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Speaker 1: Good morning, peep Sena. Welcome to Okay f Daily with

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Speaker 1: Meet Your Girl Danielle Moody, recording from the Long Island

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Speaker 1: Home Bunker. Folks, I'm really excited about the interview I

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Speaker 1: have coming up next. You know that whenever I have

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Speaker 1: the opportunity to speak with educators, I'm always so happy

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Speaker 1: to do so because I think that teachers, not only

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Speaker 1: because I am a former educator, but teachers are just

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Speaker 1: so disrespected in this country. And we know that we

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Speaker 1: know a country based on what it is that they value,

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Speaker 1: and the fact that teachers continue to have to do

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Speaker 1: bake sales or take money out of their own pockets

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Speaker 1: in order to buy school supplies for children, or just

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Speaker 1: get any type of respect and are not demonized for

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Speaker 1: wanting to teach the truth about the founding of this nation,

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Speaker 1: or who should be celebrated as the heroes and the

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Speaker 1: patriots in this country. Not to mention, folks, not to

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Speaker 1: mention the fact that being a teacher in these United

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Speaker 1: States means that you're putting your own life at risk

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Speaker 1: of gun violence because of the consistent and unrelenting mass

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Speaker 1: shootings that happens in our nation's schools. So I'm really

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Speaker 1: excited to be able to get into this conversation with

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Speaker 1: men Deep Setti, who is a teacher at June Jordan

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Speaker 1: School of Equity in San Francisco and received an amazing

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Speaker 1: grant from Save the Music, the Jay Dilla Music Technology

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Speaker 1: Grant last year as a way to engage young people

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Speaker 1: in the arts in music. You know, not to mention

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Speaker 1: write the attacks that we have seen on curriculum, the

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Speaker 1: fears that teachers have of even uttering the words gay

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Speaker 1: or talking about any type of difference whatsoever. The arts

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Speaker 1: and music is always right on the chopping block in

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Speaker 1: our nation schools because it's not considered as important as STEM.

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Speaker 1: It's not considered as important or needed. Meanwhile, I think

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Speaker 1: that what we all understood, particularly at the height of

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Speaker 1: the pandemic, is how important art, music and connection is

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Speaker 1: to our day to day lives. One of the things

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Speaker 1: that I'll talk to Setti about is, you know, basically

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Speaker 1: I don't know about you all, but during quarantine, if

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Speaker 1: I wasn't in one DJ's live on Instagram, I was

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Speaker 1: in another DJ's live. I got through being in quarantine

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Speaker 1: and dealing with all of this uncertainty by dancing around

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Speaker 1: my apartment by dancing around my home by being able

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Speaker 1: to connect with other people that just needed a release.

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Speaker 1: And that is what I think that the arts and

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Speaker 1: music allow for, is that released. And so for me,

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Speaker 1: you know, I wish that in this country that we

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Speaker 1: looked at music and the arts as essential rather than

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Speaker 1: as an elective something that is, you know, a nice

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Speaker 1: to have, but you don't need. What does a society

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Speaker 1: look like without music makers, without artists, right, it is

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Speaker 1: devoid of passion, of innovation, of beauty, and those are

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Speaker 1: all the things that are necessary, particularly when times are difficult.

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Speaker 1: And so I love this conversation with Setix because one

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Speaker 1: we get into the importance of just kids having the

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Speaker 1: space to be able to express themselves, right, to not

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Speaker 1: be shut down, and to find different avenues to express

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Speaker 1: the trauma that is this moment in our lives. You know,

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Speaker 1: I think about it often that we as adults have

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Speaker 1: the language, have the ability to kind of roll with

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Speaker 1: the punches, and even for us the last several years

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Speaker 1: under the Trump administration, dealing with a global health pandemic,

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Speaker 1: the unrelenting gun violence that we see on a day

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Speaker 1: to day basis, with mass shootings, we lose our own

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Speaker 1: words and our own ability to want to get out

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Speaker 1: of bed. So imagine now dealing with those compacted crises,

