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I have been a professional musician for 50 years, and a bandleader for 28. I have taught 24,000 at-risk youth in Music History since 1986. I am the Executive Director of Saturday Night Bath Concert Fund. I graduated Queens College of the City University of New York in 1971 with a Bachelor of Arts degree in Economics. Performing since the age of 13, during college he continued to study the bass viol, electric bass guitar, voice, and trumpet. His lifetime love of music spurred me to Los Angeles in 1973, where I immediately became a professional musician and private teacher, and took three years of advanced music theory courses and many apprenticeships. He recognized the need to stimulate interest in musical arts in public schools. In 1984 I founded Saturday Night Bath Band, targeting disadvantaged youth by performing my original jazz and blues style compositions, as well as music of traditional composers. My concerts and clinics have now reached over 24,000 young people in juvenile halls, probation camps and continuation high schools throughout California, one-at-a-time. I have composed and copyrighted 114 songs since 1979, that are in the styles of such composers as Willie Dixon, Chuck Berry, Grover Washington Jr., Howlin’ Wolf, and Carlos Santana. I have been writing grant proposals for 19 years.
A major portion of my audience is made up of teenagers of African and Hispanic decent, with recent emphasis on pregnant teen sites. Venues include the CA Youth Authority, Juvenile Halls, County Probation Camps, and Continuation High Schools.
Music theory - the use of three chords as the root, sub-dominant, and dominant - are employed to compose a melody and a corresponding chord for each measure of a 12-bar simple composition. They are put onto staff paper, and then they are performed by the tutor either sung or played with instrumental accompaniment. then expansion, variations, and an appropriate conclusion/climax/finale is written. Students will begin by composing their own simple melody in treble clef, and then expand upon it with variations of the line, meter, and length. Chords will accompany each measure. The style will be chosen by the student. Additional music will be explored and written, such as bass (bass clef), vocal, and drums/percussion. Copyright availability for the composition is explored.
Singing and matching a note that is played begins the program and begins each session. Then we will break down the intervals ans sing solfegg scales, major. minor, and diminished chords. The intervals between notes of these chords and repeated each session. Skeletal harmony - the patterns of the song's chords and the eventual arrival at the sub-dominant and dominant chord - is taught with references to Mozart and his work; we then analyze the basics of contrapuntal melodies. Pitch is critical when matching a note vocally as well as on instruments. The use of tuning forks and more sophisticated items are approached depending on the desire of the student. Recognizing the root, sub-dominant, and dominant of all music is critical (skeletal harmony) as the base of Western, 12-tone music. Eastern music with over 52 semi-tunes is explored.
I am highly proficient in music history from Pythagoras, to European classical and modern instruments and modern styles. I can describe instruments from the voice to strings in Asia, percussion in Africa, and modern incarnations. Emphasis can be on early man playing string instruments in China and drums on the African continent, their movement to Latin continents, and eventually to America. The history of early inventors and performers from Benjamin Franklin inventing the Glass Armonica to Hohner changing the instrument to a reed instrument around 1850 a.d. Music theory from simple melodies and chords to complex symphonies are broken down.
The concept of simple I, IV, V skeletal harmony (root, sub-dominant, and dominant) from early melodies and classical motets, and modern songs are examined. The writing process for melodies on staff paper and the increasing sophistication thereof throughout the centuries is explored. How songs are crafted and expanded upon, including simple "road maps" with just chords, to charts with melodies, chords, and tempo, and dynamics markings are explained and then a song is begun. Pop music is deciphered and compared. The style of the song can be pop, jazz, blues, dixieland, rock & roll, reggae, hip-hop, trance, house, country western, and any others.
I have a Bachelor's Degree in Economics and a minor in Psychology. I have been a mobile English tutor for "No Child Left Behind" youth in Los Angeles for seven years. I have been an Executive Director for a Non-profit organization for nineteen years. I have been writing successful grants for twenty five years, including The CA Arts Council, The Los Angeles County Arts Commission, and the City of Los Angeles Department of Cultural Affairs, as well as numerous private Foundations. I have an extensive vocabulary and a good command of English grammar. I am also a beginner in Spanish and French.
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