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Speaker 1: Personally with Llogan Fuelsman.

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Speaker 2: It's been the series of change makers.

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Speaker 3: Last week, now Harbison was on sharing his story all

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Speaker 3: the way from Thailand. This week, I have on Kaye Toll.

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Speaker 3: She's another change maker in the world. And I've always

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Speaker 3: found it so awesome when people take time out of

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Speaker 3: their life to dedicate it to a cause, and that's

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Speaker 3: exactly what Kaylee has done. She's a co founder of

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Speaker 3: Let Music, Film My World. They're dedicated to making sure

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Speaker 3: every student in America has access to music education. So

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Speaker 3: let's get into this interview so you can hear why

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Speaker 3: music is such an important part of our lives. I'm

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Speaker 3: joined this week by Kaylee Toll. She's one of the

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Speaker 3: co founders of Let Music, Film My World. And I'm

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Speaker 3: so excited to have you join and share your story.

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Speaker 2: How are you? Thank you for having me. I'm really good.

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Speaker 1: I mean I'm especially good. I've got this dog.

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Speaker 2: Right here, Remy, Miss Remy, the therapy dog who's keeping

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Speaker 2: me company, keeping me warm. Thank you for this. You

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Speaker 2: should have led with this.

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Speaker 3: I know this is the real reason everybody comes is

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Speaker 3: to get therapy, as honestly, and I totally get it.

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Speaker 3: I get therapy every day, so I totally enjoy this experience. Well, Killy,

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Speaker 3: I want to hear your story and why you are

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Speaker 3: a co founder of this incredible project.

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Speaker 1: Well, a few years ago, in twenty twenty three, John

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Speaker 1: and Rassic Grammy nominated artist to Fight for Fighting and

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Speaker 1: I connected and we came up with this concept about

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Speaker 1: how to do good work right now in music education,

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Speaker 1: which means getting teachers into schools where there aren't any,

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Speaker 1: getting music educators into schools where there aren't any, and

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Speaker 1: also how to do more storytelling about why music matters,

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Speaker 1: because it's so much more than a nice to have.

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Speaker 2: It sounds good, kids like.

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Speaker 1: It, we like it, but actually the research is pretty

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Speaker 1: robust about the value of music to young people, and

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Speaker 1: we can talk more about that later, but we really

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Speaker 1: wanted to transform some of the storytelling so that more

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Speaker 1: Americans could recognize that music education is an incredibly valuable

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Speaker 1: and highly underutilized tool that we need now more than ever.

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Speaker 3: Yeah. So you did you ever have experience in your

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Speaker 3: young life, in your I guess even just beyond being young,

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Speaker 3: but as you were getting older that music really played

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Speaker 3: a significant.

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Speaker 2: Role for you.

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Speaker 1: Yeah, growing up on my mom's side, of the family,

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Speaker 1: in particular, my mom was one of seven. We always

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Speaker 1: were doing something musical. I have a lot of memories

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Speaker 1: of gathering with the cousins that my grandparents house in

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Speaker 1: or Inda, California, and everyone would find something that would

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Speaker 1: turn into an instrument. Some people would have real instruments

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Speaker 1: like a guitar, but most of us would just have

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Speaker 1: something that would make noise.

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Speaker 2: Some people would sing.

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Speaker 1: And this feeling of everyone can contribute, everyone's a part

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Speaker 1: of this, and that together we're making something special really

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Speaker 1: stuck with me. And I think the creative outlet, the

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Speaker 1: feeling of belonging and the playfulness of that as a

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Speaker 1: young person is so valuable. Because there's no doubt that

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Speaker 1: curriculum that we have, you know, math and science, we

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Speaker 1: need all of that, But when we think about the

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Speaker 1: skills for the future and what the future of work

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Speaker 1: is going to look like, we really need young people

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Speaker 1: that have the ability to be collaborative and resilient and

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Speaker 1: have critical thinking skills and a lot of innovation and

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Speaker 1: create activity. And so we need to provide young people

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Speaker 1: in school the tools that would help them build out

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Speaker 1: in music education, music and the arts are those avenues.

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Speaker 3: I love that you were mentioning talking about in the

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Speaker 3: school experience, because I often think about what my experience

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Speaker 3: was like growing up, and I was very lucky that

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Speaker 3: I had significant music education. I was in choir and

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Speaker 3: we did music programs, and so much of our curriculum

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Speaker 3: every single year had to include some form of music,

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Speaker 3: and I think it played a really big role in

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Speaker 3: the creative side of.

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Speaker 2: Me, to understand.

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Speaker 3: I mean, heck, there was even a moment in time

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Speaker 3: when I wanted to be a singer.

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Speaker 2: That was like my purpose in life. Who didn't want that?

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Speaker 3: Right?

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Speaker 2: Didn't we all want that at some point?

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Speaker 3: Yeah, you see, like the famous people are like, I

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Speaker 3: want to be a star to.

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Speaker 2: Do that, and then you realize, oh, actually it's quite hard.

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Speaker 3: Oh yeah, yeah, my think very thankfully, my mother tried

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Speaker 3: very gently to let me down that that was just

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Speaker 3: the whole process in itself for her. But I really

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Speaker 3: do think of so many of those moments, and I

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Speaker 3: remember them. You know, you really don't remember a lot

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Speaker 3: of your stories growing up as a kid, but I

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Speaker 3: can remember that I was singing on the stage about

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Speaker 3: the barn. There was this old TV show with a barn.

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Speaker 3: I think his name is Ed there was a horse.

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Speaker 3: And I know that's like so many very random details,

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Speaker 3: but I remember that we did this old school play

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Speaker 3: of like these old songs and I had a solo

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Speaker 3: and I was so excited.

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Speaker 2: Such a big deal.

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Speaker 3: Yeah, and you get you practice, and it's you learn

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Speaker 3: and develop so many skills.

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Speaker 2: You try, you fail. You have to put yourself out there.

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Speaker 3: Yeah, and you have to have the confidence to go

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Speaker 3: out on stage and sing in front of all these

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Speaker 3: people you don't know. And then when it happens, you

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Speaker 3: build this confidence up within yourself, even if you're not

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Speaker 3: doing a solo.

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Speaker 2: It's so nerve racking.

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Speaker 1: And then you learn that you're a part of a team,

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Speaker 1: that it's not always about you front and center. And

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Speaker 1: when I think about why music and the arts, music

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Speaker 1: education in particular is so important, it makes me think

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Speaker 1: of just going back to the core of why are

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Speaker 1: we sending kids to school.

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Speaker 2: In the first place. Why is education important? And I

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Speaker 2: think when you.

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Speaker 1: Really boil it down, it matters because we're preparing young

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Speaker 1: people to succeed as adults. We want young people to

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Speaker 1: thrive now, to learn now. We want them to get

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Speaker 1: good grades, we want them to show up at school.

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Speaker 1: We don't want them to get in trouble.

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Speaker 2: But why.

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Speaker 1: It's because we want to prepare them for adulthood, for

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Speaker 1: joining the workforce. And I think we have to get

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Speaker 1: back to thinking a little more out of the box

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Speaker 1: about what that looks like for today. And I think

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Speaker 1: we could be doing better. And it's not a partisan issue.

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Speaker 1: I mean something that's backed so robustly by research. I

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Speaker 1: mean the thing about music education that is, there's two

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Speaker 1: things that stand out to me. One it's not an

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Speaker 1: issue of invention, it's actually an implementation problem, which is

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Speaker 1: to say, we already know that music is an incredibly

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Speaker 1: effective tool for young people for mental health, for academic performance,

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Speaker 1: for workforce readiness, but we don't do the best job

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Speaker 1: at implementing that evenly across the US and the number

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Speaker 1: of you know, there's four million students that don't have

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Speaker 1: access to music education in America.

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Speaker 2: It sounds bad and.

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Speaker 1: It's not great, but that's just scratching the surface because

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Speaker 1: what we really have to look at is what can

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Speaker 1: we be doing through music education that's preparing young people

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Speaker 1: to succeed. So it's just one music class really going

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Speaker 1: to do that. And then the other piece that is

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Speaker 1: a part of this is how this is a totally

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Speaker 1: nonpartisan issue because it's backed by data. It's not just

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Speaker 1: someone saying, you know, this is something that's nice to have.

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Speaker 1: Believe me, the research is so clear. I mean, the

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Speaker 1: fact that students involved in music education and the arts

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Speaker 1: are five times more likely to graduate high school is

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Speaker 1: mind blowing.

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Speaker 3: That's a crazy number that I didn't even.

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Speaker 2: Or wouldn't even correlate.

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Speaker 3: So why do you think that is Being in this

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Speaker 3: and working with this organization for so long, why do

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Speaker 3: you think music does play such a significant impact in

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Speaker 3: kids graduating.

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Speaker 1: I think we have to be realistic that success and

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Speaker 1: innovation takes all kinds, and you just don't always know

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Speaker 1: how you're going to capture someone's imagination and really light

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Speaker 1: up their potential. For some kids, that can be math

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Speaker 1: and science and history. I loved history, but I also

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Speaker 1: really loved music, and I had the opportunity to have

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Speaker 1: that in school.

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Speaker 2: So I think.