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Speaker 1: and then also going through hormonal changes and society, trying

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Speaker 1: to figure out where you fit in your school, in

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Speaker 1: society and your community, and then on top of that,

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Speaker 1: dealing with all of these issues. So I think that

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Speaker 1: the work that Mundeep is doing with the June Jordan's

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Speaker 1: School of Equity and that other educators are doing like him,

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Speaker 1: aren't necessary and should be lifted up and applauded and

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Speaker 1: frankly replicated, particularly now. So coming up next my conversation

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Speaker 1: with teacher rapper musician mand Deep Seti. Folks, I'm very

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Speaker 1: excited to welcome to okay f Daily for the very

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Speaker 1: first time, um Mand Deep Seti aka Seti X, who

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Speaker 1: is a teacher at June Jordan's School of Equity in

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Speaker 1: San Francisco and also a rapper musician. Seti, I want

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Speaker 1: to start off our conversation today with kind of talking

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Speaker 1: about the many attacks that teachers have been under um

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Speaker 1: by the far right, by conservatives, and you know where

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Speaker 1: you see the role of the arts of music education

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Speaker 1: in our school systems, particularly now when you know curriculums

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Speaker 1: are being overturned or narrowed. What role do you see

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Speaker 1: that music and the arts play in a child's education. Well,

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Speaker 1: it's so great to be here with you on woke

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Speaker 1: af Thank you Danielle for having me um. I think

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Speaker 1: number one as a teacher. You know, one thing that's

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Speaker 1: very clear, especially after the pandemic, is that we are

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Speaker 1: essential workers. Right, So teachers are essential workers. And one

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Speaker 1: on one hand, it was being propped up like you know,

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Speaker 1: so much love for the essential workers. But then if

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Speaker 1: you look at the back end, the statistics of what

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Speaker 1: teachers are paid, what they have to deal with not

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Speaker 1: only with supporting our students, but also the rise of

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Speaker 1: school shootings, the rise of violence, the rise of conservative

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Speaker 1: overturning of you know, basically ethnic studies, that's going on

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Speaker 1: in the schools where students are actually getting to learn

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Speaker 1: who they are and what real history actually is. So

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Speaker 1: I think that's that's important to remember, is that teachers

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Speaker 1: are essential workers and that they are the ones that

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Speaker 1: are with our young people every day basically figuring out

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Speaker 1: what the future is going to look like, you know

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Speaker 1: what I mean. And so where arts comes into plays

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Speaker 1: the crea of mind, which is something that is supposed

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Speaker 1: to be nurtured through a human experience. But we know

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Speaker 1: that school systems don't necessarily cater to the arts first, right.

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Speaker 1: It's always something as an elective or something you get

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Speaker 1: to choose at the end of the day. And so

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Speaker 1: for me, as a teacher who's heavily invested in arts

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Speaker 1: based learning, I've learned and seen firsthand that arts based learning,

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Speaker 1: project based learning using tools such as music, visual are

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Speaker 1: using tools including technology, creates a whole different experience for

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Speaker 1: students where they feel welcome in the classroom, they feel

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Speaker 1: safe in the classroom, and most of all, they feel

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Speaker 1: the ability to be themselves. And that's where learning happens.

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Speaker 1: Because if they have this wall up of protecting themselves

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Speaker 1: throughout the day, then it's harder to reach the true

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Speaker 1: self of learning. So I think that arts based learning

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Speaker 1: and education allows for students to really open up to

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Speaker 1: new ideas. Yeah, and I just you know, I want

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Speaker 1: to echo something that you said about teachers being essential workers,

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Speaker 1: you know, And I've been thinking about this a lot,

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Speaker 1: um And I am a former educator. As folks who

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Speaker 1: listen to Woke a f no UM, I taught first

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Speaker 1: and second grade UM special education and general education in Washington,

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Speaker 1: DC before I went into education policy. And you know,

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Speaker 1: what I will say is that you can tell what

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Speaker 1: a country values by who is making the most money. Right,

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Speaker 1: And when we look at teacher salaries and we look

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Speaker 1: at many strikes that we've seen happen across the country

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Speaker 1: in different cities and in different places, you know, teachers

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Speaker 1: are probably the most undervalued position, right that has such

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Speaker 1: as such as such a consequential position though in a

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Speaker 1: child's life, right, Like, I know that, you know you

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Speaker 1: must have a story, as I have a story. You know,

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Speaker 1: what was that teacher that turned you on to music?

