “While the histories differ, commonalities exist and these create a basis for understanding and looking forwards to solutions for First Nations communities to thrive.”

During their time at Ara, the group will stay with Māori and Pasifika hosts, as well as experiencing staying at TPW and visiting Koukourārata marae at Port Levy on Banks Peninsula. Activities focus on Te Reo immersion and performing arts. This visit is a pilot with a view to progress to collaborative research projects between students from the two institutes.  

Camosun College’s two campuses are located on the traditional territories of the Lkwungen and W̱SÁNEĆ peoples in British Colombia, Canada. The visit extends relationships between Ara and first nation communities worldwide.

Next week, a group from Japan will also join the programme at TPW.

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