so I believe that all children should have equitable access to high-quality
have equitable access to high-quality
have equitable access to high-quality music education and to be able to use
music education and to be able to use
music education and to be able to use the musical process to help them develop
the musical process to help them develop
the musical process to help them develop the character the skills and all of the
the character the skills and all of the
the character the skills and all of the sensibilities that they will need to be
sensibilities that they will need to be
sensibilities that they will need to be a contributing member of society a
a contributing member of society a
a contributing member of society a contributing member in their community
contributing member in their community
contributing member in their community at home and in the classroom I know that
at home and in the classroom I know that
at home and in the classroom I know that plane in an orchestra is the best thing
plane in an orchestra is the best thing
plane in an orchestra is the best thing that young people can spend their time
that young people can spend their time
that young people can spend their time on and I know this because I lived it I
on and I know this because I lived it I
on and I know this because I lived it I continued to live it and I have the
continued to live it and I have the
continued to live it and I have the opportunity to watch hundreds of the
opportunity to watch hundreds of the
opportunity to watch hundreds of the most beautiful kids in Philadelphia
most beautiful kids in Philadelphia
most beautiful kids in Philadelphia succeed from going through that process
succeed from going through that process
succeed from going through that process every single day my inspiration comes
every single day my inspiration comes
every single day my inspiration comes from the example that my parents have
from the example that my parents have
from the example that my parents have set for me what they have taught me
set for me what they have taught me
set for me what they have taught me directly and indirectly my father grew
directly and indirectly my father grew
directly and indirectly my father grew up in the early 40s in Jackson
up in the early 40s in Jackson
up in the early 40s in Jackson Mississippi would then go on to go to
Mississippi would then go on to go to
Mississippi would then go on to go to high school be the only one of his
high school be the only one of his
high school be the only one of his eleven siblings to graduate serve
eleven siblings to graduate serve
eleven siblings to graduate serve honorably in the Vietnam War utilized
honorably in the Vietnam War utilized
honorably in the Vietnam War utilized the GI Bill to get his bachelor’s and
the GI Bill to get his bachelor’s and
the GI Bill to get his bachelor’s and then a master’s and music performance my
then a master’s and music performance my
then a master’s and music performance my mother grew up on the south side of
mother grew up on the south side of
mother grew up on the south side of Chicago in the mid-50s lost her father
Chicago in the mid-50s lost her father
Chicago in the mid-50s lost her father when she was young and her mother did
when she was young and her mother did
when she was young and her mother did everything that she could to provide the
everything that she could to provide the
everything that she could to provide the very best for her and her sister and
very best for her and her sister and
very best for her and her sister and through the process of music she was
through the process of music she was
through the process of music she was able to be one of seven kids
able to be one of seven kids
able to be one of seven kids who helped to integrate the Chicago
who helped to integrate the Chicago
who helped to integrate the Chicago Public Schools and at times when there
Public Schools and at times when there
Public Schools and at times when there were thousands in the community saying
were thousands in the community saying
were thousands in the community saying by you being here you will lessen the
by you being here you will lessen the
by you being here you will lessen the quality of education that my own kid
quality of education that my own kid
quality of education that my own kid will receive and to watch them move out
will receive and to watch them move out
will receive and to watch them move out of the commune
of the commune
of the commune she pushed through all of the insults
she pushed through all of the insults
she pushed through all of the insults from the crowd even the kids cheering
from the crowd even the kids cheering
from the crowd even the kids cheering the year that Martin Luther King was
the year that Martin Luther King was
the year that Martin Luther King was assassinated and finishing a bachelor’s
assassinated and finishing a bachelor’s
assassinated and finishing a bachelor’s of music and then going to earn a
of music and then going to earn a
of music and then going to earn a master’s in business administration from
master’s in business administration from
master’s in business administration from Indiana University where she met my
Indiana University where she met my
Indiana University where she met my father now they decided to settle in
father now they decided to settle in
father now they decided to settle in Atlanta they had a big family I have
Atlanta they had a big family I have
Atlanta they had a big family I have seven siblings but we all had to play
seven siblings but we all had to play
seven siblings but we all had to play music now the joke in our house always
music now the joke in our house always
music now the joke in our house always was that you only ate on the days that
was that you only ate on the days that