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Speaker 1: Why the research reflects that students that participate in music

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Speaker 1: and the arts have a much higher likelihood of graduating

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Speaker 1: high school is because it's one of many tools that

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Speaker 1: we know delivered.

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Speaker 2: Music education delivers, and.

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Speaker 1: That's what we should be focused on now more than ever.

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Speaker 1: I mean, America's so focused on efficiency, making sure that

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Speaker 1: we spend our money wisely on the economy, and we

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Speaker 1: should be and we should be focused on how do

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Speaker 1: we do those things? And we shouldn't discard we shouldn't

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Speaker 1: discard viable avenues to do that when we know that

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Speaker 1: they're actually pretty simple. They already exist. We don't have

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Speaker 1: to start from scratch. We just have to do a

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Speaker 1: better job at making music education in this case, available

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Speaker 1: to every student in America.

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Speaker 2: Why do you feel like music?

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Speaker 3: I'm picturing especially the movie and maybe you've probably seen

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Speaker 3: it with Kevin James, where he goes in and he

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Speaker 3: becomes a boxer to save the school program, the music program.

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Speaker 2: Okay, this is a hilarious movie, but this is exactly

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Speaker 2: what he's doing.

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Speaker 3: Is he knows that the music teacher is about to

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Speaker 3: have a kid, and they're all in this big meeting

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Speaker 3: with the principal and he's like, we're about to cut

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Speaker 3: the music program completely, and he's like, we can't do that,

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Speaker 3: and then he like blurts out, okay, well he's pregnant

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Speaker 3: or his wife's pregnant.

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Speaker 2: Whatever.

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Speaker 3: He's like, we got to save it, he decides to

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Speaker 3: become a boxer to raise money for the music program,

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Speaker 3: and it's this whole storyline. And I love this movie,

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Speaker 3: but I'm picturing that right now. Because music programs are

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Speaker 3: often the first thing to get cut when funding is

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Speaker 3: getting cut, why do you feel like it becomes not

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Speaker 3: an important tool for us to use, Like we have

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Speaker 3: the research, we have the numbers, but why is it

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Speaker 3: the first thing people reach for to say no more.

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Speaker 1: I think we do what's easy, often not always what's

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Speaker 1: right these it's state by state, so every state, which

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Speaker 1: I think is totally reasonable, has their own standards for

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Speaker 1: education and implements that accordingly. I think if we looked

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Speaker 1: at what really delivered for young people and really considered

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Speaker 1: the facts, it would be impossible to cut music in

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Speaker 1: the arts. But I think that's a tougher route then

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Speaker 1: to cut something that may not be as protected, may

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Speaker 1: not have as much history at that school, may not

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Speaker 1: have as strong of a support system or a lobbying

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Speaker 1: based But for example, the first school that John and

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Speaker 1: I went into in Chicago, called Farragut Career Academy in

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Speaker 1: the Little Village neighborhood, they had had a music program,

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Speaker 1: a couple years prior lost it due to funding exactly

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Speaker 1: as you're describing and what we did when we went

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Speaker 1: into that school. In addition to John working with a

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Speaker 1: group of kids to write this original song that music

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Speaker 1: film My World, he taught them about the music industry.

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Speaker 1: They interacted with seasoned industry professionals to learn about all

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Speaker 1: the different things that can be done in music education. Right,

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Speaker 1: you don't have to just be the musician.

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Speaker 3: It's the most fun one, I think, but you know like.

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Speaker 4: That, there's a lot of avenues or it's not even

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Speaker 4: an avenue in music, but it's about what you can

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Speaker 4: learn through music and the things that we heard from the.

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Speaker 1: Students about how they felt during these two months.

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Speaker 2: Or so that we were with them.

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Speaker 1: They felt connected with their peers, They wanted to come

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Speaker 1: to school, they felt like they had a safe space

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Speaker 1: to try new things. And if school isn't meant to

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Speaker 1: be that, I don't know what it is meant to be.

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Speaker 1: We want young people to go to school feeling confident,

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Speaker 1: open minded, curious and engaged, and that's just not going

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Speaker 1: to look the same for every student. So I think,

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Speaker 1: why is that the case? Why is music and the

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Speaker 1: arts often cut I think just because it's easy, but

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Speaker 1: not because it's right, and not because the data backs.

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Speaker 3: It up and does not make you just kind of

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Speaker 3: so mad that we do do what's easy often instead

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Speaker 3: of the right thing in understanding what's the most beneficial

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Speaker 3: for kids in the programs.

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Speaker 1: Well, usually when I get mad, I get really active.

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Speaker 1: My family calls me turbulently active. We talked before this

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Speaker 1: it's not always a good thing. So then it makes

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Speaker 1: me wonder, Okay, if this is the case, what are

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Speaker 1: we missing, what's not going right? Why are we making

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Speaker 1: it so easy for music education to get cut? And

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Speaker 1: that's where I think the storytelling really comes in music

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Speaker 1: education isn't just about the short term impacts. Those are

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Speaker 1: well documented. They are really powerful. Of course, we want

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Speaker 1: students to show up to school. Of course, we want

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Speaker 1: them to get good grades. We don't want them to

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Speaker 1: get in trouble.

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Speaker 2: But that really.

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Speaker 1: Matter only because of what comes next. And that's the

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Speaker 1: part of the story that I think we can talk

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Speaker 1: more about in this space, which is preparing young people

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Speaker 1: to thrive, creating better humans, and really arming our young

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Speaker 1: people with the tools that they need to be successful

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Speaker 1: after graduation with whatever they do you hear a little.

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Speaker 2: Bit less about that, a little bit less.

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Speaker 1: About the medium to long term economic outcomes, and there

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Speaker 1: is less research in that space. Where funding new research

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Speaker 1: through NORC at the University of Chicago, which is an

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Speaker 1: important part of this because it should always be data driven.

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Speaker 1: It shouldn't just be about the emotion. But that's the

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Speaker 1: part of the story. I think we can do a

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Speaker 1: better job building.

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Speaker 3: Okay, So let's get into that then a little bit,

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Speaker 3: because I'd love to. And I'm so curious because I

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Speaker 3: don't even have the tools or information to start to

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Speaker 3: dive into that place. But I'm just curious why this

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Speaker 3: is such an important piece of this for you with

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Speaker 3: this organization, because understanding how music plays a role, I

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Speaker 3: can understand.

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Speaker 2: I love music.

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Speaker 3: I know how it makes me feel. I know I

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Speaker 3: can listen to music to get through certain times, and

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Speaker 3: I know that music helps me.

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Speaker 2: And I know that.

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Speaker 3: Learning instruments is good for my brain, like I know

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Speaker 3: those pieces. But why is this part so important for

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Speaker 3: you guys at this stage.

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Speaker 1: So I spent the first part of my career a

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Speaker 1: little over a decade in government service, and I had

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Speaker 1: the chance to travel and work all over the world,

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Speaker 1: saw many different cultures, a lot of different ways that

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Speaker 1: things were done, that people lived their lives, and.

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Speaker 2: Saw good bad, saw it all.

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Speaker 1: And then when I came back to the US and

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Speaker 1: decided that I wanted to stay here at home for

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Speaker 1: some time, what I realized was that the outside in

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Speaker 1: perspective that I had had for so long how to

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Speaker 1: keep the US safe, strong, prosperous from the outside in,

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Speaker 1: was just a part of the puzzle. And in fact,

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Speaker 1: there's so much that needs to be done here at

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Speaker 1: home to keep us safe, strong, and prosperous, and I

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Speaker 1: got really curious about what that looks like. When I

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Speaker 1: set up our family office a couple of years ago.

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Speaker 1: The main thing that we focused on across a couple

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Speaker 1: of different industries is human potential, and we look for

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Speaker 1: opportunities where human potential is not being leveraged, is being missed,

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Speaker 1: where there's really an opportunity to redesign, rewire, where business

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Speaker 1: as usual just isn't going to cut it anymore. And

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Speaker 1: so we started in workforce, and the whole idea was

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Speaker 1: we need to engage overlook talent because the consequences for

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Speaker 1: our economy are significant. It's not just about the human story.

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Speaker 1: That's an important part, but it's also about what will

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Speaker 1: continue to keep our country strong and functional and successful

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Speaker 1: for the future to come. So we started a couple

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Speaker 1: of different initiatives in that space, and the biggest feedback

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Speaker 1: that we heard from employers was.

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Speaker 2: That new hires weren't work ready. And when we dug.

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Speaker 1: Into that, what we learned was that was about executive

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Speaker 1: functioning and of these twenty first century skills, so resiliency,

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Speaker 1: thinking out of the box, working on a team, collaboration,

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Speaker 1: those are not taught in the certification program. Those are

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Speaker 1: not taught in the degree program that's required for that

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Speaker 1: person to apply to and get the job.

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Speaker 2: So then we started to think out of the.

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Speaker 1: Box ourselves, how can we go upstream what currently exists

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Speaker 1: that we can help leverage, grow and expand. And I

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Speaker 1: dove into music education, not at all at the expense

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Speaker 1: of arts, but mainly eating the elephant kind of issue

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Speaker 1: where I was like, you got to start somewhere.

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Speaker 2: There's a lot going on in this space.

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Speaker 3: Yeah, like how do we narrow this down and just

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Speaker 3: really start to take a chunk out of this exactly?

