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good morning everybody good morning good

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morning how's everyone doing

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might do some moving around i might come

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up in front and then go back behind um

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thank you dr grado uh for inviting me

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here uh several years ago when we first

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were planning this um it's great to

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finally finally be here

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i'll take my mask off that's all right

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um my name is caleb vanden enden long

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scary last name starts with a v

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you can just call me caleb

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i

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like she said i was a student here at

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university of dayton i graduated with a

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music ed degree in 2020

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right when when covet hit so covet

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happened when i was in my student

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teaching and i'll show you some videos

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of something i did with some some high

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schoolers here later on that happened

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right before that um

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that cobid happened

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but like she said i am in my second year

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of teaching and my first year at my

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school last year i was teaching out in

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cedarville ohio i was teaching k-12

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music did everything from elementary to

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high school band

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and this year i am in oakwood which is

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right next door if you're not familiar

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with oak ridge just south of campus

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and

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i teach elementary music there so i

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teach grades one through six and i also

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teach beginning band

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help out a little bit high school with

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their band program as well but right now

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teaching primarily elementary music

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what was that three years ago in

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september of 2018 we had the first funk

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symposium i was just

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a junior in college and i showed up here

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and just kind of sat in on some sessions

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because i was working with

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my advisor dr dorf at the time say hi dr

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george glad to meet you

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i was working with him to find out what

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i wanted to do for an honors thesis

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project and

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um the function posing was kind of what

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was happening at the time and so i went

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to there and checked it out and

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kind of got hooked a little bit and felt

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like i learned a lot from that first

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symposium as an outsider who knew

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nothing about it

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so then i kind of went on this adventure

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of starting this honors thesis program

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and um

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i wanted to combine a little bit about

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being funk but also something that would

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be applicable to me in my career in

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music education so i came up with a

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long presentation or a long thesis

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called i titled the traditional funk and

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ethnographic historical and practical

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study of punk music in dayton ohio and

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it took me uh just about two years to

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finally complete i hit that submit

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button in april of 2020 when i was

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holed up at home and quarantined

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and so it's a long time most of that

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work happened in the summer of 2019 when

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i was i stayed here on campus as part of

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the dean's summer

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uh fellowship institute and i got to

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work on

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some reading and writing but also did

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several interviews um with several

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dayton musicians around here which uh

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again i'll talk more about in a second

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so my my project was

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divided into three main focuses the

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first one was really on that funk style

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and so i call it the funk analyses and i

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was defining um what i call the

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traditional funk style and this is a

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term i i kind of just

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made up myself that word traditional

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funk style because

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um when i was you know 21 years old and

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going to uh i lived on a college campus

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i would tell my friends hey i'm doing a

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research project on funk fees and i'm

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like oh have you heard of this funk man

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and this funk band or this funk band i'm

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like no i haven't i'm talking about uh

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1970s and 80s dating funk music so i

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call that traditional punk music as my

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word to describe like

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not only the the style of music but also

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the culture that

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blocked popular music culture around

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that genre of music

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the second part of my thesis was about

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funks specifically in dayton ohio so

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this is where i got to interview several

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musicians and

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funk legends in the area and get to hear

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a little bit about their story uh what

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was music like in dayton public schools

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back in the 1780s i got to hear varying

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perspectives on education and obviously

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i hear a lot about dayton's pump legacy

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and then that third part of my

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presentation and um the biggest part of

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that what my thesis was that funk

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pedagogy

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really what does funk look like when we

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teach it in local schools and i center

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my project specifically around schools

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in the greater dayton area that would be

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directly impacted by dayton funk music

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so the traditional funk style i had

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talked about

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there were

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um i narrowed it down to four

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characteristics that i used and again

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you could argue this with anybody on on

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what are those characteristics of funk

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but

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when i went out to schools to talk to

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students

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i would kind of introduce these four

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characteristics and said okay so in

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order to figure out if this is

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traditional funk or what makes a

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traditional funk we look at the

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instrumentation okay what's the

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instrumentation going to be lots of you

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know drums electric guitars bass

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keyboards horns um

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multiple vocalists

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we talked about the form a lot where

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sometimes in funk the lack of form

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in songs so

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how does the form and funk songs kind of

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differ from the rest of popular music or

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classical music for that matter

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and then uh groove and that's kind of

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hardest one to find that took me forever

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to figure out still figuring it out on

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how to define funk groove and um i would

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talk with students about the one that

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you know james brown and bootsy collins

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talked about i would talk about you know

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syncopated rhythms the layering of

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different grooves

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and then that fourth characteristic was

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the vocals and the lyrics so both the

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vocal style

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how are these vocalists singing how many

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vocalists are there is there are colin

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response vocals and then also analyzing

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the lyrics and um i feel like i could

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take most traditional funk songs and

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narrow it down into three categories of

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of different lyrics there uh

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every function was either about some

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sort of partying or dancing or having a

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good time it was either about love love

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songs or my thorough my favorite one

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sometimes funk music is just about funk

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music um like a song make it funky from

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j5 james brown that we're going to

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listen to in a little bit

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it's not about much else other than

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being funky right

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so the three three songs that i analyzed

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in my project that i kind of went

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through and dissected with these

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characteristics were james brown get up

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i feel like being a sex machine

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unfortunately i can't use that one in

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schools a whole lot

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i don't think my principal would be too

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happy with me if i was teaching my third

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graders about a song called sex machine

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but

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i did two other analyses of lakeside's

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fantastic voyage um

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i've been watching a lot of football

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recently and it's in a commercial i

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can't remember what commercial is being

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used in right now but every time it

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comes on i'm like oh yeah i remember

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that song

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flashbacks to a couple years ago i was

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listening that song every day

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and then my favorite one zap and rogers

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heard it through grapevine

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and this is a song i used a lot in that

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funk pedagogy part of it um

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we'll do it a little bit here a little

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compare and contrast of marvin gaye's

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version versus evan rogers version i did

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this a lot with high school students

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when i went in to present to different

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schools around here

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and we kind of use these four

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characteristics to compare and contrast

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these two versions of what makes it a

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funk cover

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i also talked a lot about the funk in

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dayton ohio

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this was i guess more for me than

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anything to build a little bit of my

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knowledge and my credibility when i when

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i talk about this and so when i go in to

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talk to schools i don't i'm not just

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um

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you know making things up but uh these

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are some of the people i got to

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interview um some of the notable people

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who probably most of you know a lot of

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the names up here i got to talk to david

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webb quite a bit talked to a good guy

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keith wimberly from funky jean the

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groove machine he had a lot of knowledge

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he grew up in here in dayton

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so you know carter who played for slave

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and with steve arrington

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keith harrison who i'm sure we all know

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right um stan brooks uh honestly is he's

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still in here but

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he's good good to see him again and um

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darren bell was incredibly helpful

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darren bell has done a lot of work with

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funk and education especially in dayton

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so it was good fun to bounce some ideas

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off of him and talk so

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the sections i wrote about in this

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thesis uh talked a lot about what music

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was like in dave public schools a

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post-funk music industry so kind of what

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happened in the music industry here in

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dayton and on a national scene

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when

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uh

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kind of after the the 70s and 80s were

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in the 90s and my modern day

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i'll talk about two varied perspectives

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on funk education and i'll get into that

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in the next slide but i'll talk about

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the funk revival and and dayton's legacy

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i had a really cool chance to go

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2019 to that big concert at rose center

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the ohio players and zach came back and

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um

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lakeside was there so it was cool really

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cool for me um being i was probably 20

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21 21 years old at the time and i've

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been uh kind of working with this music

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all summer and then got to go to a

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concert to see all these people that

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i kind of been reading about and

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listening to and um it was funny i got

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like front row tickets and i was the the

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one of the youngest people in the crowd

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and one of the few white people in the

