Leadership and Advocacy in Educational Endeavors

TEL 410

Lesson 6: Making Meaning

Assignment: Peer Review – 5 Insight Statements and Responses
Points Available: 50 Points

TEL 410: Lesson 6 – Coding

Taylor Ball

Arizona State University

 Themes and Insights
Design Challenge: How can I support families looking to get affordable instruments to
participate in music class and provide private lessons and performance
opportunities outside of the school settings in a way that enriches their
musical experience, academic performance and psychosocial development?
Theme: Listening – Hearing Community and Students Needs

Insights:
1. I will listen to my community for our specific needs and how we can impact as many
families as possible.
2. I will listen to the needs of the students; this is how I can meet them where they are and
we can grow together.
3. To be a good instructor, it requires me to listen to the student, then teach.

Theme: Empathy

Insights:
1. Music is about being vulnerable with others. Through music we can connect and
empathize with our students.
2. Private lessons are centered around understanding what a student is bringing to the room.
3. Music provides opportunities for lifelong friendship, wherever we go, we can connect
with people through music.

Theme: Healing – Personal and Psychosocial

Insights:
1. Music goes beyond notes and through it I can provide steps for healing, grief, depression
etc.
2. Music deals with emotion and teaches participants how to handle their own. Music can
support self-healing.
3. Music provides a community of support to help each other healing.

Theme: Awareness

Insights:
1. Group music requires us to be aware of everyone else in the ensemble. It supports
listening through awareness of the whole.
2. We must be aware of what our students need. By utilizing listening and empathy. This is
how we begin healing and lead to growth.

Theme: Commitment to the Growth of People

Insights:
1. Music provides benefits to many aspects of growth and learning both inside and outside
the classroom.
2. I will provide an opportunity for students in poverty to participate in music when they
otherwise could not.
3. Private music lessons are shown to increase the benefits music has on student’s overall
education regardless of social status or poverty level.
 Coding – Key Themes

Key Themes from Servant Leadership:

Listening – Yellow Empathy - Green

Healing – Blue Awareness - Pink
Commitment to the Growth of People – Red

Journal Entry: Week 1, Date: 03/14/2021

Why did you select your advocacy issue? Commitment to the Growth of People

I could have selected another issue or concern that would have been more typical. However, we
were asked to pick something that we could have an effect on in the next few weeks, and something
that we were most qualifies to work on. This project is one I have been thinking about for a long
time and this is the perfect opportunity to put those thoughts into action. In addition, music has a
large influence over many areas such as in the classroom, test scores, attendance, social interaction
and confidence building. It may not be the cure all to one issue but will benefit a multitude of
issues.

What are your thoughts and feelings about this project? Commitment to the Growth of People

I am incredibly passionate about music and what it can do for students. It changed my life and the
course my life took. It introduced me to a group of people who made me who I am today. I want to
share that experience with as many students as possible by creating an environment for them to
become their best selves. Music allows students to learn how to be self-educating and combines the
benefits of a classroom and extracurricular sport into one arena. It concerns me how many students
miss out on the opportunity because of their parents’ income level, and I do not want that to be a
barrier for anyone.

What were your celebrations, setbacks, and unexpected outcomes? Awareness

I am not sure week one is far enough into the process to have all of these. I can say that through
conversations with other church leaders who have degrees in music, pastors and the local church
coalition all conversations have been positive. We have a grant writer who is willing to work with
me to secure funding and a church has already made its building open for use for the program. It is
just a matter of getting the ball rolling. Setbacks and roadblocks are not permanent, just
opportunities to overcome. As somebody who has gone down this road with other organizations, I
know there will be issues to face and overcome. They are not to be feared, but opportunities to grow
from and show those who are following you just how important the cause you are fighting for is.

What progress have your made on your advocacy project?