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Speaker 1: And once I started to read a lot about what

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Speaker 1: we already knew when it comes to music education, how

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Speaker 1: it delivers for young people and the benefits in the

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Speaker 1: short and medium term.

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Speaker 2: I was shocked.

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Speaker 1: That we weren't seeing more success in this space. And

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Speaker 1: that comes back again, I think to the way that

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Speaker 1: we do storytelling, and sometimes you have to just shake

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Speaker 1: it up a little bit. And that's what let Music

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Speaker 1: Fill my World is doing. And we're doing it through

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Speaker 1: great partnerships and a coalition with many other organizations.

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Speaker 2: That exist in this space.

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Speaker 1: Because as a nonprofit that's fully funded, we have a

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Speaker 1: little more flexibility to be creative and to try to

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Speaker 1: build really broad partnerships with organizations that have been doing

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Speaker 1: this for a long time. I've had many successes, but we're.

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Speaker 2: Talking about here is scale.

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Speaker 1: So how do we get to a point where every

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Speaker 1: student in America has access to music education, where it's

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Speaker 1: obvious to all Americans how valuable.

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Speaker 2: Music education is in school.

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Speaker 1: That's a part of it too. Who elects the individuals

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Speaker 1: that are making legislative choices about music and the arts.

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Speaker 1: We all do, so it's our responsibility to be educated

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Speaker 1: about this topic. But people have a million things on

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Speaker 1: their mind all the time. You can't expect people to

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Speaker 1: focus and zoom in on just one issue that you

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Speaker 1: might care about. So we've got to make a little noise,

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Speaker 1: and we're doing that through the Music Matters Challenge. We're

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Speaker 1: doing that through this Power of Music series that we.

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Speaker 2: Have going on.

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Speaker 1: But the bottom line is it's a good news story.

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Speaker 1: We know that music education works. It's available to us.

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Speaker 1: We can do a better job, but we have to

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Speaker 1: do it to other well.

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Speaker 3: In hearing you talk about this in understanding, there's a

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Speaker 3: few different pieces to this that I want to address,

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Speaker 3: but understanding people as a whole, and I think understanding

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Speaker 3: the younger generations coming up have had different educational experiences.

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Speaker 2: Than a lot of us have had.

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Speaker 3: And just as I mentioned how I had music, I

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Speaker 3: also played a lot of sports. I also got to

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Speaker 3: be involved in a lot of different activities in different programs,

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Speaker 3: And as you're talking about this, I don't think I

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Speaker 3: ever realized how much that played a role in who

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Speaker 3: I became as an adult. I was involved actively in

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Speaker 3: a volunteer organization. I was actively involved with animal organizations.

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Speaker 3: I was actively involved in music programs. I was actively

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Speaker 3: part of sports.

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Speaker 2: I played every sport.

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Speaker 3: I tried to learn to play multiple instruments. I think

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Speaker 3: I had piano and guitar lessons all the time, but

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Speaker 3: there was so much that I.

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Speaker 2: Got to be exposed to exposure.

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Speaker 3: Yes, I'm thinking of me as a human being now,

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Speaker 3: and had I not had so much of that different exposure,

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Speaker 3: I would be a completely different person and I wouldn't

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Speaker 3: be the worker that I am because of those different

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Speaker 3: moments of exposure and different things in my life. And

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Speaker 3: I feel really lucky right now in this moment talking

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Speaker 3: to you, that I did have those experiences. But to

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Speaker 3: your point, we're in a different place in time, and

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Speaker 3: that exposure isn't happening well.

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Speaker 1: And it's happening in some places, but it's not happening evenly,

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Speaker 1: and the result is we're leaving a lot of young

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Speaker 1: minds behind and you just never know who is going

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Speaker 1: to come up with the next incredible idea, who is

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Speaker 1: going to be a powerful social entrepreneur.

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Speaker 2: You don't know.

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Speaker 1: But what you can know for sure is that if

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Speaker 1: you're not providing all of these different outlets for young

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Speaker 1: people in every community to explore, to innovate, to try

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Speaker 1: new things, to be creative, it's very unlikely that you're

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Speaker 1: going to see the same outcomes from those communities, so

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Speaker 1: that this isn't a conversation about equity at its core,

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Speaker 1: this is really a conversation about doing better for all

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Speaker 1: of America, because when we do better for that person,

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Speaker 1: it's also better for me. We don't need to get

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Speaker 1: caught up in this being like a fleeting social movement.

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Speaker 2: It's not.

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Speaker 1: This is about results, and that's why it's a nonpartisan issue.

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Speaker 1: This is about doing something that works for young people

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Speaker 1: that will be effective in schools so that the moment

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Speaker 1: graduation comes around, whether they pursue something in the music

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Speaker 1: industry and the entertainment industry or something completely different, that

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Speaker 1: they feel ready and prepared. And that isn't happening well

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Speaker 1: across the country. There's some positive trends for mental health

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Speaker 1: for young people in particular, but there's other trends that

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Speaker 1: are really concerning about young people being optimistic for the future,

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Speaker 1: feeling prepared.

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Speaker 2: And we need to.

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Speaker 1: Deliver for young people by investing in the resources that

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Speaker 1: we know will help them succeed.

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Speaker 2: And music education is not a panacea.

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Speaker 1: I'm not over here saying like this is the end all,

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Speaker 1: be all, this is all that we need. I'm no hippie,

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Speaker 1: but we have to do what works, and we know

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Speaker 1: that music education delivers for students. So we need to

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Speaker 1: ensure that every student in America has access to music

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Speaker 1: education in school. And it has to be in school

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Speaker 1: because we don't know what will happen after school with

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Speaker 1: families with different priorities. What is the time of it,

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Speaker 1: can a family afford it, There's a million different considerations.

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Speaker 1: But if this is within school hours, we know that

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Speaker 1: a student will have access to it well.

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Speaker 3: And that's such a big topic of conversation too, right,

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Speaker 3: because there are kids who they only get access to

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Speaker 3: things when they go to school, especially within the public

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Speaker 3: education side of things. So I'm assuming that's also where

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Speaker 3: you guys are trying to help fill that void, is

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Speaker 3: making sure these schools that have less resources, that have

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Speaker 3: lower income areas that just don't have the access that

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Speaker 3: other places do, are getting the access to things that

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Speaker 3: they need.

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Speaker 2: I'm assuming that's part of this too.

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Speaker 1: Yeah, So the focus of Let Music Fill My World,

446
00:24:45,320 --> 00:24:47,280
Speaker 1: as we mentioned, is to ensure that every student in

447
00:24:47,359 --> 00:24:50,719
Speaker 1: America has access to music education in school. And what

448
00:24:50,760 --> 00:24:53,919
Speaker 1: we're doing is directly funding on an annual basis at

449
00:24:54,000 --> 00:24:57,400
Speaker 1: least one school for a period of three years. Why

450
00:24:57,440 --> 00:24:59,560
Speaker 1: three years so that there's time to build up the

451
00:24:59,600 --> 00:25:03,680
Speaker 1: program and prove how and where it's working for students.

452
00:25:05,119 --> 00:25:07,399
Speaker 1: And each year we fund at least one school. We

453
00:25:07,480 --> 00:25:11,040
Speaker 1: started in Chicago. We have selected the next school, which

454
00:25:11,080 --> 00:25:13,159
Speaker 1: we'll be announcing shortly, which is on the West Coast,

455
00:25:13,680 --> 00:25:15,960
Speaker 1: and then the Music Matters Challenge will help us pick

456
00:25:16,000 --> 00:25:19,679
Speaker 1: the next school. So you need the teacher in the

457
00:25:19,680 --> 00:25:22,720
Speaker 1: school for sure, right you have to have that, but

458
00:25:22,760 --> 00:25:25,679
Speaker 1: you also need other things. You need instruments, you need curriculum,

459
00:25:26,119 --> 00:25:29,600
Speaker 1: and there are many incredible organizations that already exist that

460
00:25:29,640 --> 00:25:33,480
Speaker 1: are doing that. But the tough part is you need

461
00:25:33,520 --> 00:25:35,600
Speaker 1: the teacher, you need the space, you need, the time

462
00:25:35,680 --> 00:25:39,240
Speaker 1: allocated at the school. There's competing priorities.

463
00:25:40,040 --> 00:25:40,560
Speaker 2: But I think the.

464
00:25:40,480 --> 00:25:45,560
Speaker 1: Bottom line is if Americans recognize the value of music

465
00:25:45,680 --> 00:25:50,080
Speaker 1: education to our young people, to our children, then we'll

466
00:25:50,119 --> 00:25:54,440
Speaker 1: demand that music education is accessible and available to all students.

467
00:25:55,240 --> 00:25:58,600
Speaker 1: And that brings us back to the storytelling. You can't

468
00:25:58,640 --> 00:26:01,440
Speaker 1: just want something to have and think it's really important

469
00:26:01,440 --> 00:26:04,040
Speaker 1: and then get mad that it doesn't work right.

470
00:26:05,240 --> 00:26:06,800
Speaker 2: You gotta work hard towards it.

471
00:26:07,080 --> 00:26:11,560
Speaker 1: And many organizations have been doing that, have seen some progress.