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crowd when i was sticking along to all

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these songs and some guys were giving me

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these weird looks like what is this kid

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doing um why does he know this music but

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they they thought it was cool so um so

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that was a really cool experience for me

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00:09:26,640 --> 00:09:30,320
to get to go get a little selfie with

279
00:09:28,560 --> 00:09:31,680
bootsy collins and

280
00:09:30,320 --> 00:09:32,560
things like that so

281
00:09:31,680 --> 00:09:33,839
um

282
00:09:32,560 --> 00:09:34,959
that was kind of kind of came towards

283
00:09:33,839 --> 00:09:36,320
the end of all these all these

284
00:09:34,959 --> 00:09:37,680
interviews and all this research i was

285
00:09:36,320 --> 00:09:39,360
doing so it's kind of cool put a little

286
00:09:37,680 --> 00:09:41,600
cherry on top and get to see these bands

287
00:09:39,360 --> 00:09:41,600
play

288
00:09:41,760 --> 00:09:46,080
and now we get to the fun part which is

289
00:09:43,680 --> 00:09:47,920
funk in schools which i kind of uh kind

290
00:09:46,080 --> 00:09:49,760
of became my specialty towards the end

291
00:09:47,920 --> 00:09:51,920
of this project and my senior year of

292
00:09:49,760 --> 00:09:54,080
college when i was student teaching and

293
00:09:51,920 --> 00:09:56,080
finishing up this project i

294
00:09:54,080 --> 00:09:59,040
was invited out to a lot of high schools

295
00:09:56,080 --> 00:10:01,040
around the area i spent a day at stivers

296
00:09:59,040 --> 00:10:03,200
and gave a presentation there to several

297
00:10:01,040 --> 00:10:04,800
of their high school students

298
00:10:03,200 --> 00:10:07,200
i gave out presentation gave

299
00:10:04,800 --> 00:10:09,120
presentations to students in centerville

300
00:10:07,200 --> 00:10:10,480
and springboro and

301
00:10:09,120 --> 00:10:13,120
when i was teaching cedarville last year

302
00:10:10,480 --> 00:10:14,480
did some things with them

303
00:10:13,120 --> 00:10:16,399
worked with the

304
00:10:14,480 --> 00:10:18,480
new horizons group here and did a little

305
00:10:16,399 --> 00:10:21,200
presentation then went up to piqua also

306
00:10:18,480 --> 00:10:22,560
so it was cool with my music education

307
00:10:21,200 --> 00:10:24,720
teacher connections got to kind of go

308
00:10:22,560 --> 00:10:27,360
around to different schools in this area

309
00:10:24,720 --> 00:10:29,440
and talk about it and

310
00:10:27,360 --> 00:10:31,279
i think what i ended up getting doing

311
00:10:29,440 --> 00:10:33,440
the most of is

312
00:10:31,279 --> 00:10:36,320
going to the dayton suburb schools right

313
00:10:33,440 --> 00:10:38,079
i i did one presentation in stivers and

314
00:10:36,320 --> 00:10:39,279
um that was kind of a eye-opening

315
00:10:38,079 --> 00:10:41,040
experience for me because i was talking

316
00:10:39,279 --> 00:10:42,800
about some of these bands to stifler's

317
00:10:41,040 --> 00:10:45,360
kids and one killer race and said yeah

318
00:10:42,800 --> 00:10:45,760
my grandpa was in that

319
00:10:45,360 --> 00:10:46,800
okay band

320
00:10:45,760 --> 00:10:48,800
probably know a little bit more than i

321
00:10:46,800 --> 00:10:50,880
do about this so um it was that was kind

322
00:10:48,800 --> 00:10:52,320
of cool but then i go out to springboro

323
00:10:50,880 --> 00:10:54,880
which is where i did my student teaching

324
00:10:52,320 --> 00:10:55,920
spring bro is about um 20 miles south of

325
00:10:54,880 --> 00:10:58,000
here and

326
00:10:55,920 --> 00:10:59,200
um they live in a there are a few

327
00:10:58,000 --> 00:11:01,120
communities around here living in a

328
00:10:59,200 --> 00:11:02,720
bubble so to speak where they're they

329
00:11:01,120 --> 00:11:04,240
they don't know they're not really clued

330
00:11:02,720 --> 00:11:07,279
in much to what's happening in the

331
00:11:04,240 --> 00:11:08,959
dayton urban life or downtown life but

332
00:11:07,279 --> 00:11:12,079
they're kind of just doing their thing

333
00:11:08,959 --> 00:11:13,920
down down in springboro and

334
00:11:12,079 --> 00:11:15,040
i think the the jazz band that i worked

335
00:11:13,920 --> 00:11:16,800
with at spring road and my student

336
00:11:15,040 --> 00:11:19,279
teaching um

337
00:11:16,800 --> 00:11:20,959
uh predominantly white i don't even know

338
00:11:19,279 --> 00:11:21,839
if i had any african-american students

339
00:11:20,959 --> 00:11:22,959
in there

340
00:11:21,839 --> 00:11:24,160
but i kind of went in there and started

341
00:11:22,959 --> 00:11:26,720
talking about getting funk and they kind

342
00:11:24,160 --> 00:11:28,480
of gave me this look like what

343
00:11:26,720 --> 00:11:31,440
what are you talking about and i'm like

344
00:11:28,480 --> 00:11:33,279
oh oh you know here's what happens uh 20

345
00:11:31,440 --> 00:11:35,440
20 miles up the road and you're here's

346
00:11:33,279 --> 00:11:37,680
what's still going on today um and they

347
00:11:35,440 --> 00:11:40,240
were kind of really confused at first

348
00:11:37,680 --> 00:11:41,440
but um they went they sucked a lot they

349
00:11:40,240 --> 00:11:42,959
started to love you so talk about it

350
00:11:41,440 --> 00:11:44,399
more you start playing some music you

351
00:11:42,959 --> 00:11:45,839
start listening to music you start

352
00:11:44,399 --> 00:11:47,519
talking about it and they they get

353
00:11:45,839 --> 00:11:49,600
really into it so

354
00:11:47,519 --> 00:11:50,800
when i went out to these these schools

355