To date, I have not made tangible progress on my project. I have formed a 3-part plan and am
working with a fellow music director who has a performance degree in developing a presentation.
Then we will go to the board of BCU to get their approval to operate under their non-profit
umbrella. Next, we will go to BCCN and get concrete approval to use their building. All the pieces
are in place, but we need the dominoes to fall. I am hoping, if the funding is favorable that I can
make an income as the Chief Operating Officer of this organization.
Journal Entry: Week 3, Date: 03/27/2021
How will your leadership style assist you in developing this project? Commitment to the

Growth of People

I am not a “natural leader” as some people prescribe to believing. I was a shy, introvert at the
beginning of high school who dressed up, carried a briefcase instead of a backpack and wanted
nothing more than to graduate, get a job in a cubical and live a quiet and reclusive life. But 1 senior
trombonist grabbed me, shook me, smiled and said, “in one year I’m gone. Someone has to carry on
my legacy of being crazy keep these people laughing. You’re gonna be it. I’m taking you under my
wing and I’m going to break you.” That was the last day I was ever going to be “invisible” at
school. One year later I was a section leader, co-captain of debate, on the Quizbusters team and on
the golf team. By senior year I was president of the band council, captain of Quizbusters and
debate, 2-year letterman on the golf team and attending all school board meetings fighting for what
I believed in during the recession.

My leadership style has grown and changed primarily because of the teachings of Simon Sinek and
Benjamin Zander. My strength has always been in serving and equipping servants. I don’t do as
well being on the “front lines” of service working with who the service is actually for. But I am
strongest when I am working with those who are doing the serving. I am a worship leader, church
board member, treasurer of Bethel Churches United, Past President of the Lions Club. And in this
upcoming project I will be in a position to work with music instructors, instrument repair techs,
church staff etc. to empower and equip them to serve the students that we seek to enrich and
support.

How does servant leadership relate to your plan? Listening

Servant leadership is my plan. As a worship leader, and volunteer of my church and our church
organization BCU I live every day as a servant leader. Following the example of Jesus Christ who
called all Christians to be just that. I have always tried to be a servant leader even before I knew
what that was. It’s not about power, personal growth, or making myself anything other than
what/who I already am. This is about what I can do to leave others better than when I first met
them. The modern-day music director is no longer the dictator they used to be. As I tell every group
I direct, “you owe me nothing, I owe you everything. Your job is to satisfy the soul and science of
this music as it was envisioned by the composer and then gift that to the audience.” I hope
everything I do is in service of others.

How do you feel about the project you are developing? Awareness

This project has been a dream since I was young. Living in a small town wishing there were
opportunities for me musically that were not there. When I moved to Ohio I saw a performing
arts center with similarities to my dream that operated out of the local mall. It was then that I
knew someday I could pursue this dream. Since living in New Carlisle and getting connected
with BCU and the Nazarene Church I saw the bones of this dream coming together, then I met a
woman who shared the same dream as I have. Finally, this class made the last push. I don’t know
how far I can take this project or how big it will scale to. But it feels like all of my skills, my
experiences, people I have met has helped to point me to this project. It is a perfect marriage of
service to others and music, my two greatest passions!
What were your celebrations, setbacks, and unexpected outcomes? Awareness

I celebrate each step forward. It is overwhelming to look at the whole mountain for too long. But I
look at each step and that is manageable. I sometimes get set back by my own mind. Doubts,
depression, a feeling of overwhelming that grips me. I tend to see myself as the 13-year-old recluse
who wanted to close the doors of the world and be alone. Yet I am set to take the lead on a large
undertaking like this project. I don’t feel I am the right person for the job most days, but I am also
unable to do nothing when I see an opportunity to help someone. So maybe I will never feel
qualified or like I accomplished everything I set out to do. But if I can do something or move this
forward more than it is now that will have to be enough.

What progress have you made on your advocacy project?