472
00:26:12,200 --> 00:26:14,600
Speaker 1: But what I think that we can do and we

473
00:26:14,640 --> 00:26:17,119
Speaker 1: are hoping to support through let Music Feel my World,

474
00:26:17,720 --> 00:26:20,040
Speaker 1: is to try to reframe the discussion a little bit,

475
00:26:20,760 --> 00:26:25,639
Speaker 1: make it more about those medium to long term economic outcomes.

476
00:26:26,440 --> 00:26:27,840
Speaker 2: How is this helping young.

477
00:26:27,680 --> 00:26:32,080
Speaker 1: People succeed after graduation with what comes next?

478
00:26:32,440 --> 00:26:36,159
Speaker 3: Yeah? Well, and you're talking about this too, and I

479
00:26:36,200 --> 00:26:41,399
Speaker 3: feel like it would be important to also share what

480
00:26:42,040 --> 00:26:45,000
Speaker 3: have you guys been able to see kids who have

481
00:26:45,440 --> 00:26:49,439
Speaker 3: gotten access to music education and then the difference it

482
00:26:49,480 --> 00:26:51,840
Speaker 3: made in their life as they started to grow up

483
00:26:51,880 --> 00:26:53,560
Speaker 3: and get a little bit older, And like, have you

484
00:26:53,560 --> 00:26:55,400
Speaker 3: guys been able to see some of that.

485
00:26:55,320 --> 00:26:58,280
Speaker 2: Transition yet in the work that you're doing so far?

486
00:26:58,480 --> 00:27:02,840
Speaker 1: At Fairy Good Career Academy, we've been working with Principal Nanavati,

487
00:27:02,880 --> 00:27:07,120
Speaker 1: who grew up in India and shared that in his education,

488
00:27:07,400 --> 00:27:10,720
Speaker 1: music and the arts was a total standard and how

489
00:27:10,800 --> 00:27:15,280
Speaker 1: much it contributed to his worldview and his success as

490
00:27:15,320 --> 00:27:19,439
Speaker 1: an educator. And last year we hired mister Vanderkrabn who

491
00:27:19,560 --> 00:27:24,080
Speaker 1: is their full time music educator. So the feedback that

492
00:27:24,119 --> 00:27:27,080
Speaker 1: we've gotten so far from Farragut within this short time

493
00:27:27,160 --> 00:27:31,080
Speaker 1: frame has been anecdotal, but for what it's worth. The

494
00:27:31,119 --> 00:27:35,960
Speaker 1: attendances up, disciplinary infractions are down, and students are performing

495
00:27:36,000 --> 00:27:38,960
Speaker 1: better academically, and those are the results that we would

496
00:27:38,960 --> 00:27:43,119
Speaker 1: expect to see, so we're seeing them. Will continue to

497
00:27:43,240 --> 00:27:46,800
Speaker 1: monitor and to measure, and the idea is that by

498
00:27:46,800 --> 00:27:51,119
Speaker 1: providing the consistency of funding over three years, that the

499
00:27:51,200 --> 00:27:56,600
Speaker 1: program will prove itself to the community and be able

500
00:27:56,640 --> 00:28:00,840
Speaker 1: to make a strong case for securing future funding. So

501
00:28:00,880 --> 00:28:02,679
Speaker 1: we'll cross that bridge when we get there. We're not

502
00:28:02,720 --> 00:28:05,640
Speaker 1: going to abandon them, but what we hope is that

503
00:28:05,680 --> 00:28:10,840
Speaker 1: we can create a more sustainable approach that will result

504
00:28:11,080 --> 00:28:14,840
Speaker 1: in onward funding that's not philanthropic in nature, so that

505
00:28:14,880 --> 00:28:17,520
Speaker 1: it can truly be more sustainable for that community.

506
00:28:17,840 --> 00:28:20,920
Speaker 3: Yeah, and just something that becomes a basis. It's something

507
00:28:20,920 --> 00:28:23,440
Speaker 3: that has to be included. It's not a question of if.

508
00:28:24,400 --> 00:28:27,199
Speaker 3: So much of what you're talking about too, revolves around

509
00:28:27,640 --> 00:28:31,800
Speaker 3: just the education of this alone, understanding how music plays

510
00:28:31,800 --> 00:28:35,480
Speaker 3: a role, why it's important, how in general exposure to

511
00:28:35,680 --> 00:28:39,160
Speaker 3: just different types of things plays a role. Yeah, in

512
00:28:39,240 --> 00:28:43,959
Speaker 3: all human beings, especially as you're young, in your learning

513
00:28:44,040 --> 00:28:47,640
Speaker 3: and understanding the world around you. I think that's a

514
00:28:47,760 --> 00:28:50,320
Speaker 3: huge piece too. A lot of this too, is just

515
00:28:50,400 --> 00:28:53,840
Speaker 3: getting people to hear the story right. It's what you

516
00:28:53,880 --> 00:28:55,320
Speaker 3: were saying, is the storytelling.

517
00:28:55,800 --> 00:28:59,080
Speaker 1: And I think it was Plato that famously said you

518
00:28:59,160 --> 00:29:02,720
Speaker 1: discover more about a person in one hour of play

519
00:29:02,800 --> 00:29:07,040
Speaker 1: than one year of conversation. And lessons like that we

520
00:29:07,240 --> 00:29:10,400
Speaker 1: really have to think about when it comes to education,

521
00:29:11,120 --> 00:29:13,320
Speaker 1: because what do you want from a teacher in a school.

522
00:29:13,400 --> 00:29:16,000
Speaker 1: You want them to understand your child. You want them

523
00:29:16,000 --> 00:29:18,600
Speaker 1: to have an idea of what's needed to help your

524
00:29:18,680 --> 00:29:22,080
Speaker 1: child succeed. And so whether that's a kind of play,

525
00:29:22,360 --> 00:29:26,160
Speaker 1: whether we're talking about music and the arts, recess sports,

526
00:29:26,760 --> 00:29:30,520
Speaker 1: that it shouldn't come music education need not come at

527
00:29:30,560 --> 00:29:33,960
Speaker 1: the expense of some kind of physical activity. I was

528
00:29:34,000 --> 00:29:37,400
Speaker 1: an athlete growing up, like you, tried so many different

529
00:29:37,440 --> 00:29:41,959
Speaker 1: sports and that was hugely valuable for me growing up

530
00:29:42,000 --> 00:29:45,440
Speaker 1: and learning a lot of important lessons. But we have

531
00:29:45,520 --> 00:29:48,720
Speaker 1: to think a little bit differently about what should be

532
00:29:48,800 --> 00:29:53,320
Speaker 1: included on a regular basis for every student and ensure

533
00:29:53,360 --> 00:29:57,280
Speaker 1: that we're making those decisions based on what is working,

534
00:29:57,360 --> 00:30:00,720
Speaker 1: not just how it's been. It's really hard to change

535
00:30:00,760 --> 00:30:04,840
Speaker 1: institutional investments, but we have to do it when we're

536
00:30:04,840 --> 00:30:08,280
Speaker 1: not delivering for our young people, because those are our

537
00:30:08,280 --> 00:30:11,719
Speaker 1: future leaders, and we should be doing everything that we

538
00:30:11,760 --> 00:30:15,200
Speaker 1: can to make the investments necessary now so that when

539
00:30:15,240 --> 00:30:18,160
Speaker 1: they enter their workforce that I'm not talking with an

540
00:30:18,200 --> 00:30:21,479
Speaker 1: employer saying this seems like a great candidate. They had

541
00:30:21,520 --> 00:30:24,760
Speaker 1: all the qualifications, but they just aren't work ready.

542
00:30:25,440 --> 00:30:26,520
Speaker 2: I mean, how devastating.

543
00:30:26,960 --> 00:30:28,960
Speaker 1: They have invested so much in a student and a

544
00:30:29,000 --> 00:30:33,200
Speaker 1: young person, no doubt they're working their tail off, and

545
00:30:33,240 --> 00:30:37,240
Speaker 1: then they get into that role, that career and they're

546
00:30:37,240 --> 00:30:40,880
Speaker 1: missing key skills that will make it much harder for

547
00:30:40,920 --> 00:30:41,920
Speaker 1: them to excel.

548
00:30:42,800 --> 00:30:44,960
Speaker 3: And it's a piece to the puzzle that we haven't

549
00:30:44,960 --> 00:30:48,320
Speaker 3: been talking about when it comes to lacking younger people

550
00:30:48,400 --> 00:30:50,880
Speaker 3: in the workforce and what that looks like. I mean,

551
00:30:50,960 --> 00:30:53,959
Speaker 3: I've worked with younger people and there's no shortage of

552
00:30:53,960 --> 00:30:56,960
Speaker 3: some of them where I'm just like, I feel like

553
00:30:57,000 --> 00:31:01,520
Speaker 3: we had drastically different educations of understanding what hard work

554
00:31:01,760 --> 00:31:06,640
Speaker 3: and time and effort looks like. And that's okay, It's

555
00:31:06,800 --> 00:31:09,520
Speaker 3: just there's a missing piece. And this is that missing

556
00:31:09,560 --> 00:31:12,040
Speaker 3: piece to the puzzle that I think is missing in

557
00:31:12,080 --> 00:31:17,280
Speaker 3: the conversation around education and careers and what we need

558
00:31:17,320 --> 00:31:19,240
Speaker 3: to evolve to do better.