00:11:49,600 --> 00:11:52,959
um

356
00:11:50,800 --> 00:11:55,040
when i gave presentations i would focus

357
00:11:52,959 --> 00:11:56,639
a lot on just analyzing the funk style

358
00:11:55,040 --> 00:11:58,079
how is traditional funk different than

359
00:11:56,639 --> 00:11:59,920
other types of music we listen to or

360
00:11:58,079 --> 00:12:01,920
different music we play in schools

361
00:11:59,920 --> 00:12:03,120
and i would talk a little bit about

362
00:12:01,920 --> 00:12:06,240
dayton funk

363
00:12:03,120 --> 00:12:08,240
uh history to get them to learn a little

364
00:12:06,240 --> 00:12:09,839
bit about that and then with my

365
00:12:08,240 --> 00:12:11,120
springboro jazz band when i was teaching

366
00:12:09,839 --> 00:12:13,200
we did get to play [ __ ] so i'll show a

367
00:12:11,120 --> 00:12:14,800
video here in a little bit but

368
00:12:13,200 --> 00:12:15,600
the the first thing i always do with

369
00:12:14,800 --> 00:12:17,680
them

370
00:12:15,600 --> 00:12:20,000
and i know we probably all or both of

371
00:12:17,680 --> 00:12:21,120
these songs so we can probably come up

372
00:12:20,000 --> 00:12:22,240
with a bunch of differences right now

373
00:12:21,120 --> 00:12:23,760
but i would

374
00:12:22,240 --> 00:12:25,200
um play both these songs with them and

375
00:12:23,760 --> 00:12:26,480
we'd use those four characteristics i

376
00:12:25,200 --> 00:12:27,839
came up with we talked about the

377
00:12:26,480 --> 00:12:30,320
instrumentation and how it's different

378
00:12:27,839 --> 00:12:34,240
between both versions uh marvin gayes in

379
00:12:30,320 --> 00:12:36,480
1967 and zafin rodgers in 1981

380
00:12:34,240 --> 00:12:38,000
we would talk about how the form was

381
00:12:36,480 --> 00:12:40,240
different and i'll show you some of the

382
00:12:38,000 --> 00:12:42,959
form here in a minute we talked about

383
00:12:40,240 --> 00:12:45,360
the groove of each one specifically the

384
00:12:42,959 --> 00:12:46,800
front cover zach and roger and talked

385
00:12:45,360 --> 00:12:49,040
about how the vocals and the lyrics

386
00:12:46,800 --> 00:12:51,760
might be similar and different

387
00:12:49,040 --> 00:12:53,680
um so i'll play some for this review of

388
00:12:51,760 --> 00:12:55,600
this for you right now this is marvin's

389
00:12:53,680 --> 00:12:58,320
gay version we we all know this song but

390
00:12:55,600 --> 00:13:00,560
i'll play it just uh for your reference

391
00:12:58,320 --> 00:13:02,160
this is kind of the the form that i kind

392
00:13:00,560 --> 00:13:04,639
of got a little analytical and broken

393
00:13:02,160 --> 00:13:07,600
down into early three different brews

394
00:13:04,639 --> 00:13:09,040
that happened in this song

395
00:13:07,600 --> 00:13:11,200
little snippets of the lyrics so you can

396
00:13:09,040 --> 00:13:11,920
see but it's a little hard to tell but

397
00:13:11,200 --> 00:13:14,240
the

398
00:13:11,920 --> 00:13:15,680
there's two sections highlighted in a

399
00:13:14,240 --> 00:13:17,120
different color gray but you're going to

400
00:13:15,680 --> 00:13:19,279
listen to the first verse the first

401
00:13:17,120 --> 00:13:20,639
pre-chorus and the chorus

402
00:13:19,279 --> 00:13:21,680
and we'll listen to that same part of

403
00:13:20,639 --> 00:13:23,840
the zappone roger version but here's

404
00:13:21,680 --> 00:13:44,070
marvin gayes

405
00:13:23,840 --> 00:13:44,070
[Music]

406
00:13:44,639 --> 00:13:59,379
when i found myself

407
00:13:48,220 --> 00:13:59,379
[Music]

408
00:14:01,360 --> 00:14:04,240
right um

409
00:14:02,800 --> 00:14:05,360
and and when i play this for high school

410
00:14:04,240 --> 00:14:06,880
kids doesn't matter where they are they

411
00:14:05,360 --> 00:14:08,000
know this song they know this time they

412
00:14:06,880 --> 00:14:09,199
start singing along they start tapping

413
00:14:08,000 --> 00:14:10,480
their feet they start

414
00:14:09,199 --> 00:14:12,399
they know the lyrics they're surprised

415
00:14:10,480 --> 00:14:13,680
so we listen to this whole song and you

416
00:14:12,399 --> 00:14:15,920
know the whole thing we're talking about

417
00:14:13,680 --> 00:14:18,000
the form of this song is you know in a

418
00:14:15,920 --> 00:14:20,560
simple simple form it's kind of verse

419
00:14:18,000 --> 00:14:21,839
chorus verse chorus verse chorus right

420
00:14:20,560 --> 00:14:23,199
and it's most simple but then i would

421
00:14:21,839 --> 00:14:25,360
show them this

422
00:14:23,199 --> 00:14:27,440
is that from roger's form and just the

423
00:14:25,360 --> 00:14:29,120
the sheer difference of size of this

424
00:14:27,440 --> 00:14:31,040
chart tells you how much is different um

425
00:14:29,120 --> 00:14:32,800
i highlighted the bridge that brother

426
00:14:31,040 --> 00:14:34,639
kind of has this brand new section

427
00:14:32,800 --> 00:14:37,360
that's just this this big long brew that

428
00:14:34,639 --> 00:14:39,680
i kind of i called the bridge but

429
00:14:37,360 --> 00:14:41,440
um only a very few parts of this song

430
00:14:39,680 --> 00:14:44,079
are actually similar

431
00:14:41,440 --> 00:14:46,160
as far as lyrics and

432
00:14:44,079 --> 00:14:48,240
lyrics and melody and that's the

433
00:14:46,160 --> 00:14:49,920
ver the first verse first recording

434
00:14:48,240 --> 00:14:51,360
chorus and the second verse pre-chorus

435
00:14:49,920 --> 00:14:52,959
of course so we're gonna listen to the

436
00:14:51,360 --> 00:14:54,399
same part of the song that we just

437
00:14:52,959 --> 00:14:58,360
listened to from margaret gays but now

438
00:14:54,399 --> 00:14:58,360
this is zach and roger's version

439
00:14:59,040 --> 00:15:30,560
wow

440
00:15:02,010 --> 00:15:33,490
[Music]

441
00:15:30,560 --> 00:15:40,560
me

442
00:15:33,490 --> 00:15:42,000
[Music]