I have been preparing a business plan and presentation for both the BCU board and the church
board to get both their approvals for this project, the funding and the location. I have reached out
for a meeting with Kelly, who is a fellow director and performer who has had the same dream for
this program as I have. I also have the contact info for a man who does instrument repair and
restoration who can help us in the purchase and repair of instruments for rent. I am still looking to
get a “logo” made, promo material drafted with a letter to the schools and their directors. I am also
finalizing a breakdown of start-up costs as well as operating costs for the first five years.

Journal Entry: Week 4, Date: 04/03/2021

Please share your thoughts about preparing for the interview. Do you feel you know enough
about your advocacy area? Why or why not? Awareness

This is the third interview I have given for a class at ASU and in that respect, I feel confident this
time more than every about going into this interview. Although I never feel I, or anyone for that
matter, knows enough to stop seeking deeper understanding or more insight I do feel I know
enough for this interview and to pursue this endeavor. My life is centered around Servant
Leadership, music, church, community, teaching and giving. All of these wrapped up together fit
perfectly into this after school program using music as a tool to help develop students into the
best version of themselves.

Was it challenging to develop questions? If so, what was the most difficult part?

I did not find it difficult to develop questions. I know this subject; I know what I want to do, and
I know the person I am interviewing. My challenge was to ask questions I didn’t know the
answers to and that would benefit me in my development of this advocacy.

What were your celebrations, setbacks, and unexpected outcomes?

I celebrate the progress I have made in just 4 weeks with this advocacy focus. It has just been an
idea up to this point and now I have a business plan, two organizations I am looking to partner
with, a co-operator that has the perfect vision and experience to make this a successful venture. I
think the only setback now is the pandemic. Although not impossible as lessons can be done
virtually. It is harder to establish something new this way as opposed to maintaining through it.
Nothing unexpected has happened thus far. I know that I have support from the church despite
not formally having presented it to the board. I also know that key members of the other
organization are behind me, but I need to make sure I am prepared with a convincing plan to get
the complete support of the organization.
What progress have you made on your advocacy project?

To date I have drafted the first copy of the business plan, which I want to go over with the person
who I hope to co-operate this with. She is the person I will be interviewing next week and will be
going over the whole plan and asking her officially to join me. I plan after Easter to approach the
church to put this plan on the boards next meeting agenda and plan to have the busines plan
presentation on the May agenda for BCU. If I get my way, Kelly and I will be able to get both
groups support and then begin to put the pieces in place. Getting instruments, repairs,
advertising, lists of professionals etc. together to put the plan in motion.

Journal Entry: Week 5, Date: 04/16/2017

Please share your thoughts about your interview. Did you learn more about your advocacy area?
Did you gain greater insight about your project? Did you find value in the interview process?
Commitment to the Growth of People

I enjoyed this interview very much. In part because it was with a friend and colleague, Kelly and
I have always naturally worked well together and because we are both passionate about the topic
of what music education can do for students in our area. I can’t say I learned anything new about
my advocacy area but am excited to feed off of each other in this shared passion we have. I did
find value in this process as it is one step closer in my (our) goal of starting this new community
program.

Was it challenging to find Community of Practices for your Advocacy Focus?

Yes! Musicians are not ones to hold a lot of meetings. We rehearse, conduct private score study
and perform. We typically leave the meetings to boards and trustees. I can find some education
and teachers COP as well as COPs with focuses in supporting families living in poverty, both of
these subjects cover a piece of the overall puzzle that we are hoping to benefit. That is as close as
I could get to relatable COPs.

What were your celebrations, setbacks, and unexpected outcomes? Empathy

I am celebrating the excitement from Kelly and the support of members of the church leadership.
It always feels good when people are in support of something you are passionate about. It also
gives me motivation to keep fighting. There were no setbacks this week or unexpected outcomes.
Maybe a lack of setbacks was an unexpected outcome!

What progress have your made on your advocacy project?

