Progress update and reflection: Week 9 to week 12

Week 9 and week 10

In week 9, I started planning detailed steps for my project. I created a to-do list and specific timeline for each task, including:

Finding interviewees and sending interview requests (week 9)
Interviewing and writing a feature (week 9 and week 10)
Creating storyboard and mood board for shots (week 10)
Shooting and editing photos (week 10 and week 11)

I started finding students who dropped out of the courses at Leeds Beckett University through my connections. I sent some of them my requests. However, my classmate suddenly introduced me to her friend studying at Leeds Trinity University. She had enrolled in the University of Leeds then she dropped out to study Broadcast Journalism at Leeds Trinity. I thought it might be a good idea to interview her as she had experiences at two different universities so she could provide more interesting insights. I then contacted her and we had a long conversation through Teams.

As her story was very unique and interesting, I decided to write a feature solely about her. For my piece, I got in touch with Leeds Trinity University. I found interviewing a university spokesperson to be the most challenging. I had to remind them several times a day because the institution needed a lot of information and promised to provide me with written responses to my inquiries via email. Eventually, though, I received a lengthy written response from them answering my interview questions. However, the spokesperson did not allow me to reveal their name, so I simply referred to them as “a spokesperson from Leeds Trinity University”.

Similar to the situation of the Leeds Trinity representative, the two councillors I reached out to were preoccupied with election preparations. I had to phone the office as a result, and happily, one council member accepted my request for an interview. Following these two incidents, I concluded that persistence and determination are essential for effectively approaching potential individuals for interviews. I then started writing my article and overall, I did not face big challenges while writing as I was used to feature writing.

Week 11

After three interviews and finishing the article, I started to think carefully about the way my images would look like. I decided to only do illustrative photography since candid photography requires a lot of skills and is a bit risky. I found inspiration from the Internet and then created a sample mood board and storyboard before the actual shooting day. Me and the student from Leeds Trinity had planned to have the photoshoot this week. However, she was feeling unwell during the day and she was busy with her study so we had to move it to week 12.

My mood board (All the photos in this mood board are copyright-free and taken from Unsplash)

Camera techniques research

High F-stop aperture level: To make the background clear and visible, adding context to the photo.
Low F-stop aperture level: To add more focus to the subject such as the expressions of the subject.
Slow shutter speed: To create an effect to show the confusion during the stage of finding the right path
Lighting: Natural lighting
Medium close-up shot: This shot is often above the elbow. The upper part, if there is a head gap, is also very small.
Close-up shot: The shot is close to or into the details of the subject. It is used to emphasize, or direct focus to enhance the topic and remove excess details from the frame.
Extreme close-up shot: It focuses on specifying a part of the body such as the eyes, hands or a part of an object. Enlarge details to clearly show the intent of filming, and show the climax of the event.
Low-angle shot: The camera is placed below a character or spot, showing the character’s power and dominance.

Week 12

Photoshoot

This week me and my interviewee went on a photoshoot for the project. As there was a marathon happening near the interviewee’s house, we decided to take photos of her reporting the event outside instead of inside the broadcast studio.

I asked my tutor the previous week if I could include the images that the interviewee sent to me while she was working at the media studio. However, since the photos taken by someone else will not be counted toward my final marks, I decided not to include them in my project.

We took all the images following the mood board that I created. The process was smooth as we worked together effectively and gave each other inputs to improve the photos after the test shots.

The main problem that occurred during the shoot was the camera not functioning properly. There were images that could not be taken as the camera did not save the images after shooting. Thus, I had to shoot the photo on my phone after using the camera to back it up.

Post-production

Researchers from the psychology department of the Faculty of Arts & Science at the University of Toronto, together with their partners, have validated studies finding persistent correlations between specific colours and lines, and specific emotions, in a new study published in the Journal of Vision.

In an article on Adobe, the author wrote: “Darker neutrals, like black paired with white and sepia tones, communicate heavier emotions.” Therefore, for the stages of dropping out of university and gap year, I decided to use sepia colour as the photo filter to show sadness and disappointment. I also used black and white colour for images that displayed the student’s confusion. In addition, I reduced the brightness level when she felt stuck and doomed.

The density of the sepia colour was set to 65% in this image

In contrast, during the stages of her enrolling on the journalism course and working as a student journalist, I increase the vibrance and saturation level of the image, as well as the brightness.

