Guest post by Jacob Levine, the founder of Chorus Connection and a proud member of the NYC Gay Men’s Chorus. Article reposted with permission from Chorus Connection. See the original post here.
On December 27, 2020, after a tumultuous political rollercoaster, the President signed into law another COVID stimulus package as part of an omnibus spending bill, the Consolidated Appropriations Act 2021. The 5,600 page bill contains nearly $1 trillion in pandemic relief, including four funding opportunities for which your chorus may be eligible.
Note: This blog is only relevant for organizations based in the U.S.
Founded in 2012, SongwritingWith:Soldiers (SW:S) is a non-profit that transforms lives by using collaborative songwriting to expand creativity, connections, and strengths. SW:S holds three-day retreats and custom workshops that pair veterans, active-duty and military families with professional songwriters to turn their stories of service and returning home into song.
Many veterans return home from combat and do not seek services, avoiding therapy or military resources because of the stigma associated with PTSD and depression. The Veterans Administration estimates that approximately 20 veterans take their own lives each day, and of those, 14 have little to no contact with the Department.
During SongwritingWith:Soldiers retreats, veterans and active-duty service members are paired with professional songwriters to share stories and craft songs about their experiences, often about combat and the return home. Participants are registered with ASCAP as co-writers of their songs and have ownership.
Sometimes participants know exactly what they want to say in their songs, but most of the time it’s the community of others who know the same struggles that lets participants find their emotions. And it’s the genuinely interested, empathetic ear of the artist that invites participants to openly share very personal stories that they’ve never shared at all.
In 1997, John Sykes, one of the original MTV/VH1 executives, spent a day as principal at a school in Brooklyn. He was shocked to see that the school’s instruments were being held together with gaffer tape and that the entire music program was at risk. In response, he helped mobilize a pro-social initiative at VH1, which quickly gained steam as it became apparent that many more music programs across the country were being deprioritized with severe budget cuts or even eliminated.
Soon thereafter, Save The Music became its own independent 501c3 public charity. Since then, Save The Music has donated more than $60 million worth of new musical instruments, equipment and technology to 2201 schools in 277 school districts across 42 states, Puerto Rico and the District of Columbia, improving the lives of millions of children throughout the United States.
Here’s how Save The Music partners with local communities and school districts to build sustainable music programs:
Investing in schools:Save The Music donates instruments, music technology and other equipment to jumpstart public school music programs.
Supporting teachers:Save The Music supports music teachers with professional development, ongoing program support and other resources.
Advocating for music education:Save The Music advocates at the local, state and national levels to ensure music is part of a well-rounded education.
The Sphinx Organization is the social justice organization dedicated to transforming lives through the power of diversity in the arts. Sphinx’s four program areas – Education & Access, Artist Development, Performing Artists, and Arts Leadership – form a pipeline that develops and supports diversity and inclusion in classical music at every level:
Artists performing on stage
Repertoire and programming
Communities represented in audiences
Artistic and administrative leadership
Sphinx was founded in 1997 by violinist Aaron P. Dworkin with the goal of addressing the underrepresentation of people of color in classical music. The name Sphinx, inspired by the mythical creature and legendary statue, reflects the power, wisdom and persistence that characterize Sphinx’s participants, as well as the enigmatic and interpretive nature of music and art.
Now led by President and Artistic Director Afa S. Dworkin, Sphinx programs reach more than 100,000 students and artists as well as live and broadcast audiences of more than 2 million annually.
Here’s a brief overview of all the work the Sphinx Organization does. Click on each link to navigate through the article and learn more!
So much of what makes music fun for us is sharing it with others: playing in ensembles, performing concerts, worshipping with our congregations, and teaching our craft. Unfortunately, many of us have found the usual ways we gather together to share music abruptly curtailed recently. With the help of technology, though, teachers and students alike can access a plethora of opportunities for distance learning through online lessons and rehearsals, practice aids, self-instruction and advancement, and sheer repertoire exploration.