559
00:31:19,520 --> 00:31:22,520
Speaker 1: Yeah, well, and that's a part of the conversation, which

560
00:31:22,560 --> 00:31:26,320
Speaker 1: is the future of work. So we think we have

561
00:31:26,360 --> 00:31:29,240
Speaker 1: a good sense of what jobs look like now, although

562
00:31:29,280 --> 00:31:32,440
Speaker 1: we're seeing a lot of changes in many industries, but

563
00:31:32,640 --> 00:31:36,200
Speaker 1: what will be required in the future of work. We

564
00:31:36,240 --> 00:31:42,760
Speaker 1: will need to constantly reskill ourselves and reinvent how we

565
00:31:42,800 --> 00:31:47,120
Speaker 1: show up professionally because many jobs will change, some will disappear,

566
00:31:47,240 --> 00:31:50,800
Speaker 1: some will just evolve. And if we don't have a

567
00:31:50,840 --> 00:31:56,080
Speaker 1: workforce that has that kind of resiliency and agility, it's

568
00:31:56,480 --> 00:31:57,680
Speaker 1: we're gonna be in a world of.

569
00:31:57,600 --> 00:31:59,280
Speaker 2: Pain and it will be our own doing.

570
00:32:00,040 --> 00:32:02,000
Speaker 1: There's some things that you can prepare for and some

571
00:32:02,080 --> 00:32:04,520
Speaker 1: things you just can't. But what we can do a

572
00:32:04,560 --> 00:32:08,760
Speaker 1: better job preparing for are those skills that when push

573
00:32:08,800 --> 00:32:12,120
Speaker 1: comes to shove, when a new obstacle comes up, when

574
00:32:12,160 --> 00:32:16,080
Speaker 1: something unexpected happens with work, that you can pivot. And

575
00:32:16,120 --> 00:32:18,440
Speaker 1: I agree with you, I'm not convinced that we are

576
00:32:19,200 --> 00:32:23,920
Speaker 1: doing enough, in particular for new people joining the workforce

577
00:32:24,680 --> 00:32:27,560
Speaker 1: to give them those skills so that when something comes

578
00:32:27,640 --> 00:32:30,160
Speaker 1: up they say, Okay, I can take this on.

579
00:32:32,480 --> 00:32:35,000
Speaker 3: It is It is a drastically different experience that I

580
00:32:35,080 --> 00:32:39,840
Speaker 3: have and I've witnessed not only being over people, but

581
00:32:39,920 --> 00:32:43,120
Speaker 3: working with people. It's a different type of work ethic

582
00:32:43,480 --> 00:32:46,920
Speaker 3: that until you and I were even having this conversation,

583
00:32:47,080 --> 00:32:50,719
Speaker 3: I would have never equated to the young version of

584
00:32:50,720 --> 00:32:53,480
Speaker 3: me and the skills and things that I learned. And

585
00:32:53,480 --> 00:32:57,280
Speaker 3: that's why this conversation is important, because again we're not

586
00:32:57,320 --> 00:32:59,920
Speaker 3: having it. There's not a lot of this happening out

587
00:33:00,120 --> 00:33:04,240
Speaker 3: in the space of understanding. Yeah, I think we like

588
00:33:04,360 --> 00:33:07,320
Speaker 3: to forget that so many pieces of the puzzle have

589
00:33:07,400 --> 00:33:11,280
Speaker 3: to come together for something to really work. More often

590
00:33:11,280 --> 00:33:12,920
Speaker 3: than not, we just have a few pieces and we're

591
00:33:12,960 --> 00:33:15,760
Speaker 3: trying to shove it together and make something work without

592
00:33:15,880 --> 00:33:18,880
Speaker 3: understanding the entire picture absolutely well.

593
00:33:18,880 --> 00:33:22,120
Speaker 1: And that is a little bit related to this invention

594
00:33:22,320 --> 00:33:28,200
Speaker 1: versus implementation point, which is it feels easier sometimes, and

595
00:33:28,200 --> 00:33:31,080
Speaker 1: I'm not sure why this is true to say, well,

596
00:33:31,080 --> 00:33:33,920
Speaker 1: we need to invent something. It's got to be something

597
00:33:33,960 --> 00:33:35,800
Speaker 1: new that's going to solve this. But a lot of

598
00:33:35,840 --> 00:33:38,040
Speaker 1: times we do have all the puzzle pieces just as

599
00:33:38,080 --> 00:33:42,080
Speaker 1: you said, we're just not putting them together either at

600
00:33:42,120 --> 00:33:48,120
Speaker 1: all or well, and then the result is our poor outcomes.

601
00:33:48,760 --> 00:33:51,400
Speaker 1: And then we say there must be something new that

602
00:33:51,440 --> 00:33:55,640
Speaker 1: we can invent here, and I'm no enemy of invention.

603
00:33:55,760 --> 00:33:59,840
Speaker 1: There's plenty of cases where we do need innovation. I

604
00:34:00,080 --> 00:34:02,680
Speaker 1: don't think that this is one of them, at least

605
00:34:02,720 --> 00:34:04,640
Speaker 1: not now. I think we can do a lot better

606
00:34:04,680 --> 00:34:08,120
Speaker 1: with what we have, and then if needed, we can

607
00:34:08,160 --> 00:34:11,759
Speaker 1: position ourselves so much more strongly to say, Okay, now

608
00:34:11,800 --> 00:34:15,640
Speaker 1: every student in America has access to music education in school.

609
00:34:16,120 --> 00:34:18,759
Speaker 1: These are the outcomes that we're seeing, and this is

610
00:34:18,760 --> 00:34:20,839
Speaker 1: how we could do even more and build on it.

611
00:34:21,160 --> 00:34:24,200
Speaker 1: But we're not even at part one yet because we're

612
00:34:24,239 --> 00:34:28,279
Speaker 1: still missing out on providing too many young people to

613
00:34:28,480 --> 00:34:31,160
Speaker 1: few young people with the benefits of music education.

614
00:34:32,040 --> 00:34:35,600
Speaker 3: Well, and to your point, invention is something that's so exciting, right,

615
00:34:35,719 --> 00:34:39,719
Speaker 3: It's something that makes change easier, I think to digest. Yeah,

616
00:34:40,080 --> 00:34:43,120
Speaker 3: because it's new and cool, and people want new and cool.

617
00:34:43,719 --> 00:34:46,560
Speaker 3: But what they don't want is something they've already had

618
00:34:46,640 --> 00:34:49,279
Speaker 3: just a little bit shifted. Yeah, because change is hard.

619
00:34:49,440 --> 00:34:50,839
Speaker 2: Change makes people uncomfortable.

620
00:34:51,239 --> 00:34:54,160
Speaker 3: But when you make it bright, new and shiny, oh,

621
00:34:54,600 --> 00:34:56,880
Speaker 3: it's like I would equate it to like an iPhone

622
00:34:56,960 --> 00:34:59,959
Speaker 3: user going to Android or Android going to iPhone, it's like, oh, bright, new, shiny,

623
00:35:00,040 --> 00:35:01,240
Speaker 3: I've never touched this, but it's.

624
00:35:01,080 --> 00:35:01,960
Speaker 2: Been around forever.

625
00:35:02,280 --> 00:35:05,200
Speaker 3: But it's some new idea, a new invention that sparks

626
00:35:05,200 --> 00:35:09,120
Speaker 3: a change. And I think that's so interesting that is

627
00:35:09,560 --> 00:35:12,080
Speaker 3: where we are at as a society, that the only

628
00:35:12,120 --> 00:35:14,600
Speaker 3: way we're allowing change is if it is bright, new

629
00:35:14,600 --> 00:35:17,279
Speaker 3: and shiny, instead of just saying, how can we do

630
00:35:17,360 --> 00:35:18,279
Speaker 3: better with what we have?

631
00:35:18,680 --> 00:35:22,480
Speaker 1: Yeah, well it's harder. It's no doubt, it's more difficult.

632
00:35:22,840 --> 00:35:27,040
Speaker 1: That route feels more difficult. Is it more difficult in

633
00:35:27,080 --> 00:35:29,759
Speaker 1: the long term, And I'm not so sure, But in

634
00:35:29,800 --> 00:35:34,560
Speaker 1: the moment, it feels like a much easier solution just

635
00:35:34,600 --> 00:35:40,080
Speaker 1: to find something new. But now, at this time in

636
00:35:40,120 --> 00:35:43,120
Speaker 1: our country, we're in a period of great transition, and

637
00:35:43,560 --> 00:35:46,960
Speaker 1: no matter what your political leanings are, I think a

638
00:35:47,000 --> 00:35:49,040
Speaker 1: lot of us can agree there's a lot of areas

639
00:35:49,040 --> 00:35:52,719
Speaker 1: where we can do better. And so let's start with

640
00:35:52,760 --> 00:35:56,400
Speaker 1: an area that is not political at all. It's about

641
00:35:56,440 --> 00:36:00,160
Speaker 1: helping young people succeed, and it's not even about more money.

642
00:36:00,239 --> 00:36:04,160
Speaker 1: It's about doing well with what we have and showing results.