The saturation level increased in this photo

Because the photos were taken on a very sunny day, the light is brighter than usual. The exposure of some images was too bright so I had to reduce the highlights and whites value in Photoshop.

The highlights and whites level in this photo was reduced to -51 and -59 respectively

After editing all the photos, I started arranging them into orders. I also played around with the layout and different image display styles in WordPress to see which one I liked the most. Then, I decided for the vertical images, I would put them into a gallery or tiled gallery. The one exception was the last verticle photo which I set in full size, to show clearly the happiness of the student after gaining back the confidence and purpose in her life.

These two images were put together in tiled mosaic gallery

There is always room for improvement. In this specific project, if I had the chance to do it again, I would definitely pay more attention to the lighting settings of DSLR cameras. I was not used to the settings at the time, so I would do thorough research on the lighting and shutter speed settings to make my photos look better.

Overall, I feel satisfied with the final outcome of my photojournalism project. There were challenges during the production process, such as the delay of the photoshoot and the waiting time for the interviewees to reply back to me. However, I sorted it out and managed to finish on time. I had the opportunity to publish my first proper photojournalism feature and learnt many new skills while doing the project.

University dropout: Chasing dreams and embracing the unknown

“What if I get stressed again at university? What are the coping mechanisms to make sure that I don’t end up, you know, failing again?” Freya Webber recalls the concern she had when she applied for her dream course at another university after leaving the University of Leeds

The 21-year-old student lost her direction when she decided to drop out of university

Webber is a first-year student at Leeds Trinity University. Before enrolling on her recent course, she studied social policy and crime at the University of Leeds. The reason she chose this major, as she states, was because she did History, Law and Sociology at A-level. Webber did not know exactly the course she wanted to study at the time, but she decided to give it a try since she got good A-level results in those subjects.

“Obviously after COVID I was so happy that I just got into university because those two years were horrible. I was just like, let me go for a course that I’ve done well in. And then I started it and there were certain topics which I loved because I was very passionate about inclusivity, diversity,” she shares.

When things began to go awry

Webber started feeling that the lectures were not engaging enough and there was not much academic support from the university. She explains: “We try to ask questions and they wouldn’t answer it in a way that we could understand. They were like, well, we can look over your work or a plan, but we can’t give you the resources that you actually need. But I need the foundation and understanding because if not, how am I supposed to write an essay?”

Webber then gradually lost her interest, as she describes her priorities “went out the window” after the COVID-19 pandemic. She wanted to go out and have fun instead of fully focusing on her studies. As she did not have much engagement with the university, the only thing she engaged with was the institution’s societies.

The UK higher education system faces the problem of dropout rates every year, which affects the quality of teaching, learning and the employability rate of both universities and students. The educational community holds responsibility for the reasons behind this issue. Research and improvements to the education system are crucial factors in altering the path of university dropout rates and decelerating its explosive growth in society.

“No two children are the same”

Abigail Marshall-Katung, a councillor and chair of the scrutiny board (infrastructure, investment and inclusive growth) at Leeds City Council, emphasises the importance of university support to students since each of them is a unique human being. In her view, while some people know exactly what they would like to do, there are also individuals finding out who they want to become along the way. Therefore, she believes universities should be able to give that “little leeway” to students who are not very certain about their choices, instead of penalising them just because they want to change their direction.

The councillor herself has had the experience of withdrawing from her course before. She shares: “I started as an economics student in my first year. By my second year, I found the course very vague and I moved on to business administration and education. So people start and that’s not what they want to study. And now my son started with computer science and artificial intelligence. By the second year, he says he doesn’t want artificial intelligence, he wants cybersecurity.”

Thus, Cllr Marshall-Katung highlights the significance of orientation, either when students come in their first weeks of the course or when they enter their foundation year. From her perspective, it is a stepping stone for so many people to actually ask themselves and know if that is the right course for them.

Social policy and crime at the University of Leeds slowly became Webber’s nightmare

The nightmare turned into reality when Webber misunderstood the subject area and was found plagiarising in her assignment. The reason behind this incident, as Webber explains, was due to the fact that she did not receive enough support from her tutor during lectures. The university eventually gave Webber the first warning, leaving her scared at the time. This was the tipping point leading to her decision to drop out of the course.

“You know when you are not in the right mental headspace. I didn’t want to do this essay. I passed all my other modules but one. And then obviously I could not go into the second year. Thinking about it, I do not actually like this course. I do not want to do another, what, three years? Of course, I’m not enjoying it. So I dropped out,” the University of Leeds’ former student indicates.