was that you only ate on the days that you practice so four of us decided to
you practice so four of us decided to
you practice so four of us decided to become professional musicians the other
become professional musicians the other
become professional musicians the other four decided to become normal and but it
four decided to become normal and but it
four decided to become normal and but it was one thing that was extremely
was one thing that was extremely
was one thing that was extremely important for my own development
important for my own development
important for my own development considering all of the challenges that
considering all of the challenges that
considering all of the challenges that my family went through so the first time
my family went through so the first time
my family went through so the first time I played in an orchestra I was ten years
I played in an orchestra I was ten years
I played in an orchestra I was ten years old this was not my elementary school
old this was not my elementary school
old this was not my elementary school orchestra this was me with a bunch of
orchestra this was me with a bunch of
orchestra this was me with a bunch of high school kids it’s the scariest thing
high school kids it’s the scariest thing
high school kids it’s the scariest thing I’ve ever done my mom even had to sit
I’ve ever done my mom even had to sit
I’ve ever done my mom even had to sit with me and help me count my rests and
with me and help me count my rests and
with me and help me count my rests and rhythms so that I wouldn’t mess up and
rhythms so that I wouldn’t mess up and
rhythms so that I wouldn’t mess up and stay on track but I’ve really loved it
stay on track but I’ve really loved it
stay on track but I’ve really loved it see in this Orchestra this 15 different
see in this Orchestra this 15 different
see in this Orchestra this 15 different instruments we’re all trying to play at
instruments we’re all trying to play at
instruments we’re all trying to play at the same time and although me as a
the same time and although me as a
the same time and although me as a trumpet player I could play louder than
trumpet player I could play louder than
trumpet player I could play louder than the entire group it was my
the entire group it was my
the entire group it was my responsibility really to blend with
responsibility really to blend with
responsibility really to blend with everyone and for us to work together so
everyone and for us to work together so
everyone and for us to work together so we could best communicate the musical
we could best communicate the musical
we could best communicate the musical ideas of the composer and through that
ideas of the composer and through that
ideas of the composer and through that experience I found a way to help myself
experience I found a way to help myself
experience I found a way to help myself to be motivated I wanted the whole group
to be motivated I wanted the whole group
to be motivated I wanted the whole group to sound good now I wouldn’t need my
to sound good now I wouldn’t need my
to sound good now I wouldn’t need my mom’s help after that first year
mom’s help after that first year
mom’s help after that first year counting the rest and rhythms but I
counting the rest and rhythms but I
counting the rest and rhythms but I would rely on her support as I became
would rely on her support as I became
would rely on her support as I became serious two years later I found myself
serious two years later I found myself
serious two years later I found myself here in Traverse City right down the
here in Traverse City right down the
here in Traverse City right down the road at the Interlochen Arts camp and
road at the Interlochen Arts camp and
road at the Interlochen Arts camp and their summer after summer I was able to
their summer after summer I was able to
their summer after summer I was able to broaden my horizons of the other
broaden my horizons of the other
broaden my horizons of the other students that I was in
students that I was in
students that I was in with all the way to the different
with all the way to the different
with all the way to the different ensembles that I was able to play in and
ensembles that I was able to play in and
ensembles that I was able to play in and that glue for the other 10 months of the
that glue for the other 10 months of the
that glue for the other 10 months of the year when I went back home helped me to
year when I went back home helped me to
year when I went back home helped me to continue to achieve more so it was all
continue to achieve more so it was all
continue to achieve more so it was all of my musical mentors here in the
of my musical mentors here in the
of my musical mentors here in the summertime back home in Atlanta during
summertime back home in Atlanta during
summertime back home in Atlanta during the year that helped me to prepare to
the year that helped me to prepare to
the year that helped me to prepare to enter the most selective college in
enter the most selective college in
enter the most selective college in America the Curtis Institute of Music a
America the Curtis Institute of Music a
America the Curtis Institute of Music a school that only has 175 students but
school that only has 175 students but
school that only has 175 students but all attend tuition free so these are
all attend tuition free so these are
all attend tuition free so these are tough spots to get probably about 3% of
tough spots to get probably about 3% of
tough spots to get probably about 3% of applicants they accept so at this place
applicants they accept so at this place
applicants they accept so at this place I was able to play the staples of the
I was able to play the staples of the
I was able to play the staples of the orchestral and opera repertoire chamber
orchestral and opera repertoire chamber