Here’s our guide to navigating distance music learning and instruction. Let us know if you have any tips or pointers, and we’ll be happy to share them with our community! more “Guide to Remote Music Education”…
Sheet Music Plus has supported the fundraising efforts of each of these organizations in recent years, and today we’d like to once again bring to light the extraordinary work they do to connect children with music and bring these children the multitude of benefits that music can offer them.
We urge you to support them today and every day throughout the year to the extent that you are able, and if you or someone you know would benefit from their services, we encourage you to reach out to them for assistance.
Give A Note Foundation provides support to nurture, grow and strengthen music education opportunities. Founded in 2011 with an initial investment from 21st Century Fox and the TV show GLEE, Give A Note increases access to quality music education for more students, especially those in urban and rural communities where funding is scarce. Give A Note’s Music Education Innovator Award recognizes teachers who have developed creative, effective in-classroom programs and provides ongoing support to encourage lasting change within a school or district. Music Teacher Notes offers teachers an opportunity to apply for funds that will enable them to serve more students and significantly improve the music education experience in their classrooms.
Haydee Vazquez, a senior at Ramona High School in Riverside, CA, found a connection to her family’s culture and an environment for her to blossom as a musician, friend and well-rounded person in her school’s mariachi program, Mariachi Dinastía de Ramona. Give A Note invested in Mariachi Dinastía de Ramona during its first round of the Music Education Innovator Award, granting Director Brian Gallagher funds to add instruments to the program to increase student engagement in music. Here is Haydee’s story:
“Mariachi music has always been part of my family’s culture, but I was never a big fan of it until I joined the group. Previous to Mariachi Dinastía de Ramona, I had been a part of various musical groups, including Wind Ensemble and Dynasty Marching Band as a trumpet player, and Madrigals as an alto singer. These groups all gave me amazing experiences, but I wasn’t able to find a balance to do everything. During my junior year of high school, a friend of mine introduced me to the mariachi class…The environment was slightly altered but still familiar, but the experience was completely different. The mariachi group and class has taught me to appreciate music through a different perspective, learn from the experiences I had as a single individual and as part of the ensemble, as well as provide me with a safe haven from the outside world in which I can enjoy playing music with the wonderful people I’ve developed great friendships with.”
The Mr. Holland’s Opus Foundation was inspired by the acclaimed motion picture Mr. Holland’s Opus, the story of the profound effect a dedicated music teacher had on generations of students. The Foundation keeps music alive in our schools by
donating musical instruments to under-funded music programs, and providing vital services to school districts nationwide, giving economically disadvantaged youth access to the many benefits of music education, leading them to success in school, and inspiring creativity and expression through playing music. Over 23 years, more than 29,000 instruments have been donated to 1,560 schools across the United States through the Mr. Holland’s Opus Foundation.
Felice Mancini, President and CEO of the Mr. Holland’s Opus Foundation, reflects on her organization’s impact:
“We believe that kids thrive when given the chance to learn and play music. We regularly check in with teachers who receive instruments and it is very satisfying to know that they see dramatic improvement and accomplishment when students play great-sounding instruments. Schools are such an integral part of any community, and tools and activities that increase student success and get them through to graduation and college make communities stronger.”
The Mr. Holland’s Opus Foundation gave an instrument grant to Jeremy Diggs, Director of Bands at Fonville Middle School in Houston, TX, who described the effect that the foundation’s grant had on his students:
“The students all expressed that playing on the new instruments made them feel more confident in what they were doing. That boost of confidence came in handy because the 8th-grade band received straight 1st divisions at the district competition. All of the students were playing on donated instruments! We couldn’t have done it without the investment you made in our band program! Thanks again!”
Catherine S., a student at Key Middle School, also in Houston, TX, sent this thank-you note to the Mr. Holland’s Opus Foundation after receiving a new flute through an instrument grant provided by the foundation:
The Ukulele Kids Club (UKC) is an international nonprofit organization based in Plantation, FL. The UKC was founded in 2013 by Corey and Edda Bergman as a tribute to Jared Bergman, their son who died tragically at the age of 20 from a viral infection. In his bereavement, Corey, a lifelong musician, was inspired to begin volunteering his musical talents at local children’s hospitals in the Miami area, playing guitar for patients and their families. He let the children try out his guitar, but after finding it was too large for some of the younger patients, he realized that the instrument’s smaller cousin, the ukulele, might be a more approachable alternative. Corey began teaching these young patients the ukulele, and so was born the UKC.