Overcoming a bittersweet phase

During her gap year before enrolling at Leeds Trinity University, Webber participated in many activities in Leeds. She also met an “amazing friend” who helped her re-establish herself and her mental health. Webber travelled around the UK, including Blackpool and Liverpool. “I kind of got my sense of self back and enjoyed being young,” she smiles sweetly.

Nonetheless, she still had to face the reality. Webber applied for apprenticeships which she describes as “very interesting”. The 21-year-old felt that there was a lot of competition in the workplace. After trying to adapt to the office environment, she then thought university was the right route for her since she preferred the notion of “having somewhere to go”.

As Webber enjoys having the flexibility of a full-time student, she felt conflicted while being in an apprenticeship but also having a part-time job. She says: “If I look back at the apprenticeship, obviously I would settle in. But I’ve been working, learning and earning. That means my availability and flexibility wouldn’t be as much because I would have to come in every day and probably finish at 5pm. Then I’m going to be tired.”

Feeling confused and lost, Webber then created a “pros and cons list” of what she actually wanted to do and what would benefit her the most. She came to the realisation that doing a vocational course would be better for her. The course lasts four years but it allows her to study abroad for placement – an offer that her apprenticeship at that time could not make.

“I really wanted to go abroad. I didn’t want to let that chance go. So it was a year of me figuring out essentially what I wanted to do because I think I lost it after COVID. And I missed it. I missed having a day-to-day thing that I’d go and do. It was lovely having a year off, but at the same time, I have no purpose and I need a purpose,” she reflects.

That was the moment Webber decided she would study broadcast journalism at Leeds Trinity University. The student shares that she has always been very passionate about journalism, as it gives her the outlet to cover what she wants and voice her opinion. Webber is huge on being her authentic self, both in real life and in the public eye, without being offensive.

Embarking on a new journey

When Webber first went to Leeds Trinity University for her application interview, she told the interviewers about her situation at the University of Leeds. However, the responses from the university caught her off-guard. She recalls: “They were like, we are all for second chances and from what you have highlighted, you’d be a great student here. As soon as I got that interview with Leeds Trinity, I was like, wow, this is completely different. They are actually giving me support.”

Since Webber has also been suffering from mental health issues, Leeds Trinity University supports her by providing counselling services, with appointments and calls. She believes their assistance gives her opportunities to talk about her issues and come up with long-term solutions.

Mental health concerns are the main cause of early university dropout among students, and they are still 25% more likely to mention this as the main reason for withdrawing from courses. A spokesperson from Leeds Trinity University states that the university takes great satisfaction in fostering a strong feeling of community, concentrating on one-on-one assistance and having an engaging staff for student support and wellbeing. As they expand their new campus to Leeds city centre in the 2024 academic year, the university is committed to keep creating and enhancing the current learning, mental health and academic support services.

The university’s representative adds: “Leeds Trinity University is committed to providing students with an excellent education and support for their chosen field. As a career-led university, we focus on supporting students to develop their personal and professional skillsets to flourish in life and work, whichever path they choose to take when they finish their studies with us.”

The student journalist cherishes every moment she gets to do her favourite job

One of the main factors that made Webber choose journalism is the opportunities she has to “get dressed up” and meet new people. She thinks journalism incorporates all the elements she loves doing which are writing, editing, and communicating.

Webber shares excitingly: “It’s such a wide spectrum of opportunities. When you go into journalism, you don’t know what you’ll be doing. In five years, you could be a presenter on a news show. You could be a host on a podcast. You could be in Spain covering stories. There’s just so much available that every day is something new. And that’s what I like because I get bored very easily and I just need it. So every day I’ll be like, oh, what’s happening today.”

The soon-to-be journalist believes she has learnt a lot through journalism because news evolves frequently. Thus, she feels it benefits her in a way that she gets used to constant changes and adapting new information on a daily basis.

As a woman of great ideals, Webber is determined to create positive impacts on society

While studying broadcast journalism, Webber gets the sense of belonging to a community which is trying to “actually help the world and get information out there that people need to hear”. The 21-year-old thinks people are taking accountability for their actions these days and justice is being served. This makes her proud as a journalist because it means she can be part of that fight.