As I said earlier, I have now enrolled my “partner” in this endeavor and gained further insight
into what drives her. I have also had a conversation with a majority of the Church officers and
have a verbal support for this project. I have now only to get the official approval from BCU
which will take place at their may meeting and then secure initial funding. I hope to contact our
BCU grant writer to begin looking into what funding we may be able to receive.
Interview Transcription: 04/11/2021
[00:00:00] Taylor Ball Commitment to the Growth of People

This is the advocacy topic laid out as enhancing music education to improve students overall education, their physical, cognitive
and psychosocial domains. And the advice advocacy question I need more coffee, apparently, is how can I support families
looking to get affordable instruments to participate in music class, provide private lessons and performance opportunities outside
of the school settings in a way that enriches their musical experience, academic performance and psychosocial development so
that the two premises from which I've been working in this class. So starting easy. I think these are easy questions. What now?
Yeah, yeah. Tell me, what has been your musical experience both as a student and as a private instructor?

[00:00:53] Kelly Williams

You mean what I've actually done?

[00:00:55] Taylor Ball

Yeah, just your general experience as a student and as an instructor.

[00:00:59] Kelly Williams Commitment to the Growth of People

I started lessons when I was eight years old, you know, continued on my bachelor music degree from Wittenberg University. And
throughout my entire career, I have on and off taught private piano lessons, organ lessons, actually, two of. That's as but then I've
also been a choir director, which is a teacher, you know, and worked with a company, schools, choirs and community choir and
church choirs.

[00:01:44] Taylor Ball

Which is on par with being a director, you know, either way, they're both equally important. Yeah, you can still be teaching from
the piano. Absolutely. Times you have to do both. I don't know that you've ever experienced that, but I have.

[00:02:01] Kelly Williams

I have. I have directed from the piano, but it's much easier to direct in their face.

[00:02:11] Taylor Ball

Yeah. Oh yeah. Yeah. More fun to be in their face.

[00:02:14] Kelly Williams

Yeah, exactly. The director. Exactly.

[00:02:17] Taylor Ball

So the follow up question to that or the second question would be what are some of the positive impacts that that music has that
you've seen in yourself or in the students that you've worked with?

[00:02:29] Kelly Williams

Wow.

[00:02:30] Taylor Ball

Yeah, and this is the easy question,

[00:02:34] Kelly Williams

Yeah, really well, I can't wait to get just the hard question.

[00:02:38] Taylor Ball

I bet.

[00:02:40] Kelly Williams Empathy, Awareness, Commitment to the Growth of People

Well, with confidence helping a student get to being able to do something that they never thought they could walk them through
that. So there's definitely a confidence builder. There's a social aspect. I mean, when you think about a student, a child of.
Entering a space with a strange adult and, yeah, well, musicians are strange, so but, you know, with a stranger and they built that
whole social interactive relationship with somebody who's not their peer, you know, as a. Now I'm focusing that's mostly one on
one type things. And then just the benefit of personally the. Sitting down and just. Making music, the joy of doing that, whether it
be with others or by yourself or however that works, and then, you know, in a group setting, it's all about a support system. Yeah,
it really is. It's not. People come together at all different. Different circumstances, but. You become a unit towards one common
goal, whether it be group piano lessons or, you know, a dance group or a choir or whatever, drama group, wind ensemble,
whatever it is, somebody you may not ever come across in your normal life, all of a sudden you're building a relationship with
and working towards a common goal.

[00:04:39] Taylor Ball

Yeah, I said it's the best combination of what you get from sports and what you get from school all wrapped up into one class or
one setting. Yeah, I have some physical activity of sports, but

[00:04:55] Kelly Williams Commitment to the Growth of People

But not to mention all the other. Benefits, it helps with your with reading, with math, with you learn history while you're learning
music, you know, commitment, focus, responding to. Yeah.