orchestral and opera repertoire chamber music with world-class conductors and
music with world-class conductors and
music with world-class conductors and soloists and of course my own colleagues
soloists and of course my own colleagues
soloists and of course my own colleagues each week but it was in that process of
each week but it was in that process of
each week but it was in that process of trying to become the best musician that
trying to become the best musician that
trying to become the best musician that I really lost touch with why I was in
I really lost touch with why I was in
I really lost touch with why I was in music in the first place so in my last
music in the first place so in my last
music in the first place so in my last semester of college dr. Jose Antonio
semester of college dr. Jose Antonio
semester of college dr. Jose Antonio Abreu who founded the music education
Abreu who founded the music education
Abreu who founded the music education and social development program of
and social development program of
and social development program of Venezuela called El Sistema he won the
Venezuela called El Sistema he won the
Venezuela called El Sistema he won the TED Prize and in his speech he talked
TED Prize and in his speech he talked
TED Prize and in his speech he talked about just about everything that I had
about just about everything that I had
about just about everything that I had experienced how important it is to
experienced how important it is to
experienced how important it is to provide the very best musical
provide the very best musical
provide the very best musical experiences so that young people can
experiences so that young people can
experiences so that young people can grow not for a product of becoming a
grow not for a product of becoming a
grow not for a product of becoming a professional musician telling the world
professional musician telling the world
professional musician telling the world how good you are and hoping that people
how good you are and hoping that people
how good you are and hoping that people come to your concerts so a year after
come to your concerts so a year after
come to your concerts so a year after watching that speech I found myself in
watching that speech I found myself in
watching that speech I found myself in his office in Venezuela preparing for a
his office in Venezuela preparing for a
his office in Venezuela preparing for a two-month tour of his programs
two-month tour of his programs
two-month tour of his programs throughout the country and he said
throughout the country and he said
throughout the country and he said something that struck a chord really
something that struck a chord really
something that struck a chord really deep inside by saying that culture for
deep inside by saying that culture for
deep inside by saying that culture for the poor should not be a poor culture
the poor should not be a poor culture
the poor should not be a poor culture that was the guiding philosophy of my
that was the guiding philosophy of my
that was the guiding philosophy of my childhood and that would then become the
childhood and that would then become the
childhood and that would then become the guiding philosophy of play on Philly so
guiding philosophy of play on Philly so
guiding philosophy of play on Philly so when I went back to Philadelphia I
when I went back to Philadelphia I
when I went back to Philadelphia I started looking through a completely
started looking through a completely
started looking through a completely different lens and started to tell
different lens and started to tell
different lens and started to tell myself if parents want the very best for
myself if parents want the very best for
myself if parents want the very best for their kids which I’m convinced all of
their kids which I’m convinced all of
their kids which I’m convinced all of them want that and if kids are curious
them want that and if kids are curious
them want that and if kids are curious to learn and if teachers are passionate
to learn and if teachers are passionate
to learn and if teachers are passionate about teaching why can’t we do a better
about teaching why can’t we do a better
about teaching why can’t we do a better job so I started to think about what
job so I started to think about what
job so I started to think about what what are the real obstacles to success
what are the real obstacles to success
what are the real obstacles to success for these young people that of course
for these young people that of course
for these young people that of course are trying to go through life like all
are trying to go through life like all
are trying to go through life like all of us have been able to so I think about
of us have been able to so I think about
of us have been able to so I think about stress the toxic stress these kids are
stress the toxic stress these kids are
stress the toxic stress these kids are under when Dad doesn’t live there
under when Dad doesn’t live there
under when Dad doesn’t live there anymore when you are taking care of your
anymore when you are taking care of your
anymore when you are taking care of your little sister mom works two maybe even
little sister mom works two maybe even
little sister mom works two maybe even three jobs sometimes you don’t eat a
three jobs sometimes you don’t eat a
three jobs sometimes you don’t eat a good meal on the weekends or maybe most
good meal on the weekends or maybe most
good meal on the weekends or maybe most nights you don’t you watch violence
nights you don’t you watch violence
nights you don’t you watch violence happen all throughout your neighborhood
happen all throughout your neighborhood
happen all throughout your neighborhood immediate family members are affected
immediate family members are affected
immediate family members are affected friends are affected it happens