“I’ve seen certain things because of the kind of stories you have to cover in training. You have to go through, like suicide reporting. You’re way more self-aware as a journalist and you are more observant. You see things more and you just feel like you’re way more ahead than other people, but not in a bad way,” Webber states.

Since there is so much availability on social media, she feels like it is harder sometimes to get an interview due to the large number of messages, calls and emails people receive. However, Webber tends to look at the positive side more than the negative aspect. She expresses her happiness about the decision to study at Leeds Trinity University, as it helps reignite the burning passion in her. She recommends anyone wanting to start their journalism path to enrol at the university due to its “amazing with high quality” equipment and support.

Webber feels content and is ready to overcome any obstacles preventing her from pursuing her dream

Universities are vital as they help students build a solid foundation to reach their potential. According to Cllr Marshall-Katung, the role of universities is to enhance students’ knowledge and abilities. Since Leeds is one of the biggest cities in the UK, she emphasises the importance of the partnerships between Leeds City Council and educational institutions, especially when it comes to investment, infrastructure and inclusive growth strategies.

Cllr Marshall-Katung also notes the fundamental factors that universities need to have. She says: “So for me, universities need to move with the trend when it comes to innovation and research, they have to make sure that they move with the times and make sure that they provide an environment conducive for students.”

Reflection: Week 1 to Week 8

Week 1

For this week, we were introduced to the module as well as gaining some mobile photography tips. As for the workshop task, I needed to do a Leeds news story and take photos for the story.

One of the producers, Wilfred, is based in Leeds and I know him through my friend. As we did the interview in his house and I expected the shots to be still, I chose to record the interview and take photos on my iPhone. We learnt how to take pictures with our mobile phones in week 1 so I thought it would be great to try the tips that we’ve got. Wilfred took me to his studio and showed me his work and instruments. I took photographs of his guitars, his computers, his workspace and him showing his albums.

I thought the images were great as they followed the rule of thirds, with an insert shot of the book that Wilfred loved reading. It is clear, and nicely framed since I remembered to clean the lens before shooting. All the photos were taken in landscape. I also like the photo of Wilfred holding his albums while looking into the camera as it delivered a sense of friendliness and engagement with the viewers.

There were not many weaknesses in the shooting process as well as the outcomes this week, but next time I definitely want to try using a DSLR camera for stories that contain a lot of movements.

Week 2

This week we learnt about different types of photojournalism. We also knew more about illustrative photography and how to have a mix of these two in a feature.

With photojournalism, we learnt about Documentary reportage such as Social, Industrial and Street/Candid. For illustrative photography, we had the chance to look at some interesting genres.

With all this knowledge, I began thinking about my project and decided to have a mix of candid and illustrative photography in my feature. I first looked at the history of candid photography and some well-known photographers paving the way for the genre to develop. For each photographer, I also found a photo of their work and I was fascinated by the way they took the images and how interesting they looked. The photos were all natural, capturing the very random but impactful moments of people in their daily lives.

When looking into the techniques and challenges of candid photography, I realised that it was vital to follow the scene and capture every moment. However, for what I wanted to do in my feature, ethics would be a problem since getting subjects’ consent before taking their picture presents a new obstacle to capturing unscripted moments. Therefore, mine might not be an exact practice of candid photography but an effort to make it the most genuine and natural.

Week 3

In week 3, our lecturer had a refresher session on image formats and introduced some new cropping tools and how to use Adobe Photoshop.

I found it very useful to have a lecture about image formats, and correct photo sizes for Journalism and digital publishing since quite many people, including me, forgot about having descriptive alt-text and embedding the images full size to make sure the photo is high-quality pre-published. We also had the chance to work with images online by practising in Photoshop to use the perspective crop to straighten an image. I had never used perspective crop in Photoshop before so this was eye-opening for me.

For the photo project pitch, I decided to write about things that Leeds Beckett University offers and why people drop out of the courses. I also proposed types of photojournalism I would include in my feature.

The university can offer people academic knowledge, fundamental skills for industry settings, and connections. Therefore, I want to provide an insight into some popular courses at Leeds Beckett, showing what people learn from the courses.

Besides, there have been students who decided to drop out. I also want to show the reasons behind their decisions. I believe this will help the university to improve and know more about the student’s perspective.

Week 4

In this workshop, we learnt about focus, aperture and depth of field.