[00:05:15] Taylor Ball Commitment to the Growth of People

I remember when I was in the military and our unit, which was an all musical unit, now 80 percent of our unit was made up of
people who had come from service either as mechanics or infantry or MP, but had musical talent and then kind of came into the
band. But but we had the highest in Michigan. We had the highest average qualifying record when we did our weapons
qualification. And the commander of Michigan's National Guard, the top guy at the state capital, asked our first sergeant. He said,
why is the band? My best, why are they the best shooters, why are they why are they the best marksmen in the state of Michigan?
And our first sergeant, who I didn't particularly like, but in this moment, he SHINee, he's like, well, he said, because we know
how to practice. He said musicians know how to practice. And he said we he said amateurs practice until they get it right and
professional professionals practice until they don't get it wrong, he said. And we just apply the same thing we do in our music to
everything else and everything.

[00:06:31] Kelly Williams

But yeah, perseverance, persistence and learning to fail. Yeah. To get back up after you fail.

[00:06:38] Taylor Ball

Well, learning to fail publicly. Yeah. Exact instances, you

[00:06:42] Kelly Williams

Know, which I have done. Yeah.

[00:06:45] Taylor Ball

so what. I don't know. Maybe one, two. If you whatever comes to mind. Major impact says music had in your life as a student or
an instructor or just in general. Has there been any. Shifts in your life that you attribute to music or.

[00:07:10] Kelly Williams Empathy

Well, I mean, music has always been my immediate connection in my life, I went. I moved to Texas after college and found
community. Through music, through a church choir, and then when we moved to Michigan, it was the same thing and then we
moved to Florida. I mean, it's always been the immediate family and support system that being new to a community you couldn't
find enjoy.

[00:07:44] Taylor Ball

It's a lifelong skill that you and.

[00:07:46] Kelly Williams

Yeah, exactly. Exactly.

[00:07:51] Taylor Ball

Yeah, I know that's pretty similar feelings in how we met you, I mean,

[00:07:57] Kelly Williams

Yeah, that's yeah, that's right. That is so true.

[00:08:01] Taylor Ball

I know, I know half the answer to this next question, but I'm going to ask it anyways. Did you take private piano lessons or organ
lessons when you were younger? And how did those contribute or how do you think they contributed to your overall
development? Educationally, I guess?

[00:08:19] Kelly Williams Empathy

Yes, I did take private lessons. I started at age eight, actually, with an with organ lessons. And then when I got into eighth grade
and had a new teacher, she said, well, no, you also have to have piano lessons because even though they're both keyboards, they
are

completely different skills. And the you need the basis of piano. The teacher I have then is still. My mentor, my second mother
just, yeah, an amazing relationship that she and I had and support that she has given me and continue to give me my entire life.
Oh, yeah. That's yeah, it is very cool. And what was the second half of your question?

[00:09:11] Taylor Ball

How did it how did those lessons or that contribute to your overall education and development? Looking back now as an adult
and later.

[00:09:23] Kelly Williams Commitment to the Growth of People

Yeah, well for one thing, I mean, I can tell you that math, my math has benefited from it, from music. I've always found math to
be relatively easy and logical and makes sense. And I think that's because of music and learning the theory of it. You know, it
also, you know. Yeah, exactly.

[00:09:49] Taylor Ball

Strong rhythmic and time component to being a piano player and an organ player.

[00:09:55] Kelly Williams Commitment to the Growth of People

Yes, exactly. And, you know, obviously. It was a positive enough experience and as a child that I went on to do it in college and
wanted to continue that on an. Keep it going my entire life. Yeah, it's not necessarily been a full time. Position, but it's always
been a part time position, you know, profession.

[00:10:25] Taylor Ball

Yeah. Well, I don't know, part time, especially in church and with no school commitments, you know, when you when you mix
six part time music positions together, it's kind of a full time and it's kind

[00:10:40] Kelly Williams

Of full time. Yeah, you're right. And that is very true.

[00:10:43] Taylor Ball

And not be designated that way on paper. But from experience, I know that well and full time music is like having two jobs.