443
00:15:40,560 --> 00:15:43,839
so when i'm up in front of high school

444
00:15:42,000 --> 00:15:46,000
kids i'll play both of these versions

445
00:15:43,839 --> 00:15:48,160
for them and uh immediately after once i

446
00:15:46,000 --> 00:15:50,480
play zach roger they're like oh yeah man

447
00:15:48,160 --> 00:15:52,720
this is funky right they like

448
00:15:50,480 --> 00:15:54,000
some of them like a lot more they're

449
00:15:52,720 --> 00:15:55,279
they notice several differences right

450
00:15:54,000 --> 00:15:57,360
away but we first talked about what was

451
00:15:55,279 --> 00:16:00,000
similar and they said well it's the same

452
00:15:57,360 --> 00:16:02,399
length the same kind of same tempo

453
00:16:00,000 --> 00:16:04,480
same lyrics obviously same melody and i

454
00:16:02,399 --> 00:16:05,839
say well what's different and then

455
00:16:04,480 --> 00:16:07,279
it's fun to see these high schoolers

456
00:16:05,839 --> 00:16:09,360
start start picking apart all these

457
00:16:07,279 --> 00:16:10,800
differences and uh first one said what's

458
00:16:09,360 --> 00:16:12,880
going on with his voice right what's

459
00:16:10,800 --> 00:16:14,800
coming off his voice so yeah i'm like oh

460
00:16:12,880 --> 00:16:18,480
now we can talk about the talkbox right

461
00:16:14,800 --> 00:16:19,519
um so the top talkbox i might not do a

462
00:16:18,480 --> 00:16:20,880
great job explaining it most you

463
00:16:19,519 --> 00:16:22,160
probably know what it is

464
00:16:20,880 --> 00:16:24,000
a pedal that you plug into either

465
00:16:22,160 --> 00:16:25,839
keyboard or guitar and that little tube

466
00:16:24,000 --> 00:16:28,320
that goes into your mouth and you change

467
00:16:25,839 --> 00:16:30,079
your uh the shape of your mouth to

468
00:16:28,320 --> 00:16:31,600
the change the vowel shape of your mouth

469
00:16:30,079 --> 00:16:33,759
to get different sounds out

470
00:16:31,600 --> 00:16:37,120
i got one myself and tried to use it and

471
00:16:33,759 --> 00:16:39,759
found out how hard it was um and so

472
00:16:37,120 --> 00:16:41,519
uh i i would bring it into

473
00:16:39,759 --> 00:16:42,720
to these presentations with my with

474
00:16:41,519 --> 00:16:44,000
these high schoolers and kind of show

475
00:16:42,720 --> 00:16:45,920
them how it is and how it works i'm like

476
00:16:44,000 --> 00:16:47,360
oh that's super cool and somewhere like

477
00:16:45,920 --> 00:16:51,360
i'm gonna go home buy a talk box i'm

478
00:16:47,360 --> 00:16:53,120
like okay go ahead um um but i spent

479
00:16:51,360 --> 00:16:54,320
some time with it and it's hard so i

480
00:16:53,120 --> 00:16:55,360
listened to this report i'm like man oh

481
00:16:54,320 --> 00:16:57,920
man i don't know how he got this

482
00:16:55,360 --> 00:16:59,759
consonant is to be so clear um so we

483
00:16:57,920 --> 00:17:02,560
talk about the talk box how he's um

484
00:16:59,759 --> 00:17:05,120
really not even uh using the pigeon in

485
00:17:02,560 --> 00:17:06,480
his mouth but he's just using the

486
00:17:05,120 --> 00:17:08,400
talkbox and then

487
00:17:06,480 --> 00:17:10,000
um they broke down the groove so you

488
00:17:08,400 --> 00:17:12,160
hear a lot more

489
00:17:10,000 --> 00:17:13,760
horn instruments there's that very sax

490
00:17:12,160 --> 00:17:15,439
has that strong baseline in this funk

491
00:17:13,760 --> 00:17:17,199
version that you don't hear in the

492
00:17:15,439 --> 00:17:18,720
marvin gaye version

493
00:17:17,199 --> 00:17:20,880
but some more similarities with with the

494
00:17:18,720 --> 00:17:21,919
lyrics uh they're calling response

495
00:17:20,880 --> 00:17:23,679
they're the

496
00:17:21,919 --> 00:17:25,360
the kind of the lead vocal and then the

497
00:17:23,679 --> 00:17:28,079
the background vocals so

498
00:17:25,360 --> 00:17:30,080
um this is just a fun activity for for

499
00:17:28,079 --> 00:17:31,840
them to do to to hear

500
00:17:30,080 --> 00:17:34,080
um what marvin which i would you know

501
00:17:31,840 --> 00:17:36,240
call that soul or rnb and see how that

502
00:17:34,080 --> 00:17:38,000
kind of transformed into this this

503
00:17:36,240 --> 00:17:41,200
function and this and this funk of music

504
00:17:38,000 --> 00:17:42,880
so um and again for these kids that most

505
00:17:41,200 --> 00:17:44,720
of the kids that i presented to never

506
00:17:42,880 --> 00:17:46,480
done anything like this they never

507
00:17:44,720 --> 00:17:47,840
really analyze music like this they

508
00:17:46,480 --> 00:17:50,080
don't listen to a lot of this kind of

509
00:17:47,840 --> 00:17:52,320
music um and

510
00:17:50,080 --> 00:17:53,600
it it it's really just that they

511
00:17:52,320 --> 00:17:55,200
they like it

512
00:17:53,600 --> 00:17:56,960
they like the music but they

513
00:17:55,200 --> 00:17:58,080
just haven't been exposed to this it's

514
00:17:56,960 --> 00:18:00,000
not part of their

515
00:17:58,080 --> 00:18:01,760
culture

516
00:18:00,000 --> 00:18:03,520
um so when i was a student teaching in

517
00:18:01,760 --> 00:18:05,679
springboro i got to work with jasmine a

518
00:18:03,520 --> 00:18:07,840
lot as i mentioned and i did a kind of

519
00:18:05,679 --> 00:18:08,960
funk unit with them and i actually used

520
00:18:07,840 --> 00:18:10,559
it for

521
00:18:08,960 --> 00:18:11,760
there's this thing called edtpa that

522
00:18:10,559 --> 00:18:13,440
teachers have to do in their student

523
00:18:11,760 --> 00:18:15,600
teaching which is this big

524
00:18:13,440 --> 00:18:18,240
educators teachers

525
00:18:15,600 --> 00:18:19,760
educator teacher portfolio assessment or

526
00:18:18,240 --> 00:18:21,200
something like that a big portfolio that

527
00:18:19,760 --> 00:18:23,039
student teachers put together

528
00:18:21,200 --> 00:18:25,440
demonstrating all their

529
00:18:23,039 --> 00:18:27,120
different components of teaching and

530
00:18:25,440 --> 00:18:28,640
i had the bright idea to make my life

531
00:18:27,120 --> 00:18:30,559
easier and kill two birds with one stone

532
00:18:28,640 --> 00:18:32,240
and use my honors thesis to help me out

533
00:18:30,559 --> 00:18:34,160
with my teaching portfolio so the unit i

534
00:18:32,240 --> 00:18:36,400
taught for that portfolio i needed to do

535
00:18:34,160 --> 00:18:37,679
for student teaching was on dayton funk

536
00:18:36,400 --> 00:18:39,280
music

537
00:18:37,679 --> 00:18:41,120
and it was kind of funny i had to like

538
00:18:39,280 --> 00:18:42,320
come up with assessments to show that my

539
00:18:41,120 --> 00:18:44,640
students have learned so i think i even

540
00:18:42,320 --> 00:18:46,720
gave these japan kids like a 10 question

541
00:18:44,640 --> 00:18:49,760
quiz on dayton funk i was like name

542
00:18:46,720 --> 00:18:52,080
three dating funk bands and um

543
00:18:49,760 --> 00:18:54,000
dad so i i don't remember what else was

544
00:18:52,080 --> 00:18:55,440
on there but i had to come up with a

545
00:18:54,000 --> 00:18:58,640