friends are affected it happens
friends are affected it happens sometimes right in front of your
sometimes right in front of your
sometimes right in front of your doorstep and you think these kids are
doorstep and you think these kids are
doorstep and you think these kids are gonna come to school and just be ready
gonna come to school and just be ready
gonna come to school and just be ready to be filled with science and math and
to be filled with science and math and
to be filled with science and math and more reading I also think about the
more reading I also think about the
more reading I also think about the young people avoiding high-risk
young people avoiding high-risk
young people avoiding high-risk behaviors and when you think the world
behaviors and when you think the world
behaviors and when you think the world has nothing to offer you and you have
has nothing to offer you and you have
has nothing to offer you and you have nothing to offer the world then why why
nothing to offer the world then why why
nothing to offer the world then why why try just make the decision even if
try just make the decision even if
try just make the decision even if you’re well aware of the consequences
you’re well aware of the consequences
you’re well aware of the consequences when I think about the lack of quality
when I think about the lack of quality
when I think about the lack of quality after-school activities even kids not
after-school activities even kids not
after-school activities even kids not going to school parents families not
going to school parents families not
going to school parents families not really being involved in their kids
really being involved in their kids
really being involved in their kids education these are all obstacles that
education these are all obstacles that
education these are all obstacles that make it very difficult for kids to
make it very difficult for kids to
make it very difficult for kids to really thrive so I also started to think
really thrive so I also started to think
really thrive so I also started to think about well considering my own experience
about well considering my own experience
about well considering my own experience considering what my parents went through
considering what my parents went through
considering what my parents went through how can we use this tool of music to
how can we use this tool of music to
how can we use this tool of music to really help young people in a really
really help young people in a really
really help young people in a really profound way how can we begin to break
profound way how can we begin to break
profound way how can we begin to break down those barriers that create the
down those barriers that create the
down those barriers that create the obstacles that our kids are facing
obstacles that our kids are facing
obstacles that our kids are facing so I think about executive functioning
so I think about executive functioning
so I think about executive functioning skills this is your ability to set a
skills this is your ability to set a
skills this is your ability to set a long-term goal and then achieve all of
long-term goal and then achieve all of
long-term goal and then achieve all of the small steps that it takes to
the small steps that it takes to
the small steps that it takes to accomplish it and when I think about in
accomplish it and when I think about in
accomplish it and when I think about in a musical context when you tell a kid
a musical context when you tell a kid
a musical context when you tell a kid memorize all your scales remember where
memorize all your scales remember where
memorize all your scales remember where to put your fingers or what combination
to put your fingers or what combination
to put your fingers or what combination of buttons to press you help to build
of buttons to press you help to build
of buttons to press you help to build their memory when you’re telling the
their memory when you’re telling the
their memory when you’re telling the kids to perfect your technique by moving
kids to perfect your technique by moving
kids to perfect your technique by moving the angle of the bowl just slightly will
the angle of the bowl just slightly will
the angle of the bowl just slightly will improve your sound that’s really what
improve your sound that’s really what
improve your sound that’s really what helps build their level of focus and
helps build their level of focus and
helps build their level of focus and then when you’re also asking kids
then when you’re also asking kids
then when you’re also asking kids observe the rest don’t play for a couple
observe the rest don’t play for a couple
observe the rest don’t play for a couple of seconds and then continue to play you
of seconds and then continue to play you
of seconds and then continue to play you help them to build inhibition the
help them to build inhibition the
help them to build inhibition the ability for them to control their
ability for them to control their
ability for them to control their impulses and then when a kid is sitting
impulses and then when a kid is sitting
impulses and then when a kid is sitting in the context of an orchestra they’re
in the context of an orchestra they’re
in the context of an orchestra they’re trying to figure out where to put their
trying to figure out where to put their
trying to figure out where to put their fingers and what to do with their bow
fingers and what to do with their bow
fingers and what to do with their bow and how long to hold whatever note
and how long to hold whatever note
and how long to hold whatever note they’re supposed to be playing at the
they’re supposed to be playing at the
they’re supposed to be playing at the same time they’re listening to their
same time they’re listening to their