[00:10:52] Kelly Williams

Yes, that that's true.

[00:10:54] Taylor Ball

So I, I would say you were a full time musician and educator, teacher, instructor, director, accompanist, you long list of things
that you've done within the music field. So.

[00:11:08] Kelly Williams

Yes, yes. And then there's the whole behind the scenes, like I have a free flying writer. And so how much practice and
background goes into being able to walk into a lesson or a rehearsal or whatever? It's not like just OK.

[00:11:25] Taylor Ball

Well, like any teacher, you have to know the answers before you even ask the first question. And so as a musician, you have to
know the piece. You have to know the material. You have to know everything. Day one,

[00:11:38] Kelly Williams Listening, Awareness

You have to know the student because they all learn differently. Mm. Yeah, that's. You've got to be able to sort of adapt and
respond differently, even though it might be the same piece of music you're using with twenty eight people.

[00:11:53] Taylor Ball

Yeah. And teach at twenty eight ways.

[00:11:55] Kelly Williams

Yeah exactly.

[00:11:57] Taylor Ball

That's the difficult part, especially with group lessons. But yeah I know that's been with a group piano in college and that was
always a struggle for one teacher to handle. We only had 12 but and 12 instrumentalists and vocalists who don't play piano trying
to learn piano. Probably not a fun class to teach

[00:12:17] Kelly Williams

But so yes.

[00:12:21] Taylor Ball

So digging a little deeper. I'm sorry, in advance of on the spot, What would you what would you still like to do with your music?
To leave a legacy for the next generations of students and musicians?

[00:12:43] Kelly Williams

Personally, personally. Wow. Yeah, it's kind of. Well, I mean, these. One answer is to actually be published. But and I don't know
how you would measure this, but I mean, I would like to. You know, the same. Respect I have for my high school piano teacher
of.

[00:13:32] Taylor Ball

You lost your volume. I don't hear you. I'm not hearing you anymore. There you are.

[00:13:47] Kelly Williams Listening, Empathy, Healing, Awareness

There you are. Oh, yeah, my phone. My phone was ringing, so it must have overwrote because it comes through my iPad, too.
OK, yeah. But, you know, just being able to. I have a positive impact. On students, will they pursue music in the future or just
kind of do it because their parents is making them take piano lessons or trumpet lessons or whatever, just, you know, being able
to accept a kid where they are? And I've had lessons where I just kind of listen to them talk and we may never even touch the
instrument because that's what they needed at that moment

[00:14:34] Taylor Ball Healing

And that's what you can really do. Yeah, I remember a story from a director all on. Did that work? Yep, you're back now. OK,
now I remember one of the guys who taught at college is talking about a kid who just couldn't quite get a piece. And after, like
three years, his girlfriend broke up with them and he was heartbroken. And so it came into lesson and they never sang and they
cried and they cried together and they commiserated, you know, the loss of a death of the first love, you know. And he walked
out of the room and the the guy doing the lesson, he said, finally, he'll be able to sing the Schumann, you know, about the loss,
about the loss of his love. And he said he does. He never understood it before. You can't sing those words. And but, you know, so
there's a lot of emotional development that music can.

[00:15:39] Kelly Williams

Yes.

[00:15:41] Taylor Ball

You know, and like you said, you may never touch the piano the other way around.

[00:15:45] Kelly Williams Healing

Yeah, well, that's that life brings into your music. Yeah. Yeah. And connecting those to or helping somebody figure that out is is
good. Yeah. You're kind of a psychiatrist when you're a music teacher.