little quiz for that but then we got to

546
00:18:55,440 --> 00:19:00,880
play as well um so

547
00:18:58,640 --> 00:19:04,000
i played two two songs with them two fun

548
00:19:00,880 --> 00:19:06,880
songs with them both by james brown

549
00:19:04,000 --> 00:19:09,200
one was papa's got a brand new bag

550
00:19:06,880 --> 00:19:11,200
and the other was make it funky

551
00:19:09,200 --> 00:19:12,080
and earlier when i talked about how when

552
00:19:11,200 --> 00:19:14,000
i was doing these interviews there are

553
00:19:12,080 --> 00:19:16,799
these two varying perspectives on music

554
00:19:14,000 --> 00:19:18,720
education and i say what modern day

555
00:19:16,799 --> 00:19:19,520
music education in a high school jazz

556
00:19:18,720 --> 00:19:20,960
band

557
00:19:19,520 --> 00:19:22,960
kids are reading music they're reading

558
00:19:20,960 --> 00:19:25,520
sheet music that is arranged for a jazz

559
00:19:22,960 --> 00:19:27,120
band and they are playing it the way

560
00:19:25,520 --> 00:19:29,360
it's written

561
00:19:27,120 --> 00:19:31,919
that's not how funky musicians played

562
00:19:29,360 --> 00:19:33,440
funk in the 70s and 80s so in order to

563
00:19:31,919 --> 00:19:36,160
give them kind of more authentic

564
00:19:33,440 --> 00:19:37,520
experience and and kind of play funk

565
00:19:36,160 --> 00:19:39,360
maybe in the way that it was originally

566
00:19:37,520 --> 00:19:40,480
intended to play we learned two

567
00:19:39,360 --> 00:19:42,400
different songs and we learned in two

568
00:19:40,480 --> 00:19:43,840
different ways pop's got a brand new bag

569
00:19:42,400 --> 00:19:45,600
again by james brown this one was

570
00:19:43,840 --> 00:19:48,400
arranged by mark taylor it's popular

571
00:19:45,600 --> 00:19:50,160
jazz band or ranger and students use

572
00:19:48,400 --> 00:19:51,840
sheet music they follow measure numbers

573
00:19:50,160 --> 00:19:53,520
they follow time signatures key

574
00:19:51,840 --> 00:19:55,120
signatures there were articulation

575
00:19:53,520 --> 00:19:57,039
markings out there they were told them

576
00:19:55,120 --> 00:19:58,880
what tempo to play everything was given

577
00:19:57,039 --> 00:20:00,960
to them it said here's how you play funk

578
00:19:58,880 --> 00:20:02,640
this these are the articulations you use

579
00:20:00,960 --> 00:20:04,559
et cetera et cetera

580
00:20:02,640 --> 00:20:06,640
there was also a

581
00:20:04,559 --> 00:20:09,360
mark taylor added his own his own part

582
00:20:06,640 --> 00:20:11,120
to this um his own kind of um eight or

583
00:20:09,360 --> 00:20:13,200
eight measure 16 measure

584
00:20:11,120 --> 00:20:15,039
um break that was that that he wrote

585
00:20:13,200 --> 00:20:17,440
that wasn't in any live version of james

586
00:20:15,039 --> 00:20:18,640
brown that you'd ever hear and

587
00:20:17,440 --> 00:20:20,240
the kids liked it we liked that part it

588
00:20:18,640 --> 00:20:22,080
was it was a fun part of the big part of

589
00:20:20,240 --> 00:20:23,760
the piece but it was very very jazz

590
00:20:22,080 --> 00:20:26,880
bandy you know this look that sounded

591
00:20:23,760 --> 00:20:27,679
like it was written for a jazz band um

592
00:20:26,880 --> 00:20:29,039
and

593
00:20:27,679 --> 00:20:31,440
we when we learned how to get a brand

594
00:20:29,039 --> 00:20:32,960
new bag we compared it to live versions

595
00:20:31,440 --> 00:20:34,640
of james brown we list watch and listen

596
00:20:32,960 --> 00:20:35,760
to live versions of james brown playing

597
00:20:34,640 --> 00:20:37,280
this song

598
00:20:35,760 --> 00:20:38,960
and one kid said well wait a minute

599
00:20:37,280 --> 00:20:41,360
there's this there's another groove in

600
00:20:38,960 --> 00:20:43,600
the live version that's not in

601
00:20:41,360 --> 00:20:45,600
um that's not in the arrangement and

602
00:20:43,600 --> 00:20:46,960
there's just this simple little butt it

603
00:20:45,600 --> 00:20:48,400
up

604
00:20:46,960 --> 00:20:50,400
buttered up just a little two-way hand

605
00:20:48,400 --> 00:20:52,240
on me too this is little tiny group but

606
00:20:50,400 --> 00:20:54,320
it's no it's nowhere in the arrangement

607
00:20:52,240 --> 00:20:56,159
and one of my students actually had the

608
00:20:54,320 --> 00:20:57,280
idea was like well let's use let's take

609
00:20:56,159 --> 00:20:59,360
that group we'll just make that the

610
00:20:57,280 --> 00:21:01,200
background for our solo section so there

611
00:20:59,360 --> 00:21:02,559
was this really complicated if you know

612
00:21:01,200 --> 00:21:04,159
jasmine arrangement there's always these

613
00:21:02,559 --> 00:21:06,320
very complicated like background parts

614
00:21:04,159 --> 00:21:08,320
sometimes that or just seem unnecessary

615
00:21:06,320 --> 00:21:09,520
and as a as a band director you don't

616
00:21:08,320 --> 00:21:11,520
want to spend your time reversing the

617
00:21:09,520 --> 00:21:13,280
backgrounds to solos right you'd rather

618
00:21:11,520 --> 00:21:15,200
just be a simple group so we're like

619
00:21:13,280 --> 00:21:16,559
okay let's just take out the the

620
00:21:15,200 --> 00:21:17,760
background section that's written and

621
00:21:16,559 --> 00:21:20,000
we'll just we'll just add in this little

622
00:21:17,760 --> 00:21:21,200
group and they were fun we we listened

623
00:21:20,000 --> 00:21:23,120
to it we learned it we just learned it

624
00:21:21,200 --> 00:21:25,760
by ears like literally three note groove

625
00:21:23,120 --> 00:21:27,280
right and um and we we pieced it

626
00:21:25,760 --> 00:21:29,039
together so we played the arrangement

627
00:21:27,280 --> 00:21:30,559
then we got to the solo section you know

628
00:21:29,039 --> 00:21:32,000
the percussion and the rhythms actually

629
00:21:30,559 --> 00:21:33,039
kept the same groove but then the horns

630
00:21:32,000 --> 00:21:34,080
in this little different background

631
00:21:33,039 --> 00:21:36,080
section and then went back to the

632
00:21:34,080 --> 00:21:37,280
arrangement when we go back to it so

633
00:21:36,080 --> 00:21:39,360
um

634
00:21:37,280 --> 00:21:41,679
what we talked about how

635
00:21:39,360 --> 00:21:44,000
how this isn't isn't really how they

636
00:21:41,679 --> 00:21:45,679
would have does not have james brown

637
00:21:44,000 --> 00:21:47,039
band would have learned how to play

638
00:21:45,679 --> 00:21:48,559
pop's got a brand new bat right it would

639
00:21:47,039 --> 00:21:51,280
have he's probably been talking to my

640
00:21:48,559 --> 00:21:52,320
rope type of them by ear

641
00:21:51,280 --> 00:21:53,840
so then we also learned to make your

642
00:21:52,320 --> 00:21:56,480
thumb and

643
00:21:53,840 --> 00:21:58,720
i i say arrange by me i i wrote out some

644
00:21:56,480 --> 00:22:00,880
parts but they my students never saw

645
00:21:58,720 --> 00:22:03,600
music for this um

646
00:22:00,880 --> 00:22:05,840
i think it's in the key of a concert d

647