This knowledge was new to me as I rarely used a DSLR camera to take photos. Therefore, I found it very useful and interesting to know about the way to focus on a subject, and how adjusting aperture would bring a difference to the result of an image. Not only did we use these things on a DSLR camera, but we could use them on our phones as well. I also liked how we changed the F-stop in different types of photojournalism to have the outcome we wanted.

For our workshop task, we needed to take three images of a person with different F-stops to see the differences. I found a guy who agreed to be in the photos. I took three images of him with three different F-stops which were F/5, F/18 and F/32.

I clearly saw how blurry the background changed in F/5 and F18, however, there was no change between F/18 and F/32. I then asked my lecturer about this and she explained that the low F-stop would be F/5 and below, the middle is between F/6 and F/10, and anything that was above F/10 is a high F-stop. I thought this was a really good technique I could consider using for my photo project.

Week 5

In week 5, we learnt about shutter speed and ISO, and how to emulate them.

Shutter speed and ISO are among the elements deciding the quality of a photo, along with aperture. As I had seen lots of interesting images created by the slow shutter speed, and sports journalists using the fast shutter speed to capture every moment of the match, I felt the lecture was very useful with an in-depth explanation of how the settings work and the techniques we use when we shoot in shutter speed mode. I also got to know how to emulate the shutter speed on an iPhone’s camera with the burst mode and live photo mode.

For the workshop tasks, I decided to take images of my friend while she was outside jumping in the air at a fast shutter speed. I did face difficulties at first in order to navigate what settings I needed to put. However, after some test shots to adjust the settings, I finally had a successful shot of my friend. For the slow shutter speed, I took a picture of my friend inside. I like the effects it created, however, I would improve the photo by increasing the F-stop level and using the tripod.

Overall, shooting in shutter speed mode was not as easy as I thought. Many factors need to be taken into consideration such as lighting, the F-stop aperture level, ISO and appropriate shutter speed setting. But it was definitely helpful as I gained new knowledge to use in my project and also photos taken in the future.

Week 6

This week I had a 1-to-1 tutorial with my lecturers. I presented my project ideas to my tutors and then they gave me useful feedback. My initial intention was to create an article about what Leeds Beckett University offers, and the reasons students dropped out with both candid and illustrative photography. However, my lecturer said it would be a better idea if I focused on the journey of the students to follow their dreams and tell their stories through photography. Therefore, I decided to mainly focus on the stories of the students and still include some thoughts from the university for authority.

My tutors also suggested I create a storyboard to know exactly what I want to achieve. Even though I will do candid and illustrative photography, it is still better to have a vision of what the compositions of the photos look like. Thus, I will create a storyboard after I finish writing my article so that I can have an overview of what the feature is and how to operate the camera.

Week 7

Today we learnt about light, colour correction and advanced cropping. We learnt to edit in Photoshop but also were provided with an alternative app on mobile devices which was Snapseed. I also knew more about how to white-balance my images on Snapseed. The app also had a Lens Blur effect which was new to me.

As I tried to do candid photography, everything needed to be captured fast and in burst mode. Therefore, it was quite challenging for me to hold my camera and take photos without being noticed. I put two test shots into Photoshop and edited them to make them look better. However, I did not get used to the perspective crop tool so I had to ask my lecturer for his help. He then showed me how to use it properly again and then gave me feedback about the photos. I then edited the images according to his comments and they definitely looked better than the original ones.

Week 8

For this week, we still looked at post-production. However, this lesson was more advanced with new image formats as well as shooting and image selection techniques.

As I had never heard of RAW images before, this was a new finding for me. The fact that the camera has its own RAW format was also interesting, as I used it to shoot photos but never noticed. Since shooting in RAW format can preserve the details and resolution of the images, I thought it would be a good idea to use it for my illustrative photographs in my project. However, with the ones of candid photography, it might take a longer time to process pictures, so I think shooting in JPEG will help save time when I shoot in fast action.

As the contrast and saturation levels of RAW photos are less than JPEG ones, while I was doing the workshop task, I had to make changes to the photo. The process of editing RAW images was quite similar to photos in other formats, however, I struggled a bit with the settings when I exported the image from Photoshop to my laptop. I then figured out the way and exported it in JPEG format.

As we also learnt about choosing images, I thought this was an ideal time to reflect on typical decisions I usually make when selecting photos. As I had a habit of taking multiple photos at once, I normally had to choose between one of them. This is a nice way to really have an overview of the way I usually worked and make improvements.