[00:16:03] Taylor Ball

Yeah. Like a bartender has multiple

[00:16:05] Kelly Williams

Exams as an

[00:16:07] Taylor Ball Awareness

Instructor. You you never know who you're going to be when someone walks into the room. That's right. Or a parent if you you
know. But well, on the flip side of what music can do, here's an interesting question. What do you see the students now need in
2021e? Music cannot provide for them. Is there something you see that we have to be aware of that music, you know, in this
endeavor to to start a music program to support learning and emotions and and even physical development and brain stimulation,
is there something that we can't provide for him that we need to be mindful of? Not something I often think about, but. Did creep
into my mind, I think, of as an example, and I don't want to give you an answer, but, you know, Bethel Food Pantry, I was
thinking about the ministries that BCU has and wanting to start a soup kitchen and having a food pantry and doing some well.
Music can't feed you physically, obviously, mentally and spiritually, but it can't feed you physically. So that's one thing I was
thinking. You can do music all day long and still starve to death. And some professional musicians do.

[00:17:25] Kelly Williams

Exactly.

[00:17:26] Taylor Ball

But, you know, is there anything that else that that we can't provide musically that that we have to be mindful of for students to
come?

[00:17:34] Kelly Williams Listening, Empathy, Healing

Well, we can't fix their whole life. Yeah, and what they bring from their home life. Affects. There is a lesson of facts. What you
what you do with them during that time so we can't fix. Whatever is going on in the home. Yeah, but we can use music to. Help
them cope. Yeah, yeah. Yeah, and we can't. I mean, it's not a cure all you had. It requires time and commitment. Mm hmm. And
if a student doesn't want to give time and commitment, we can't force it. Yeah, it's you know, they they have to take
responsibility themselves. We cannot make them do it.

[00:18:38] Taylor Ball

Lead to water and.

[00:18:40] Kelly Williams

Exactly. But you're only with them for 30 minutes, maybe a little longer. But, yeah. You're not going to. They're not going to
learn an instrument in 30 minutes. They've got to take it on themselves. Yeah, the in between the lessons, they've got to claim the
responsibility of it. We can't force that in

[00:19:04] Taylor Ball

One theory or principle that I've been looking at is the the cycle or the the circle of poverty in that a child that's raised in poverty
is affected by that poverty. Malnutrition maybe doesn't have the same opportunities, maybe doesn't do the same extracurriculars,
doesn't participate in sports or can afford instrumental music can't maybe go to college. So or maybe they drop out, maybe they
make bad decisions to cope with a bad home life or parents that are I mean, there's all those things that go in. And so the I can't
remember the exact figure, but a child is raised in poverty is so many like four times more likely to live in pervert as an adult

[00:19:50] Taylor Ball Listening, Empathy, Commitment to the Growth of People

Yes. And so one of my thoughts is what can we do musically to provide an opportunity to have that instrument, to have that
community that they can they can grow up in that support network that, like you said, no matter where you go, you can find a
body of musicians somewhere doing something or whether it's in church or community or a jazz group or, you know, at the bar or
wherever you go. Music lessons are there. Fine dining restaurant. They're everywhere and. Exactly. And so, you know, how does
music fit into that? But then, you know, there's other parts. There's like we talked about the there's needs for for child care.
There's needs for food. There's needs for know. I mean, like psychology in the home life and how to do that. So it's not a cure all,
but it's a piece of the puzzle that I think is valuable that.

[00:20:47] Kelly Williams

Oh, absolutely. And.

[00:20:55] Taylor Ball

Here's a question. So so there's treatment, but, yeah, there's three main domains that we talk about. There's in child development,
there's the physical domain and how a child grows physically. There's the cognitive domain and how their brain develops. And
they think and learn. And and then there's the psychosocial domain of how they interact with others, adults, children, peers in
school. And so with those three domains being important to hit on all three of them, how do you see music having an impact in
those areas?