00:22:03,600 --> 00:22:07,440
so i we talked about the we i highly

648
00:22:05,840 --> 00:22:08,799
learned the concert d blues scale

649
00:22:07,440 --> 00:22:10,400
because that's where all the notes in

650
00:22:08,799 --> 00:22:11,919
the groove to make it funkier in the

651
00:22:10,400 --> 00:22:13,520
concert team again so we taught that and

652
00:22:11,919 --> 00:22:16,080
i said all right

653
00:22:13,520 --> 00:22:17,280
these are the notes you have now i had

654
00:22:16,080 --> 00:22:19,120
to break up into different sections and

655
00:22:17,280 --> 00:22:21,760
we're going to learn they've learned the

656
00:22:19,120 --> 00:22:24,720
groove by here there's two grooves in

657
00:22:21,760 --> 00:22:26,400
make it funky an a groove and a b groove

658
00:22:24,720 --> 00:22:28,240
i called it so very easy to learn by

659
00:22:26,400 --> 00:22:31,120
road obviously this is memorized and

660
00:22:28,240 --> 00:22:33,200
never looked at music um and there's

661
00:22:31,120 --> 00:22:34,799
also no strict form and this is

662
00:22:33,200 --> 00:22:36,880
something a little more authentic of

663
00:22:34,799 --> 00:22:38,320
live for performances right there's

664
00:22:36,880 --> 00:22:40,480
it's not like okay we're gonna play this

665
00:22:38,320 --> 00:22:42,240
groove for 16 measures and then move on

666
00:22:40,480 --> 00:22:44,799
it might be 16 measures they might be

667
00:22:42,240 --> 00:22:46,559
20. might be 24 might be 28. it doesn't

668
00:22:44,799 --> 00:22:48,960
matter well we're going to play to sit

669
00:22:46,559 --> 00:22:50,720
in this group and play this groove until

670
00:22:48,960 --> 00:22:52,080
um we get a cube from either the band

671
00:22:50,720 --> 00:22:53,360
leader and you know obviously that'd be

672
00:22:52,080 --> 00:22:54,880
james brown

673
00:22:53,360 --> 00:22:56,640
and the live

674
00:22:54,880 --> 00:22:57,919
regular version of makeup funky say all

675
00:22:56,640 --> 00:22:59,840
right to the bridge and then you know

676
00:22:57,919 --> 00:23:01,679
four beats later boom the whole band

677
00:22:59,840 --> 00:23:02,720
transitions to the bridge so

678
00:23:01,679 --> 00:23:03,840
i wanted to do that with these high

679
00:23:02,720 --> 00:23:05,039
schools i'm like we should do this i'm

680
00:23:03,840 --> 00:23:06,960
like i'm not gonna tell you how long to

681
00:23:05,039 --> 00:23:08,559
play this but um

682
00:23:06,960 --> 00:23:09,919
so we learned the a group

683
00:23:08,559 --> 00:23:11,440
we learned the b groove and then we

684
00:23:09,919 --> 00:23:13,600
started putting together and what i love

685
00:23:11,440 --> 00:23:14,960
about this is uh from an educator

686
00:23:13,600 --> 00:23:17,039
standpoint students

687
00:23:14,960 --> 00:23:19,120
did it all students decided the parts

688
00:23:17,039 --> 00:23:20,240
they decided um in the b groove is a

689
00:23:19,120 --> 00:23:22,400
little more complicated there's three

690
00:23:20,240 --> 00:23:23,840
different horn parts going on they

691
00:23:22,400 --> 00:23:25,360
decided okay the trombones are going to

692
00:23:23,840 --> 00:23:27,600
play the bass line saxon is going to

693
00:23:25,360 --> 00:23:29,360
play this saxophone riff and the

694
00:23:27,600 --> 00:23:32,159
trumpets are going to play the little

695
00:23:29,360 --> 00:23:33,520
little cherry on top right

696
00:23:32,159 --> 00:23:35,360
so they decided to form the inside the

697
00:23:33,520 --> 00:23:38,080
parts they decided who's going to solo

698
00:23:35,360 --> 00:23:39,039
et cetera so i want to show you a video

699
00:23:38,080 --> 00:23:41,039
of

700
00:23:39,039 --> 00:23:41,679
um this is

701
00:23:41,039 --> 00:23:43,120
so

702
00:23:41,679 --> 00:23:44,720
when i originally did this this is

703
00:23:43,120 --> 00:23:48,400
february of

704
00:23:44,720 --> 00:23:50,400
2020. so like a month before our world

705
00:23:48,400 --> 00:23:51,840
started to crash and burns right we're

706
00:23:50,400 --> 00:23:53,520
literally i was in the middle of student

707
00:23:51,840 --> 00:23:55,440
teaching and we were gearing up for a

708
00:23:53,520 --> 00:23:56,720
concert and there was going to be a funk

709
00:23:55,440 --> 00:23:58,240
concert that this high school was going

710
00:23:56,720 --> 00:24:01,360
to do we had a couple other more

711
00:23:58,240 --> 00:24:02,640
traditional jazz band or funk charts

712
00:24:01,360 --> 00:24:04,799
and but we're going to do these two

713
00:24:02,640 --> 00:24:06,159
james brown brown james brown charts and

714
00:24:04,799 --> 00:24:07,840
unfortunately i don't have a recording

715
00:24:06,159 --> 00:24:08,960
of papa's got a brand new bag because

716
00:24:07,840 --> 00:24:10,000
the concert never happened it was

717
00:24:08,960 --> 00:24:11,600
supposed to be in march and that got

718
00:24:10,000 --> 00:24:13,520
cancelled so they never got a chance

719
00:24:11,600 --> 00:24:16,320
performance so i i took this video on my

720
00:24:13,520 --> 00:24:17,600
phone in class just just to show dr dorf

721
00:24:16,320 --> 00:24:19,279
my advice just say hey here's a cool

722
00:24:17,600 --> 00:24:21,200
thing we did today little did i know

723
00:24:19,279 --> 00:24:23,840
that would be my only video

724
00:24:21,200 --> 00:24:25,200
of this unit because it coveted but so

725
00:24:23,840 --> 00:24:28,320
some context of this this is the first

726
00:24:25,200 --> 00:24:29,679
day this after about 30 or 45 minutes of

727
00:24:28,320 --> 00:24:31,039
learning these grooves and piecing it

728
00:24:29,679 --> 00:24:32,640
together

729
00:24:31,039 --> 00:24:33,840
i love we have some clarinets in our

730
00:24:32,640 --> 00:24:36,080
high school jazz bass you see some

731
00:24:33,840 --> 00:24:38,000
clarinets playing some fun grooves um

732
00:24:36,080 --> 00:24:39,919
but i gave the rhythm section a groove

733
00:24:38,000 --> 00:24:41,919
so they they kind of had the same thing

734
00:24:39,919 --> 00:24:43,120
throughout but um you'll see a few

735
00:24:41,919 --> 00:24:44,880
things in here so i'll just let it play

736
00:24:43,120 --> 00:24:46,720
it's about three minutes long

737
00:24:44,880 --> 00:24:50,679
we'll play the whole thing and then i'll

738
00:24:46,720 --> 00:24:50,679
give some comments at the end

739
00:24:52,510 --> 00:25:05,670
[Music]

740
00:25:05,840 --> 00:25:08,840
oh

741
00:25:09,510 --> 00:25:17,849
[Music]

742
00:25:18,320 --> 00:25:41,760
foreign

743
00:25:21,160 --> 00:25:43,840
[Music]

744
00:25:41,760 --> 00:25:43,840
foreign

745
00:25:44,800 --> 00:25:56,680
[Music]

746
00:26:04,380 --> 00:26:09,720
[Music]

747
00:26:06,720 --> 00:26:09,720
so

748
00:26:09,760 --> 00:26:28,679
[Music]

749
00:26:25,440 --> 00:26:28,679
you can't

750
00:26:32,840 --> 00:26:52,539
[Music]

751
00:26:54,640 --> 00:27:04,500
so

752
00:26:56,820 --> 00:27:04,500
[Music]

753
00:27:07,330 --> 00:27:30,759
[Music]

754
00:27:32,640 --> 00:27:35,640
no

755
00:27:40,920 --> 00:27:48,799
[Applause]