same time they’re listening to their neighbors if they’re in tune with them
neighbors if they’re in tune with them
neighbors if they’re in tune with them if they’re playing the same rhythms if
if they’re playing the same rhythms if
if they’re playing the same rhythms if they’re in the same spot while watching
they’re in the same spot while watching
they’re in the same spot while watching the conductor telling you to slow down
the conductor telling you to slow down
the conductor telling you to slow down slightly or we’re gonna hold that note
slightly or we’re gonna hold that note
slightly or we’re gonna hold that note just a little bit longer before we
just a little bit longer before we
just a little bit longer before we continue to play you help to keep the
continue to play you help to keep the
continue to play you help to keep the amount of attention and a young person
amount of attention and a young person
amount of attention and a young person flexible so that they can do all of
flexible so that they can do all of
flexible so that they can do all of these various tasks so by building out
these various tasks so by building out
these various tasks so by building out all of these executive functioning
all of these executive functioning
all of these executive functioning skills that’s what helps the kid to go
skills that’s what helps the kid to go
skills that’s what helps the kid to go back into the classroom and focus for a
back into the classroom and focus for a
back into the classroom and focus for a little bit longer or remember those
little bit longer or remember those
little bit longer or remember those steps to that problem so that they can
steps to that problem so that they can
steps to that problem so that they can repeat the steps and do their homework I
repeat the steps and do their homework I
repeat the steps and do their homework I also think about how we can not only
also think about how we can not only
also think about how we can not only teach these executive functioning skills
teach these executive functioning skills
teach these executive functioning skills but all the pro-social behaviors that
but all the pro-social behaviors that
but all the pro-social behaviors that are healthy so when the kids are
are healthy so when the kids are
are healthy so when the kids are learning in a group and they’re
learning in a group and they’re
learning in a group and they’re struggling together to sound better then
struggling together to sound better then
struggling together to sound better then you’ve helped them build out the
you’ve helped them build out the
you’ve helped them build out the relationships that they really need to
relationships that they really need to
relationships that they really need to be successful later on which is
be successful later on which is
be successful later on which is different than putting ten kids on a
different than putting ten kids on a
different than putting ten kids on a basketball court and they have to
basketball court and they have to
basketball court and they have to compete
compete
compete and half of them always have to lose so
and half of them always have to lose so
and half of them always have to lose so if they can learn to win together it
if they can learn to win together it
if they can learn to win together it helps build a level of pro-social skills
helps build a level of pro-social skills
helps build a level of pro-social skills that we know is important getting the
that we know is important getting the
that we know is important getting the parents back involved when a parent sees
parents back involved when a parent sees
parents back involved when a parent sees that they’re curious kid can actually
that they’re curious kid can actually
that they’re curious kid can actually achieve something that the kid is being
achieve something that the kid is being
achieve something that the kid is being recognized in a positive way and not
recognized in a positive way and not
recognized in a positive way and not what they see on the news in the evening
what they see on the news in the evening
what they see on the news in the evening then it helps to build a much stronger
then it helps to build a much stronger
then it helps to build a much stronger bond between the child and the parent
bond between the child and the parent
bond between the child and the parent when they really believe that their kid
when they really believe that their kid
when they really believe that their kid can do something special
can do something special
can do something special maybe it’s music in middle school in
maybe it’s music in middle school in
maybe it’s music in middle school in high school and maybe it’s engineering
high school and maybe it’s engineering
high school and maybe it’s engineering in college but that bond and creating
in college but that bond and creating
in college but that bond and creating that at an early age is extremely
that at an early age is extremely
that at an early age is extremely important so as we look at this we then
important so as we look at this we then
important so as we look at this we then say okay how can we build a
say okay how can we build a
say okay how can we build a comprehensive program that helps to
comprehensive program that helps to
comprehensive program that helps to build all of these things so at play on
build all of these things so at play on
build all of these things so at play on Philly what we do with the students that
Philly what we do with the students that
Philly what we do with the students that we work with is that we build strong
we work with is that we build strong
we work with is that we build strong partnerships with the school if we can
partnerships with the school if we can
partnerships with the school if we can put a kid in an environment from 8 a.m.
put a kid in an environment from 8 a.m.