Week 5 workshop tasks

Task 1

Shutter speed refers to the amount of time that the camera’s shutter stays open, determining how much light the camera records. A shorter exposure is produced by a fast shutter speed, while a slow shutter speed allows for a longer exposure time for the photographer.

With the first image, I set the shutter speed to 1/250. As a result, the background of the photo was clear with minimal blur, and the jumping action of the subject in the image achieved sharp focus.

On the other hand, the second photo I took had opposite settings with a shutter speed of 1/20. Since I also took this image holding the camera, this created a very interesting effect, somewhat artistic. However, I would use the tripod so that the motion blur will be focused on the subject of the photo to mainly capture the viewer’s attention with intentional blur.

Extra credit – Task 3

According to Adobe, taking light and motion into account when choosing the shutter speed on the camera is important. The motion will impact the picture if the shutter is left open longer to collect more light, maybe in an unfavoured way.

Since a slower shutter speed allows more light to pass through the lens, it helps brighten gloomy scenes. A rapid shutter speed allows less light to enter since the lens is open for a shorter period of time. This highlights the need of having a well-lit setting and makes working in low light difficult.

The second image that I took was shot inside my flat, without artificial light and only had the natural light coming from the window. Slow shutter speed helped the image look less dark, however, the exposure from the light outside the window was too bright.

Setting the shutter speed correctly is essential to capturing the action and maintaining great light levels, particularly when photographing things that move quickly. The ideal outcomes for both fast and slow shutter speed images may be obtained with the use of specific approaches.

Therefore, after taking the two photos above, I believe it is better to visualise what effects the photographer wants to achieve in order to put the right settings and use appropriate techniques.

Week 6 workshop tasks

As my project will be about the journey of students dropping out of their courses at university to follow their passion, I took two test shots for my project. I tried candid photography techniques in order to capture moments in the classroom. I chose to take photos of the whole class and a lecturer during the lesson.

The first image was taken outside a classroom in the Leeds Art Building of Leeds Beckett University. I decided to take this image due to the glass’s yellow-brown colour, which made the image look unique and interesting. However, the main issue I found in this picture was its composition.

Therefore, I tried the crop tool and perspective crop tool to improve the photo. The original photo was tilted to the left, so I used the perspective crop tool to straighten it. Then, I used the normal crop tool to crop the outer of the classroom to make the main subject more focused and outstanding. Finally, I used the contrast adjustment layer to give a bit more depth to my image.

I also took an image of a lecturer during class. As this one was not scripted and to make it less obvious, I took this photo very quickly so the image was a bit blurry and the distance was a bit far away.

To improve the photo, I first cropped and zoomed in the image to the angle that I felt was all right. Then I use the sharpen filter to make it less blurry. I then increased the brightness a little bit and also the contrast level to make the image more defined.

Week 4 workshop tasks

Week 3 workshop tasks

Resize an image:

Crop an image:

Perspective crop:

Grime music comes back for this Valentine’s Day

Love Riddims, a grime sample-based album produced by UK rising producers, will be released on 14 February.

The album is sample-based with soul and R&B songs, and uses techniques from the early 2000s, to incorporate into the percussion side of things. ‘Love Riddims’ is in mellow grime. The genre itself has come around over the past few years. Like its name, the artists of the album Wilfred, Oakland and Joe James aim to release ‘Love Riddims’ for the upcoming Valentine’s Day with love soul songs.

A man in a recording studio holding two albums — One of the producers, Wilfred, wanted to celebrate romance and love with Love Riddims

With drill music trending in recent years, many UK audiences want a comeback of grime. One of the album’s producers, Wilfred, talked about the change in UK rap music taste. He said: “I feel like definitely in the past year, there’s been a big shift from drill. I feel like drill was huge for a while, but especially from 2019 to 2021. People were getting bored of it and they didn’t want to hear the same rhythms and the same lyrics. So people wanted to hear something new.”

A man playing a green electric guitar — Wilfred chose the bass guitar as his favourite instrument

A book called 'Grime Kids' of DJ Target — Wilfred chose the bass guitar as his favourite instrument

The Leeds-based DJ has collaborated with Joe James, Paul Stephan, Kibo and Implicit. He is working with Boxset Records for a reunion release with Paul Stephan. Skepta has been a big motivation for Wilfred. He said: “A lot of people hold the old grime freestyles like Skepta deep within the heart for music, because it was from a different era. It is crazy how great, even nowadays, how refreshing it still sounds now.”