756
00:27:46,960 --> 00:27:50,240
kids i worked at springboro for a few

757
00:27:48,799 --> 00:27:52,399
years i did their marching band several

758
00:27:50,240 --> 00:27:54,240
summers all through college and then got

759
00:27:52,399 --> 00:27:55,600
to student teach with them and really

760
00:27:54,240 --> 00:27:57,679
bummed obviously this concert could

761
00:27:55,600 --> 00:27:59,760
never happen and um

762
00:27:57,679 --> 00:28:01,200
again this is our first day with it so

763
00:27:59,760 --> 00:28:02,720
you hear people playing when they're not

764
00:28:01,200 --> 00:28:04,000
supposed to play you hear people messing

765
00:28:02,720 --> 00:28:05,679
up but it's like

766
00:28:04,000 --> 00:28:07,840
i didn't care it's just the first first

767
00:28:05,679 --> 00:28:10,000
time we pieced it all together uh before

768
00:28:07,840 --> 00:28:11,200
that song super simple right there's an

769
00:28:10,000 --> 00:28:13,039
a groove

770
00:28:11,200 --> 00:28:14,799
and then you saw a very sax player stand

771
00:28:13,039 --> 00:28:16,640
up we went to the b groove then our

772
00:28:14,799 --> 00:28:18,240
trombone player stood up he shouted make

773
00:28:16,640 --> 00:28:20,880
it funky and then there's this one like

774
00:28:18,240 --> 00:28:23,600
two measure break make it funky make it

775
00:28:20,880 --> 00:28:25,360
funky make it funky right and then they

776
00:28:23,600 --> 00:28:26,559
go back to the a group and so we kind of

777
00:28:25,360 --> 00:28:29,200
worked out before us all right we'll

778
00:28:26,559 --> 00:28:32,000
play everything we do a groove b groove

779
00:28:29,200 --> 00:28:34,399
break a b break and then we'll and then

780
00:28:32,000 --> 00:28:35,279
we'll end with that um

781
00:28:34,399 --> 00:28:37,760
and

782
00:28:35,279 --> 00:28:38,720
the b groove at the end i don't know

783
00:28:37,760 --> 00:28:40,080
about you but i kind of got

784
00:28:38,720 --> 00:28:42,480
uncomfortable it felt a little too long

785
00:28:40,080 --> 00:28:44,080
for me but that's because i told them um

786
00:28:42,480 --> 00:28:45,760
the barriers expert the trump player

787
00:28:44,080 --> 00:28:46,960
said there's no right or wrong answer

788
00:28:45,760 --> 00:28:48,559
you can play that group as long as you

789
00:28:46,960 --> 00:28:50,720
want your player can be as short as you

790
00:28:48,559 --> 00:28:52,159
want because you know that's a little

791
00:28:50,720 --> 00:28:53,840
more authentic what it would be in a

792
00:28:52,159 --> 00:28:55,120
live performance and that trombone

793
00:28:53,840 --> 00:28:57,520
player i think he forgot that he was

794
00:28:55,120 --> 00:28:59,200
supposed to get us to the end

795
00:28:57,520 --> 00:29:00,640
um the band director said next time i

796
00:28:59,200 --> 00:29:01,679
think he nudged him and said like hey

797
00:29:00,640 --> 00:29:03,200
you're supposed to do this thing and

798
00:29:01,679 --> 00:29:04,399
he's like oh yeah but i think he was

799
00:29:03,200 --> 00:29:05,840
also trying to mess with me like i'm

800
00:29:04,399 --> 00:29:07,600
just gonna like see how long we can play

801
00:29:05,840 --> 00:29:10,000
this group until until everyone starts

802
00:29:07,600 --> 00:29:12,320
getting mad at me

803
00:29:10,000 --> 00:29:13,840
later um in future rehearsals we ended

804
00:29:12,320 --> 00:29:15,679
up putting a solo section in there so we

805
00:29:13,840 --> 00:29:19,120
took the that a section and just had

806
00:29:15,679 --> 00:29:20,799
someone still going over it um

807
00:29:19,120 --> 00:29:22,960
it was a weird group for them to feel

808
00:29:20,799 --> 00:29:25,600
because the the a groove is it's just a

809
00:29:22,960 --> 00:29:27,360
one mesh group da da da da da da

810
00:29:25,600 --> 00:29:28,960
right and that happens three times it's

811
00:29:27,360 --> 00:29:30,640
like three on three off three measures

812
00:29:28,960 --> 00:29:32,000
of the degree of three measures off the

813
00:29:30,640 --> 00:29:33,919
group and that's it's really weird

814
00:29:32,000 --> 00:29:35,840
especially these high schoolers to feel

815
00:29:33,919 --> 00:29:37,600
a three measure phrase or a six measure

816
00:29:35,840 --> 00:29:39,120
phrase instead of four or eight so

817
00:29:37,600 --> 00:29:41,360
that's why um you hear a lot of people

818
00:29:39,120 --> 00:29:44,080
going on from that but um

819
00:29:41,360 --> 00:29:44,960
no these kids had a blast with it again

820
00:29:44,080 --> 00:29:46,799
when

821
00:29:44,960 --> 00:29:48,399
funk was the first time folk was ever

822
00:29:46,799 --> 00:29:51,520
introduced to them was maybe two weeks

823
00:29:48,399 --> 00:29:53,039
prior to this um it warms my heart to

824
00:29:51,520 --> 00:29:54,159
see these kids shop and make it funky

825
00:29:53,039 --> 00:29:55,440
because that's awkward they're in high

826
00:29:54,159 --> 00:29:57,200
school there

827
00:29:55,440 --> 00:29:58,799
everything's weird for them so some of

828
00:29:57,200 --> 00:30:00,480
them get really into it but you see like

829
00:29:58,799 --> 00:30:02,000
my clarinet sit in the front row there's

830
00:30:00,480 --> 00:30:03,600
like they're not into it right they're

831
00:30:02,000 --> 00:30:04,799
like okay

832
00:30:03,600 --> 00:30:06,640
i'm trying to get their face like come

833
00:30:04,799 --> 00:30:09,679
on come on louder

834
00:30:06,640 --> 00:30:10,320
they're like no thank you but um

835
00:30:09,679 --> 00:30:12,000
so

836
00:30:10,320 --> 00:30:14,399
again i really wish that concert could

837
00:30:12,000 --> 00:30:16,799
happen but um a really cool experience

838
00:30:14,399 --> 00:30:18,240
for them to piece that together

839
00:30:16,799 --> 00:30:20,240
um

840
00:30:18,240 --> 00:30:22,480
so as i wrap up here

841
00:30:20,240 --> 00:30:24,799
just some future directions of

842
00:30:22,480 --> 00:30:25,840
where this project uh could go or or

843
00:30:24,799 --> 00:30:28,559
what it could mean in the world

844
00:30:25,840 --> 00:30:31,440
education um i see dayton funk as just

845
00:30:28,559 --> 00:30:34,960
one example of adapting revising and

846
00:30:31,440 --> 00:30:37,120
reflecting on k-12 music curricula

847
00:30:34,960 --> 00:30:38,960
i'm big on a well-rounded music program

848
00:30:37,120 --> 00:30:40,320
i it's not just

849
00:30:38,960 --> 00:30:42,480
dayton funk i'm not just trying to say

850
00:30:40,320 --> 00:30:44,240
oh i want to be a teacher that teaches

851
00:30:42,480 --> 00:30:46,640
funk right

852
00:30:44,240 --> 00:30:48,000
but i think the the the context of

853
00:30:46,640 --> 00:30:50,080
dayton funk

854
00:30:48,000 --> 00:30:52,399
in dayton and the suburbs of dayton is

855
00:30:50,080 --> 00:30:55,200
so crucially important i think community

856
00:30:52,399 --> 00:30:57,440
music should play a huge role in what we

857
00:30:55,200 --> 00:30:59,200
teach students in schools it it should

858
00:30:57,440 --> 00:31:00,720
be a crime and i'm teaching oakwood now

859
00:30:59,200 --> 00:31:02,320
which is right next door

860
00:31:00,720 --> 00:31:04,320
and i haven't been able to do anything

861
00:31:02,320 --> 00:31:07,519
funky with them yet but i will it'll

862
00:31:04,320 --> 00:31:09,919
happen um but even right next door

863
00:31:07,519 --> 00:31:12,320
it's a crime to say this music culture

864
00:31:09,919 --> 00:31:15,760
exists five blocks up the road and you

865
00:31:12,320 --> 00:31:15,760