643
00:36:04,560 --> 00:36:06,160
Speaker 1: I think it's hard to argue against that.

644
00:36:06,719 --> 00:36:08,520
Speaker 3: It should be right, it should be something that.

645
00:36:09,640 --> 00:36:11,640
Speaker 1: I'm gonna keep trying to frame it like that.

646
00:36:11,880 --> 00:36:15,640
Speaker 3: Yeah, you know, and it should be though, and as

647
00:36:15,680 --> 00:36:18,040
Speaker 3: I'm sitting here and we're talking about it and music

648
00:36:18,120 --> 00:36:21,200
Speaker 3: is one and sharing your background of where you started

649
00:36:21,239 --> 00:36:23,959
Speaker 3: to where this kind of came built out of. I

650
00:36:24,000 --> 00:36:26,640
Speaker 3: often think I went to Europe for the first time

651
00:36:27,040 --> 00:36:32,200
Speaker 3: over Christmas my year, and I was so fascinated that

652
00:36:32,480 --> 00:36:36,279
Speaker 3: we went to three different countries and everybody that we

653
00:36:36,360 --> 00:36:40,080
Speaker 3: met spoke multiple languages. And then there was me. There

654
00:36:40,120 --> 00:36:41,839
Speaker 3: was me, and I'm an American and I'm like, I had

655
00:36:41,840 --> 00:36:45,239
Speaker 3: a basically minored in French. I have one language that's

656
00:36:45,239 --> 00:36:48,600
Speaker 3: mostly gone because I know it is. But it was

657
00:36:48,640 --> 00:36:50,799
Speaker 3: always fascinating to me that they always found it so

658
00:36:50,880 --> 00:36:53,600
Speaker 3: important to find ways to communicate with the entire world,

659
00:36:53,600 --> 00:36:55,680
Speaker 3: but we never did. We never found it.

660
00:36:55,719 --> 00:37:01,000
Speaker 1: And it's not just communication, it's connection, it's understanding. And

661
00:37:01,200 --> 00:37:04,920
Speaker 1: I mean, we're such an interconnected world now. I think

662
00:37:04,920 --> 00:37:06,440
Speaker 1: that's such an astute observation.

663
00:37:06,800 --> 00:37:09,719
Speaker 3: It connects to this in the sense of why are

664
00:37:09,719 --> 00:37:12,400
Speaker 3: we also lacking this? Why are we finding is so

665
00:37:12,600 --> 00:37:15,480
Speaker 3: not important to understand other languages to communicate with other

666
00:37:15,560 --> 00:37:18,680
Speaker 3: humans that are literally on our planet. Listen, I'm fascinated

667
00:37:18,680 --> 00:37:20,000
Speaker 3: by space and technology.

668
00:37:20,040 --> 00:37:21,440
Speaker 2: I hope we find aliens someday.

669
00:37:22,840 --> 00:37:25,080
Speaker 3: But yes, I would love to speak to aliens someday,

670
00:37:25,120 --> 00:37:26,640
Speaker 3: but I'd also just like to be able to speak

671
00:37:26,640 --> 00:37:30,040
Speaker 3: to other people that are currently on this planet and

672
00:37:30,200 --> 00:37:32,799
Speaker 3: understand their language and who they are and their cultures.

673
00:37:33,840 --> 00:37:37,040
Speaker 3: And it's just to me tie you so much into

674
00:37:37,080 --> 00:37:39,880
Speaker 3: this of we're just missing so many pieces that we

675
00:37:40,000 --> 00:37:43,760
Speaker 3: could have that could easily be part of our education,

676
00:37:43,960 --> 00:37:46,360
Speaker 3: that could easily be part of our experiences as kids,

677
00:37:47,600 --> 00:37:49,640
Speaker 3: and we're just missing it. And this is a huge

678
00:37:49,719 --> 00:37:53,160
Speaker 3: part of that. Music education is that And this is

679
00:37:53,200 --> 00:37:55,080
Speaker 3: another one, And that's like you said, no, you can't

680
00:37:55,120 --> 00:37:57,880
Speaker 3: bite off every single pieces or a whole lot of them.

681
00:37:58,440 --> 00:38:02,480
Speaker 3: I recognize that we're just lacking so much in so

682
00:38:02,520 --> 00:38:04,919
Speaker 3: many different areas where we really could do better if

683
00:38:04,920 --> 00:38:08,240
Speaker 3: we just took that one step, which is the step

684
00:38:08,239 --> 00:38:10,520
Speaker 3: that you guys are taking within music education.

685
00:38:11,040 --> 00:38:16,720
Speaker 1: Yeah, it's having that curiosity and being willing to try

686
00:38:16,800 --> 00:38:17,560
Speaker 1: hard things.

687
00:38:18,560 --> 00:38:20,719
Speaker 2: And I don't think that.

688
00:38:21,600 --> 00:38:23,359
Speaker 1: Let me put it this way, I think those are

689
00:38:23,480 --> 00:38:26,919
Speaker 1: skills that you can learn. Maybe some people come out

690
00:38:26,920 --> 00:38:30,600
Speaker 1: that way and that's wonderful, but I do think you

691
00:38:30,640 --> 00:38:34,520
Speaker 1: can also foster a sense of curiosity and magic and

692
00:38:34,600 --> 00:38:37,680
Speaker 1: awe for the world around you. But it's about exposure,

693
00:38:37,800 --> 00:38:41,600
Speaker 1: it's about seeing new things, and it's about challenging what

694
00:38:41,680 --> 00:38:45,400
Speaker 1: you think you know. In my case, after September eleventh,

695
00:38:46,480 --> 00:38:49,520
Speaker 1: I decided that I wanted to go into foreign government service.

696
00:38:49,880 --> 00:38:54,640
Speaker 1: And it was because I thought there must have been

697
00:38:55,040 --> 00:38:57,560
Speaker 1: a way that we could have done this better, that

698
00:38:57,560 --> 00:38:59,839
Speaker 1: we could have avoided this great tragedy, that we could

699
00:38:59,840 --> 00:39:01,319
Speaker 1: have responded.

700
00:39:01,680 --> 00:39:06,360
Speaker 2: With less.

701
00:39:05,680 --> 00:39:11,560
Speaker 1: Chaos, with less destruction, with more success. And those sentiments

702
00:39:12,120 --> 00:39:15,839
Speaker 1: came from a place that I would never have thought of,

703
00:39:16,520 --> 00:39:20,640
Speaker 1: which is I had built in already the desire to learn,

704
00:39:20,840 --> 00:39:24,520
Speaker 1: to be curious, to be willing to do hard things,

705
00:39:24,600 --> 00:39:29,520
Speaker 1: and to know that it's worth it. You don't always

706
00:39:29,520 --> 00:39:31,880
Speaker 1: know where you're going to end up, but we want to.

707
00:39:32,040 --> 00:39:34,960
Speaker 1: What we need to foster in young people is a

708
00:39:35,000 --> 00:39:40,239
Speaker 1: desire to find out and not an apathy and a disconnectedness.

709
00:39:40,480 --> 00:39:43,680
Speaker 1: So again, I do not think that music is a panacea,

710
00:39:44,480 --> 00:39:46,520
Speaker 1: but I do think that whatever we're doing right now

711
00:39:46,600 --> 00:39:48,799
Speaker 1: is not working as well as it could, and that

712
00:39:48,960 --> 00:39:51,920
Speaker 1: really concerns me. I mean, as a mother of a

713
00:39:52,000 --> 00:39:54,600
Speaker 1: seven year old and one more on the way I

714
00:39:54,640 --> 00:39:57,359
Speaker 1: think about what we might be able to provide as

715
00:39:57,360 --> 00:40:02,279
Speaker 1: a family, and then what my children will encounter in

716
00:40:02,360 --> 00:40:05,040
Speaker 1: the world and their peers and the people that they

717
00:40:05,040 --> 00:40:09,120
Speaker 1: interact with. And there should in our country, the greatest

718
00:40:09,120 --> 00:40:12,759
Speaker 1: country in the world, there should be a baseline.

719
00:40:12,320 --> 00:40:16,600
Speaker 2: Level of education that is quality and.

720
00:40:16,640 --> 00:40:21,920
Speaker 1: Accessible and includes the key opportunities and skills that we

721
00:40:22,040 --> 00:40:25,600
Speaker 1: think are necessary for today, not for twenty years ago,

722
00:40:25,960 --> 00:40:29,560
Speaker 1: not fifty years ago, but for right now, for what

723
00:40:29,600 --> 00:40:32,960
Speaker 1: we see coming down the pike when it comes to workforce,

724
00:40:33,480 --> 00:40:37,080
Speaker 1: the international challenges that we see, and I think that

725
00:40:37,080 --> 00:40:39,160
Speaker 1: that's going to require a little bit of a redesign.

726
00:40:39,800 --> 00:40:41,359
Speaker 1: It's going to be a little scary, it's not going

727
00:40:41,400 --> 00:40:42,920
Speaker 1: to be easy, but we have to do it.