[00:21:26] Kelly Williams Empathy, Commitment to the Growth of People

Oh, my gosh. It's I mean, you can't see the physical, you know, the fine motor skills, the coordination, the you know, just the the
ability, whether it be, you know, there's got to be some muscles if you're playing tuba. Yeah. Yeah. You know, so yeah. That's
and you know, the cognitive is. It the focus you're learning a new language when you learn how to read music and then
translating that, transferring that into your physical body to make sounds from the instrument. So, yeah, the just say you're
learning a new language. So obviously it's affecting the the brain and the. And then just the psychological or the social part of it.
It's. Even if you never play with anybody except for yourself, you do, you learn that. It takes practice. And that transfers into life
generally that you're not going to you can't immediately. Be an expert at it. Which transfers into your life of. You're going to play
wrong notes, you're going to screw up transfers into into life lessons wherever you go in life. You've got to. Yeah, I mean, those
skills are needed as well as self responsibility, and then if you're with a group, then it's how do I do this? With them, yeah, and it's
not just all about me, you know, I've got to now. Blend in with this group of people, with this band, with this choir, with this
translate life.

[00:23:47] Taylor Ball

Yeah, exactly. An individual voice in a group setting. Yeah. Yeah, there are a lot of parallels, and I think music does a good job
of of intermingling those three areas. I mean, like you said, you're mixing what's going on up here and interpreting it out into it.
Well, and I think about drama and dance and even organ, you know, which is one of your forte's. I mean, you're moving you're
interpreting the new language. It's going on up here. So there's an on hand eye coordination, there's a brain coordination, and then
you've got two hands and two feet all moving.

[00:24:26] Kelly Williams

Different thing. Yes.

[00:24:28] Taylor Ball

Like the physical and the cognitive development, all going in to make an organ. I mean, that is always blown my mind. I mean,
more than any other instrument, organ absolutely astounds me because I can't do hands work together. I don't know how you
make two hands and feet and read music. That's, what, six inches on the page mean.

[00:24:49] Kelly Williams

That's, what, three stories at the same time? Yeah, it's it's incredible.

[00:24:53] Taylor Ball

So, yeah, there's a lot that goes into that. Which is pretty, pretty awesome when you think about it. You're pretty talented. Hey, if
no one told you lately, that's pretty amazing.

[00:25:06] Kelly Williams

Well, Taylor, how do you get to Carnegie Hall? Practice, practice, practice. That's how you learn to play an organ in practice.

[00:25:13] Taylor Ball

But my brain has ever been short circuited somewhere on the way to my feet. So I'm OK. I can learn piano. I'd be happy, but I
stick to one note instruments. But that's all right. And one class. That's right. That's right.

[00:25:35] Taylor Ball

I can I can do it directing, but even then, not as well as maybe I should. But that's that's another practice. Practice. Practice.

[00:25:42] Kelly Williams

Yeah. There you go. Exactly.

[00:25:43] Taylor Ball

I wish that I had one of those shirts from Carnegie Hall didn't fit anymore, but I still have it. Someday I'll have to make a pillow
or something out of it. Yes. My last question and. Because we've been talking about this before, the interview might just be a
reiteration since I've described this innovation model calling this this new program an innovation, this the innovation model that I
described with the three points and the instruments, the practice and the performance. What would you do or what things have
sparked your mind with this innovation that you would or that you would suggest or could do to improve the model, to have a
greater impact for the students that they've become a part of it? I don't know if I explain, let me reread the question, what would
you do to improve the innovation model, to have a greater impact for the students who who are part of the program? Like I said,
you've kind of mentioned a few of these already, so maybe just to reiterate.

[00:26:51] Kelly Williams Awareness, Commitment to the Growth of People

Yeah. I don't know about. Improving the model, I think the model is a very worthy. Were the thing, and it's proven that it does
work if you can get. Music into low income children. Brains. I think the biggest thing. I mean, at this point, anyway, is just
figuring out the the specifics. It's great when it's brought and a grand idea and that's always what's with Steve and I. That was
always he'd cut through some grand idea and then I would sit there and try to figure out how to make it happen. So it's now it's
the the idea is there, which is phenomenal, but now it's the details.