know absolutely nothing about it

866
00:31:15,919 --> 00:31:20,559
so i think it's important to

867
00:31:18,480 --> 00:31:23,360
kind of break away from

868
00:31:20,559 --> 00:31:24,880
how music's always been taught right

869
00:31:23,360 --> 00:31:27,519
whether that's in

870
00:31:24,880 --> 00:31:29,840
elementary general music if that's in

871
00:31:27,519 --> 00:31:31,120
band choir orchestra

872
00:31:29,840 --> 00:31:33,360
but those are kids in high school

873
00:31:31,120 --> 00:31:35,279
jasmine even for them i mean high school

874
00:31:33,360 --> 00:31:36,480
jasmine is the easiest place to

875
00:31:35,279 --> 00:31:38,799
incorporate this fun because they're

876
00:31:36,480 --> 00:31:40,480
already doing so much stuff in that in

877
00:31:38,799 --> 00:31:43,440
that genre playing so much music in that

878
00:31:40,480 --> 00:31:44,640
area but even for them in springboro it

879
00:31:43,440 --> 00:31:46,080
was kind of a culture shock to them with

880
00:31:44,640 --> 00:31:47,039
something brand new that they had

881
00:31:46,080 --> 00:31:48,799
experience but they loved it they're

882
00:31:47,039 --> 00:31:51,200
like oh you mean i can play a song and

883
00:31:48,799 --> 00:31:54,720
not have to read music for it like yeah

884
00:31:51,200 --> 00:31:56,000
um so something like that and um

885
00:31:54,720 --> 00:31:58,080
in oakwood and i know a lot of

886
00:31:56,000 --> 00:31:59,679
communities around here edi has been a

887
00:31:58,080 --> 00:32:02,480
big focus it's called stands for equity

888
00:31:59,679 --> 00:32:04,559
diversity and inclusion

889
00:32:02,480 --> 00:32:05,760
and that goes across

890
00:32:04,559 --> 00:32:08,240
all

891
00:32:05,760 --> 00:32:09,360
content areas and all grade levels k

892
00:32:08,240 --> 00:32:12,559
through 12

893
00:32:09,360 --> 00:32:13,519
in math science english language arts

894
00:32:12,559 --> 00:32:15,279
and

895
00:32:13,519 --> 00:32:18,320
music and art as well i think music is

896
00:32:15,279 --> 00:32:20,080
just such an easy way to include these

897
00:32:18,320 --> 00:32:22,399
edi concepts because obviously so much

898
00:32:20,080 --> 00:32:24,399
great musician so much great music comes

899
00:32:22,399 --> 00:32:26,640
from musicians from all over the world

900
00:32:24,399 --> 00:32:28,640
and of all genders and of all race so

901
00:32:26,640 --> 00:32:30,080
it's to me as a music teacher i feel

902
00:32:28,640 --> 00:32:32,480
like music teaches everyone that's part

903
00:32:30,080 --> 00:32:33,840
of their responsibility to incorporate

904
00:32:32,480 --> 00:32:35,600
um

905
00:32:33,840 --> 00:32:37,519
this edi concept in music because it i

906
00:32:35,600 --> 00:32:39,120
get so easy to do

907
00:32:37,519 --> 00:32:40,559
but funk you can see it in high school

908
00:32:39,120 --> 00:32:42,559
performing on songs you can see it in

909
00:32:40,559 --> 00:32:44,880
marching band shows um i was only at

910
00:32:42,559 --> 00:32:46,080
cedarville for one year but um

911
00:32:44,880 --> 00:32:47,679
part when i was at cedarville i was up

912
00:32:46,080 --> 00:32:50,240
and i was marching band there and had i

913
00:32:47,679 --> 00:32:52,159
was working on plans to do a funk show

914
00:32:50,240 --> 00:32:54,480
for marching band you know for a half

915
00:32:52,159 --> 00:32:57,360
time show on on funk um i know pride of

916
00:32:54,480 --> 00:32:59,120
dating a big funk halftime show way back

917
00:32:57,360 --> 00:33:01,039
when i was in there by four or five

918
00:32:59,120 --> 00:33:03,760
years ago maybe

919
00:33:01,039 --> 00:33:05,360
you can do funk and general music

920
00:33:03,760 --> 00:33:07,840
there's been a big emergence in high

921
00:33:05,360 --> 00:33:09,679
schooler and high school

922
00:33:07,840 --> 00:33:11,760
music curriculum of the more popular

923
00:33:09,679 --> 00:33:13,600
music courses whether it's

924
00:33:11,760 --> 00:33:17,440
the history of rock or

925
00:33:13,600 --> 00:33:17,440
music technology courses or

926
00:33:17,519 --> 00:33:22,000
just regular popular music courses but

927
00:33:19,600 --> 00:33:24,159
those are becoming more popular so you

928
00:33:22,000 --> 00:33:26,640
know giving high schoolers more options

929
00:33:24,159 --> 00:33:28,240
than just band require or orchestra to

930
00:33:26,640 --> 00:33:30,480
be musically involved

931
00:33:28,240 --> 00:33:32,159
um and then community music events so

932
00:33:30,480 --> 00:33:33,760
eventually i'll probably like to put

933
00:33:32,159 --> 00:33:36,559
together some sort of uh

934
00:33:33,760 --> 00:33:38,320
funk day or funk uh funk event of some

935
00:33:36,559 --> 00:33:39,440
sort for people in the community and

936
00:33:38,320 --> 00:33:41,679
students to come out and kind of

937
00:33:39,440 --> 00:33:44,240
experience some of this and then i have

938
00:33:41,679 --> 00:33:45,360
the words pop the bubble on there um

939
00:33:44,240 --> 00:33:47,440
because everywhere i want to present

940
00:33:45,360 --> 00:33:49,600
whether it um

941
00:33:47,440 --> 00:33:51,519
i did some presentations in stivers i

942
00:33:49,600 --> 00:33:53,519
did some presentations in springboro and

943
00:33:51,519 --> 00:33:55,840
it's two completely different worlds

944
00:33:53,519 --> 00:33:57,120
that are just miles apart and

945
00:33:55,840 --> 00:33:58,399
everyone's just kind of in this bubble

946
00:33:57,120 --> 00:33:59,360
oakwood's in this little bubble spring

947
00:33:58,399 --> 00:34:01,679
grows in this little bubble so just

948
00:33:59,360 --> 00:34:03,840
popping the bubble and and getting out

949
00:34:01,679 --> 00:34:04,799
there and experiencing

950
00:34:03,840 --> 00:34:06,480
more

951
00:34:04,799 --> 00:34:08,399
with music and with culture and just

952
00:34:06,480 --> 00:34:10,790
kind of what is around so

953
00:34:08,399 --> 00:34:17,520
i think i've rambled on long enough

954
00:34:10,790 --> 00:34:19,280
[Applause]

955
00:34:17,520 --> 00:34:21,200
there are a lot of us in here who teach

956
00:34:19,280 --> 00:34:24,320
and the best thing about teaching

957
00:34:21,200 --> 00:34:26,199
is to see something like this happen

958
00:34:24,320 --> 00:34:35,119
congratulations

959
00:34:26,199 --> 00:34:37,440
[Applause]

960
00:34:35,119 --> 00:34:38,879
one question that's all we have time for

961
00:34:37,440 --> 00:34:42,159
we're really on a tight schedule sam

962
00:34:38,879 --> 00:34:42,159
you're right is your hand going

963
00:34:42,560 --> 00:34:46,599
anybody just want please

964
00:35:00,960 --> 00:35:05,119
and i want to say i appreciate what

965
00:35:02,480 --> 00:35:07,599
you're doing as um as a fellow you know

966
00:35:05,119 --> 00:35:10,400
music education music educators thank

967
00:35:07,599 --> 00:35:11,920
you yeah yeah well we was i was involved

968
00:35:10,400 --> 00:35:14,160
in five years i needed this that's a

969
00:35:11,920 --> 00:35:16,160
little sponsored yeah yeah so you came

970
00:35:14,160 --> 00:35:19,680
around i did i worked with my kids for a

971
00:35:16,160 --> 00:35:19,680
few couple days or whatever

972
00:35:21,280 --> 00:35:24,680
thank you again

973
00:35:32,400 --> 00:35:36,560
we're going to go to marcus chapman

974
00:35:34,480 --> 00:35:38,960
who's catching up from yesterday his

975
00:35:36,560 --> 00:35:41,040
flight was canceled so we're trying to

976
00:35:38,960 --> 00:35:44,359
get him in here this morning

977
00:35:41,040 --> 00:35:44,359
and um