728
00:40:43,719 --> 00:40:46,239
Speaker 3: You talking about this reminded me of something that I

729
00:40:46,600 --> 00:40:50,439
Speaker 3: say often, especially on this podcast, is once we know better,

730
00:40:50,480 --> 00:40:52,920
Speaker 3: we should do better. And that's a really hard thing

731
00:40:52,960 --> 00:40:55,600
Speaker 3: to come to terms with because it's easy to know

732
00:40:55,719 --> 00:40:56,960
Speaker 3: better and.

733
00:40:56,960 --> 00:40:57,919
Speaker 2: Still do the same thing.

734
00:40:58,800 --> 00:41:01,239
Speaker 3: But once you know it, and once you're aware of it,

735
00:41:01,560 --> 00:41:05,320
Speaker 3: you should want this desire to do better and anything

736
00:41:06,000 --> 00:41:08,640
Speaker 3: in this and what we're talking about in the mental

737
00:41:08,680 --> 00:41:11,080
Speaker 3: health and relationships, everything that we talk about in subjects

738
00:41:11,080 --> 00:41:15,279
Speaker 3: on this podcast, but it goes back to that curiosity

739
00:41:15,320 --> 00:41:18,239
Speaker 3: of I want to evolve, I want to be a

740
00:41:18,239 --> 00:41:21,400
Speaker 3: better person, I want to be curious, I want to

741
00:41:21,400 --> 00:41:24,879
Speaker 3: be open minded, I want to change the world, and

742
00:41:25,600 --> 00:41:29,399
Speaker 3: I do think so much of that started. I'm really

743
00:41:29,400 --> 00:41:31,040
Speaker 3: having this is kind of a therapy session.

744
00:41:30,800 --> 00:41:32,480
Speaker 2: For me right now. Kayley, I'm not sure what you're doing.

745
00:41:32,480 --> 00:41:34,279
Speaker 2: And you also get remy it's kind of not fair.

746
00:41:34,680 --> 00:41:36,000
Speaker 2: I know she came over here, but.

747
00:41:37,960 --> 00:41:42,359
Speaker 3: I'm just realizing how much so much of my childhood

748
00:41:42,400 --> 00:41:46,440
Speaker 3: played a role, not just in the mental health side,

749
00:41:46,480 --> 00:41:50,040
Speaker 3: which is really where the focus has been, but just

750
00:41:50,080 --> 00:41:54,000
Speaker 3: in the exposure that you have, not just with your families,

751
00:41:54,040 --> 00:41:56,480
Speaker 3: not just with the people year around, but in the

752
00:41:56,560 --> 00:41:59,719
Speaker 3: things that you experience and what you see, what you

753
00:41:59,800 --> 00:42:03,919
Speaker 3: get to be involved with. And it's crazy to look

754
00:42:03,960 --> 00:42:06,640
Speaker 3: at that and not have ever put the pieces to

755
00:42:06,680 --> 00:42:10,680
Speaker 3: that puzzle together until this moment. Yeah, and you hope

756
00:42:10,719 --> 00:42:13,480
Speaker 3: that for other people, though you and I know there

757
00:42:13,560 --> 00:42:16,160
Speaker 3: was many of people that I grew up with that

758
00:42:16,239 --> 00:42:18,680
Speaker 3: did not have the same exposures that I did, or

759
00:42:19,000 --> 00:42:23,200
Speaker 3: we had vastly different resources and different lifestyles. And that's

760
00:42:23,239 --> 00:42:26,360
Speaker 3: part of economics and understanding how the world works. But

761
00:42:28,080 --> 00:42:30,440
Speaker 3: what you guys are doing to try and level the

762
00:42:30,480 --> 00:42:33,800
Speaker 3: playing field is really important.

763
00:42:34,040 --> 00:42:38,239
Speaker 1: And again it maybe I think describing its leveling the

764
00:42:38,280 --> 00:42:42,920
Speaker 1: playing field is true, but it's it's incomplete because it's

765
00:42:43,320 --> 00:42:46,680
Speaker 1: leveling the playing field not just because it's a good

766
00:42:46,760 --> 00:42:51,080
Speaker 1: thing it is, but because it's effective and because we

767
00:42:51,160 --> 00:42:55,200
Speaker 1: want to be results driven. So you're not just doing

768
00:42:55,280 --> 00:42:57,839
Speaker 1: something because it's the right thing to do, You're doing

769
00:42:57,880 --> 00:42:59,640
Speaker 1: it also because it's the smart thing to do.

770
00:43:00,520 --> 00:43:02,280
Speaker 2: And I think the more that we can.

771
00:43:02,160 --> 00:43:04,799
Speaker 1: Tell that part of the story, which is I think

772
00:43:04,800 --> 00:43:07,840
Speaker 1: we've been focused a little more on the former doing

773
00:43:08,160 --> 00:43:11,160
Speaker 1: the right thing by providing equitable music education.

774
00:43:12,280 --> 00:43:15,440
Speaker 2: That's true, but what about the why?

775
00:43:15,960 --> 00:43:18,839
Speaker 1: And that's what we've been so excited about through let

776
00:43:18,880 --> 00:43:22,440
Speaker 1: Music Film my world is to highlight stories where people

777
00:43:22,440 --> 00:43:25,839
Speaker 1: are sharing. Now I'm in this role, I'm an executive,

778
00:43:25,880 --> 00:43:28,960
Speaker 1: I'm a doctor, I'm in the music industry, whatever it is,

779
00:43:29,560 --> 00:43:34,360
Speaker 1: and this is how music that universal language, that place

780
00:43:34,440 --> 00:43:39,319
Speaker 1: that I had where I could just be myself. This

781
00:43:39,400 --> 00:43:43,000
Speaker 1: is how music led me to that, and I love that.

782
00:43:43,239 --> 00:43:45,279
Speaker 2: I think that's a really.

783
00:43:45,000 --> 00:43:48,120
Speaker 1: Great opportunity for us to shake it up a little

784
00:43:48,120 --> 00:43:53,440
Speaker 1: bit and tell more stories because, as I said before, Ultimately,

785
00:43:53,840 --> 00:43:59,399
Speaker 1: we need Americans to believe and support and fight for

786
00:43:59,560 --> 00:44:02,880
Speaker 1: having the kind of education system that every student in

787
00:44:02,880 --> 00:44:06,600
Speaker 1: our country deserves, and to me, that must be inclusive

788
00:44:06,640 --> 00:44:07,520
Speaker 1: of music education.

789
00:44:08,239 --> 00:44:09,319
Speaker 2: Yeah, it definitely does.

790
00:44:09,360 --> 00:44:11,960
Speaker 3: And you couldn't have said it more eloquently, which is

791
00:44:12,000 --> 00:44:14,160
Speaker 3: also why I love like throwing things out there because

792
00:44:14,160 --> 00:44:16,440
Speaker 3: it always makes people go on random things, and I

793
00:44:16,480 --> 00:44:16,879
Speaker 3: love it.

794
00:44:16,880 --> 00:44:17,840
Speaker 2: It's my favorite part.

795
00:44:18,960 --> 00:44:22,600
Speaker 3: I like to end the podcast with you sharing something

796
00:44:22,600 --> 00:44:24,320
Speaker 3: maybe that we haven't been able to touch on, or

797
00:44:24,440 --> 00:44:27,319
Speaker 3: a piece of advice or inspiration or whatever it may be.

798
00:44:28,239 --> 00:44:30,880
Speaker 3: The floor is open to yours to share, to end

799
00:44:30,960 --> 00:44:33,480
Speaker 3: us on something that is really just close to your heart,

800
00:44:33,560 --> 00:44:35,399
Speaker 3: or maybe it's on your mind right now, whatever that

801
00:44:35,840 --> 00:44:36,399
Speaker 3: thing is.

802
00:44:40,160 --> 00:44:42,279
Speaker 1: The first thing that comes to mind. So I'm a

803
00:44:42,280 --> 00:44:45,960
Speaker 1: big reader, like an annoying like my husband's always.

804
00:44:45,719 --> 00:44:46,800
Speaker 2: Just like why are you always?

805
00:44:47,120 --> 00:44:51,000
Speaker 1: Like I read all the time. But nonfiction and fiction,

806
00:44:51,160 --> 00:44:54,000
Speaker 1: all sorts of stuff. I think that's another wonderful avenue

807
00:44:54,520 --> 00:44:58,520
Speaker 1: for curiosity and understanding the world around you. And there's

808
00:44:58,560 --> 00:45:01,799
Speaker 1: this book by Matt Haig called The Midnight Library, and

809
00:45:02,000 --> 00:45:08,600
Speaker 1: in it he said, to visit a new world, you

810
00:45:08,640 --> 00:45:10,920
Speaker 1: don't need a spaceship all you have to do is

811
00:45:11,000 --> 00:45:15,680
Speaker 1: change your mind. And I love that because I think

812
00:45:15,920 --> 00:45:18,959
Speaker 1: it's not only applicable to what we're talking about, which

813
00:45:19,000 --> 00:45:21,400
Speaker 1: is to say, you don't need the shiny invention of

814
00:45:21,440 --> 00:45:26,320
Speaker 1: a spaceship. You actually can visit a new world through

815
00:45:26,520 --> 00:45:29,319
Speaker 1: the implementation and doing better and using what you have.

816
00:45:30,680 --> 00:45:33,520
Speaker 2: But it's so true for other parts of life.