put a kid in an environment from 8 a.m. to 6 p.m. where everybody’s holding the
to 6 p.m. where everybody’s holding the
to 6 p.m. where everybody’s holding the bar high for them and helping them to
bar high for them and helping them to
bar high for them and helping them to succeed and even when they fall on their
succeed and even when they fall on their
succeed and even when they fall on their face helped to pick them back
face helped to pick them back
face helped to pick them back immediately and have them go through the
immediately and have them go through the
immediately and have them go through the process again then that helps a kid to
process again then that helps a kid to
process again then that helps a kid to really stay in an environment where
really stay in an environment where
really stay in an environment where there’s there’s success in their day
there’s there’s success in their day
there’s there’s success in their day from the beginning to the end we also
from the beginning to the end we also
from the beginning to the end we also train professional musicians that that
train professional musicians that that
train professional musicians that that want to be active in the community
want to be active in the community
want to be active in the community but train them to be effective in the
but train them to be effective in the
but train them to be effective in the classroom and to make sure that they can
classroom and to make sure that they can
classroom and to make sure that they can engage the kids at a level where we know
engage the kids at a level where we know
engage the kids at a level where we know these kids can succeed musically we also
these kids can succeed musically we also
these kids can succeed musically we also think about getting the parents back
think about getting the parents back
think about getting the parents back involved as uh sure zatt concerts as
involved as uh sure zatt concerts as
involved as uh sure zatt concerts as volunteers those that help on the
volunteers those that help on the
volunteers those that help on the various trips when the kids perform all
various trips when the kids perform all
various trips when the kids perform all throughout the region and the Northeast
throughout the region and the Northeast
throughout the region and the Northeast and making sure that they are part of
and making sure that they are part of
and making sure that they are part of our success and we provide everything to
our success and we provide everything to
our success and we provide everything to our students tuition instruments
our students tuition instruments
our students tuition instruments supplies at no cost while making sure we
supplies at no cost while making sure we
supplies at no cost while making sure we engage them for 3 hours every day after
engage them for 3 hours every day after
engage them for 3 hours every day after school throughout the
school throughout the
school throughout the school year and six weeks in the summer
school year and six weeks in the summer
school year and six weeks in the summer so 600 hours of quality music education
so 600 hours of quality music education
so 600 hours of quality music education delivered each year to each student we
delivered each year to each student we
delivered each year to each student we know that we can make a difference so as
know that we can make a difference so as
know that we can make a difference so as I think about what our kids are capable
I think about what our kids are capable
I think about what our kids are capable of doing I go back to that one sentence
of doing I go back to that one sentence
of doing I go back to that one sentence that dr. Abreu said culture for the poor
that dr. Abreu said culture for the poor
that dr. Abreu said culture for the poor should not and it cannot be a poor
should not and it cannot be a poor
should not and it cannot be a poor culture so what I want to leave you with
culture so what I want to leave you with
culture so what I want to leave you with today is this image of the play on
today is this image of the play on
today is this image of the play on Philly Symphony Orchestra they were
Philly Symphony Orchestra they were
Philly Symphony Orchestra they were playing in Verizon Hall in Philadelphia
playing in Verizon Hall in Philadelphia
playing in Verizon Hall in Philadelphia one of the finest concert halls in the
one of the finest concert halls in the
one of the finest concert halls in the world and standing in front of them is
world and standing in front of them is
world and standing in front of them is the music director of the Berlin
the music director of the Berlin
the music director of the Berlin Philharmonic Sir Simon Rattle now I’ve
Philharmonic Sir Simon Rattle now I’ve
Philharmonic Sir Simon Rattle now I’ve rehearsed with maestro rattle several
rehearsed with maestro rattle several
rehearsed with maestro rattle several times I’ve never performed with him let
times I’ve never performed with him let
times I’ve never performed with him let alone perform for a sold-out audience in
alone perform for a sold-out audience in
alone perform for a sold-out audience in Verizon Hall so as I watched the kids
Verizon Hall so as I watched the kids
Verizon Hall so as I watched the kids take the stage and play their hearts out
take the stage and play their hearts out
take the stage and play their hearts out with maestro rattle I was thinking you
with maestro rattle I was thinking you
with maestro rattle I was thinking you know plan Philly is a program that’s not
know plan Philly is a program that’s not
know plan Philly is a program that’s not only giving these kids what I received
only giving these kids what I received
only giving these kids what I received they’re giving them a lot of stuff I’ve
they’re giving them a lot of stuff I’ve
they’re giving them a lot of stuff I’ve never had the opportunity to even
never had the opportunity to even
never had the opportunity to even accomplish so culture for the poor
accomplish so culture for the poor
accomplish so culture for the poor should not and it cannot be a poor
should not and it cannot be a poor
should not and it cannot be a poor culture so that means that we all have
culture so that means that we all have
culture so that means that we all have the responsibility of providing the best
the responsibility of providing the best
the responsibility of providing the best instruments to the poorest kids that we
instruments to the poorest kids that we
instruments to the poorest kids that we provide the best teachers to the most
provide the best teachers to the most
provide the best teachers to the most vulnerable kids and that we work really
vulnerable kids and that we work really
vulnerable kids and that we work really hard to provide the best musical
hard to provide the best musical
hard to provide the best musical experiences to the most marginalized
experiences to the most marginalized
experiences to the most marginalized kids and like my mom did with me we need
kids and like my mom did with me we need
kids and like my mom did with me we need to sit next to every single one of these
to sit next to every single one of these
to sit next to every single one of these kids and help them count the rest and
kids and help them count the rest and
kids and help them count the rest and rhythms until they get it thank you
rhythms until they get it thank you
rhythms until they get it thank you [Applause]
”
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