Since its founding, the UKC has directly supported the health care of nearly 10,000 children through music, music therapy and donations of its signature instrument. The UKC works with more than 200 hospital-based music therapy programs in the U.S. and internationally, including Canada, France, Japan, Mexico, Puerto Rico, and the United Kingdom. A leading advocate of music therapy, the UKC also supports training and education through clinical fellowships. The UKC is a gold-level GuideStar participant.
The mother of a patient who received a ukulele through UKC remarks:
“Thank you, Ukulele Kids Club, for the ukulele (courtesy of Matt at Oakland Children’s Hospital). My 7-year-old daughter is fighting stage 3 Rhabdomyosarcoma, and while in Boston getting radiation therapy, she got a chance to take ukulele lessons. When returning to California, she told her music therapist all about it and how she didn’t have one at home, and he came back to her room with this [ukulele]. She loves to play.”
A patient who received a ukulele herself from UKC also shares the way that her ukulele and her music therapy helped her through her illness:
“I am a patient at the University of Michigan Mott Children’s Hospital receiving treatment for a struggle with anorexia. I was one of the lucky patients to be given a ukulele that was donated to the hospital by your organization, and I must express my profound thanks for this amazingly generous gift you gave. Playing and learning the ukulele with the music therapist was one of the few comforts during my stressful stay at the hospital. Therefore, I am very thankful for your generosity and the gift you have given me.”
Have you had many new piano lesson enquiries recently? Do you ever find yourself caught ‘off-guard’ by phone calls? I know I certainly do! When this happens I can end up babbling on and feeling that I am not representing my work and worth to the best of my ability.
Everything I’d done to try to get more piano students was a waste of time with little or no results.
We’d moved to a new town and I was determined to fill my studio quickly. I worked hard to get the word out — in fact I even strapped my 4 month old into a baby carrier and handed out over 150 fliers at a grocery store on Coupon Tuesday.
Guess how many phone calls I got from those fliers? Zero.
I’ve since learned that there are much more effective ways to advertise a piano studio.
Effective advertising means a full studio so that you reach your full income potential. It will also help you build a waiting list, so that when one student leaves, a new one can fill the vacancy without missing a beat.
Read on to learn the most effective strategies used by expert teachers to get more piano students. Empowered with this info, you can focus on what works and stop wasting money and energy on ineffective marketing strategies. more “How to Get More Piano Students”…
Lloyd Larson has become one of today’s most published and performed church music writers. A frequently called-upon clinic and conference resource, Larson has been a singer, keyboard player, and arranger.
Having earned his B.A. from Anderson University, Anderson, IN, Lloyd next completed his M.C.M. at Southern Baptist Theological Seminary (SBTS), Louisville, KY, and undertook additional graduate work at SBTS and Ohio State University.
Larson’s extensive background in arranging and composing includes arranging music for an internationally broadcast radio program. Also, in 1989, he completed an editorial assignment for a new hymnal, Worship the Lord, for the Church of God, and co-edited the accompanying Hymnal Companion. In addition, Larson contributed to the Complete Library of Christian Worship, edited by Dr. Robert Webber. He has served as a church music director for decades (a role he continues to this day), which has inevitably informed his artful and well-crafted yet practical original compositions and arrangements.
Recently, Larson sat down with Mark Cabaniss, President and CEO of Jubilate Music Group, to discuss his work and to help us all get to know him a bit better. more “A Chat with Lloyd Larson”…
The music scene at Wesleyan University has been the subject of books and countless news articles, all while capturing the attention of young artists and musicians around the country. And why not? Recent graduates, including Santigold, Himanshu Suri and Victor Vazquez of Das Racist, Dylan Rau and Ted Feldman of Bear Hands, as well as […]