817
00:45:33,920 --> 00:45:38,560
Speaker 1: That it is often more difficult to change your mind,

818
00:45:38,640 --> 00:45:41,520
Speaker 1: to put yourself in someone else's shoes, to see things

819
00:45:41,520 --> 00:45:45,200
Speaker 1: from a different perspective. But we have to work so

820
00:45:45,440 --> 00:45:47,759
Speaker 1: hard to try to do it, not because it's the

821
00:45:47,880 --> 00:45:51,319
Speaker 1: right thing, but because it's the smart thing. We will

822
00:45:51,360 --> 00:45:56,239
Speaker 1: be better people, better family members, better employees if we

823
00:45:56,280 --> 00:46:00,960
Speaker 1: can see things holistically and have the curiosity city to

824
00:46:01,080 --> 00:46:05,439
Speaker 1: challenge our world views. And that is what our young

825
00:46:05,480 --> 00:46:08,840
Speaker 1: people need, and we should be providing in every single

826
00:46:08,880 --> 00:46:11,920
Speaker 1: school in America by providing music education to all of

827
00:46:11,960 --> 00:46:12,560
Speaker 1: our students.

828
00:46:13,239 --> 00:46:15,319
Speaker 3: I love that that quote's going to stick with me

829
00:46:15,360 --> 00:46:17,440
Speaker 3: for a while. I think that's super impassive to read

830
00:46:17,520 --> 00:46:19,440
Speaker 3: the book I need to now. I mean that one

831
00:46:19,520 --> 00:46:22,080
Speaker 3: quote gets me. I always love I love a book.

832
00:46:22,080 --> 00:46:24,680
Speaker 3: I'm like you. I like books that challenge my views.

833
00:46:24,719 --> 00:46:27,279
Speaker 3: I like books that just give me a different perspective.

834
00:46:27,480 --> 00:46:31,080
Speaker 3: It's important and it's necessary, but I also know that

835
00:46:31,080 --> 00:46:33,759
Speaker 3: that's hard for people to do, and it's hard to well.

836
00:46:33,760 --> 00:46:34,759
Speaker 2: Everyone has their own way.

837
00:46:34,840 --> 00:46:37,560
Speaker 1: Not everyone's a reader, you know, but there's so many

838
00:46:37,600 --> 00:46:40,439
Speaker 1: different ways that you can get that same feeling. And

839
00:46:40,640 --> 00:46:42,040
Speaker 1: you know, if you can read a book and then

840
00:46:42,080 --> 00:46:45,200
Speaker 1: there's one quote or one part and it just stops

841
00:46:45,239 --> 00:46:49,760
Speaker 1: you in your tracks and you're like, hang on a second, yes.

842
00:46:50,360 --> 00:46:51,960
Speaker 2: Right, And music does that too.

843
00:46:52,360 --> 00:46:55,680
Speaker 1: Yeah, that's why music is such an amazing tool and

844
00:46:55,760 --> 00:46:59,520
Speaker 1: a universal language. We don't have to speak the same language.

845
00:46:59,719 --> 00:47:02,120
Speaker 1: Music doesn't even a piece of music doesn't even have

846
00:47:02,200 --> 00:47:04,879
Speaker 1: to have words at all, and we can both hear

847
00:47:04,920 --> 00:47:08,960
Speaker 1: it and both experience something powerful that might be totally

848
00:47:09,000 --> 00:47:11,839
Speaker 1: different by the way, but could still connect us.

849
00:47:12,880 --> 00:47:14,120
Speaker 2: And that's amazing.

850
00:47:14,239 --> 00:47:16,919
Speaker 1: There are not that many things in the world that

851
00:47:17,160 --> 00:47:21,520
Speaker 1: can connect people so seamlessly with such distinct backgrounds.

852
00:47:22,000 --> 00:47:25,840
Speaker 3: No, and you know, honestly, my whole life, when I

853
00:47:25,920 --> 00:47:28,120
Speaker 3: especially doing social media and stuff at this point in

854
00:47:28,160 --> 00:47:32,440
Speaker 3: my career, I've always said there's two things that most

855
00:47:32,480 --> 00:47:37,640
Speaker 3: people universally don't necessarily argue over, and it's food and music,

856
00:47:38,080 --> 00:47:39,400
Speaker 3: which I find very interesting.

857
00:47:39,480 --> 00:47:42,160
Speaker 1: I think that's true. And I would also add magic.

858
00:47:42,680 --> 00:47:46,839
Speaker 1: Everybody loves magic, and it doesn't matter how old you are.

859
00:47:47,080 --> 00:47:49,719
Speaker 1: You don't have to speak the language. But magic is

860
00:47:49,760 --> 00:47:56,680
Speaker 1: something that completely changes what you think is possible, and

861
00:47:56,760 --> 00:47:57,960
Speaker 1: that's a really cool thing.

862
00:47:58,120 --> 00:47:59,960
Speaker 2: Music can do the same. Food can do the same too.

863
00:48:00,400 --> 00:48:03,000
Speaker 1: You eat something and your just your mind is blown.

864
00:48:02,800 --> 00:48:05,080
Speaker 3: Right, Yeah, and your whole idea of something changes, like

865
00:48:05,080 --> 00:48:06,399
Speaker 3: why have I never thought of that?

866
00:48:06,880 --> 00:48:08,920
Speaker 1: But there are a couple things in that category and

867
00:48:08,960 --> 00:48:09,920
Speaker 1: those are really special.

868
00:48:10,239 --> 00:48:10,439
Speaker 3: Yeah.

869
00:48:10,480 --> 00:48:12,960
Speaker 1: So the more that we can create opportunities for people

870
00:48:12,960 --> 00:48:15,640
Speaker 1: of all ages, all walks of life to have those

871
00:48:15,760 --> 00:48:19,799
Speaker 1: transformative experiences that connect us, that challenge the way that

872
00:48:19,840 --> 00:48:22,080
Speaker 1: we see the world around us, we will all be

873
00:48:22,080 --> 00:48:22,640
Speaker 1: better for it.

874
00:48:23,080 --> 00:48:26,560
Speaker 3: I definitely agree. Well, Kayleie, thank you for sharing your mind,

875
00:48:26,640 --> 00:48:29,600
Speaker 3: your experience, your story. It was so fun to hear

876
00:48:29,719 --> 00:48:32,120
Speaker 3: from you and also just connect with you because I

877
00:48:32,160 --> 00:48:38,560
Speaker 3: think we are two very much women who are leadership driven.

878
00:48:38,680 --> 00:48:41,000
Speaker 3: And I think there's a special place when you have

879
00:48:41,160 --> 00:48:43,560
Speaker 3: this drive behind you to want to be a leader

880
00:48:43,560 --> 00:48:45,239
Speaker 3: and want to change the world and do things for

881
00:48:45,280 --> 00:48:47,760
Speaker 3: the better. Yes, and it's cool to connect with somebody

882
00:48:47,800 --> 00:48:50,439
Speaker 3: that has a similar mindset in that because it's also

883
00:48:50,520 --> 00:48:52,840
Speaker 3: hard to find, it's also cute, excited.

884
00:48:52,880 --> 00:48:53,600
Speaker 2: I feel the same.

885
00:48:54,200 --> 00:48:56,880
Speaker 1: You can do good, and you can do well, and

886
00:48:56,920 --> 00:48:59,600
Speaker 1: you can bring people along with you. Life is full

887
00:48:59,600 --> 00:49:03,040
Speaker 1: of support. It's never what we expect it no.

888
00:49:03,320 --> 00:49:06,239
Speaker 3: And the minute that we stop expecting certain things is

889
00:49:06,280 --> 00:49:08,120
Speaker 3: a minute everything turns to magic.

890
00:49:08,200 --> 00:49:11,160
Speaker 2: Kind of like you. I love that. I can't imagine

891
00:49:11,200 --> 00:49:13,600
Speaker 2: a better way to end. Oh, it's perfect. Well, Kaylee,

892
00:49:13,600 --> 00:49:14,440
Speaker 2: thank you, Thank you.

893
00:49:14,920 --> 00:49:17,600
Speaker 3: Kaylee's knowledge on this topic and education in general, what's

894
00:49:17,600 --> 00:49:19,800
Speaker 3: cool to hear, Like I said, change Maker.

895
00:49:20,160 --> 00:49:22,000
Speaker 2: That concludes a series, So make sure you.

896
00:49:22,000 --> 00:49:25,120
Speaker 3: Follow Let Music Film My World on Instagram to follow

897
00:49:25,160 --> 00:49:27,480
Speaker 3: the work they're doing and for ways to get involved.

898
00:49:27,719 --> 00:49:30,120
Speaker 3: Next week is our series with the senior living community

899
00:49:30,160 --> 00:49:32,719
Speaker 3: that I volunteer out here in Town Apes Garden. We'll

900
00:49:32,760 --> 00:49:35,160
Speaker 3: hear from some of the incredible employees and then some

901
00:49:35,239 --> 00:49:38,279
Speaker 3: of the residents who are eighty and above. Subscribe so

902
00:49:38,320 --> 00:49:40,880
Speaker 3: you don't miss it. I'm so happy you're here. As always,

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00:49:41,080 --> 00:49:42,480
Speaker 3: I'll talk with you guys next week.