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Speaker 1: That turned you on in a way that kind of

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Speaker 1: that that changed the trajectory of your life? Straight up? No,

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Speaker 1: I have that teacher. And that teacher miss shout out

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Speaker 1: to miss mystery. She was a brown educator, so I

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Speaker 1: saw myself in her. I was like, Okay, this is

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Speaker 1: South Asian person of uh you know what I'm saying,

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Speaker 1: South Asian descent. We can I can connect with that.

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Speaker 1: And then she had a project will basically allowed us

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Speaker 1: to like, instead of writing an essay, you could write

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Speaker 1: a song. And that was my introduction into from poetry

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Speaker 1: into music. Which propelled me into a full time career

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Speaker 1: until I became shifted over to education to tour and

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Speaker 1: make music and hip hop music and share that with

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Speaker 1: the world. So I mean, for me, that was life changing,

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Speaker 1: and I'm trying to like take that to the next

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Speaker 1: level with what I'm doing. So, you know, I'm a

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Speaker 1: hip hop artist, but now I'm a full time educator,

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Speaker 1: So I'm bringing that into the classroom. And our courses

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Speaker 1: are designed to give students real life skills so that

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Speaker 1: they can use the technology, get paid internships, and yes,

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Speaker 1: disrupt the um kind of white supremacy and white privilege

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Speaker 1: that exists within even the creative community and the creative

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Speaker 1: economy as well as the tech economy, you know what

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Speaker 1: I'm saying. So we're in San Francisco. We're fighting against

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Speaker 1: rapid gentrification. We're an outer mission, you know what I'm saying,

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Speaker 1: Like people who work at these tech companies are buying

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Speaker 1: houses that our students, you know, the neighborhoods are students

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Speaker 1: live in, and these are now over million dollar houses

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Speaker 1: and we're still in neighborhoods that are fighting against you

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Speaker 1: know what I'm saying, These financial economic turmoil that's been

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Speaker 1: happening for years. So there's a lot going on with

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Speaker 1: our students, and so music definitely plays a large part

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Speaker 1: in a multitude of ways of their healing and of

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Speaker 1: their kind of their voice. In twenty twenty one, you

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Speaker 1: were the recipient of the Saved Save the Music grant

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Speaker 1: from Jay Dill, and I want you to talk a

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Speaker 1: bit about that, but then also my frustration that we

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Speaker 1: need grants in order to save the music because our

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Speaker 1: schools and the arts are not being funded in a

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Speaker 1: way that makes it secure. So speak to speak to that. Yeah,

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Speaker 1: So when I arrived at the school that I work

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Speaker 1: at now, there was no music program. And so if

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Speaker 1: that blows my mind, because we're in an area of

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Speaker 1: San Francisco and the Bay Area which is known for

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Speaker 1: changing the way that independent music, independent hip hop work,

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Speaker 1: it lives in the US and the world, and so

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Speaker 1: we're in this mecca of music business and music technology,

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Speaker 1: but we have no music program at our school. So

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Speaker 1: in that sense, you know, there was a It was

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Speaker 1: an eye opening experience for me. But as a musician,

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Speaker 1: I looked at out there and I found this resource

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Speaker 1: and shout out to save the music because they believed

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Speaker 1: in me. When basically no one else did, and they

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Speaker 1: allowed us to apply for this grant, which we received,

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Speaker 1: the Jay Della Music Technology Grant, which is named after

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Speaker 1: the late hip hop producer Jay Della James Dewey Yancy

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Speaker 1: at a Detroit and who changed the sound of music

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Speaker 1: and so for us to be able to carry on

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Speaker 1: his legacy is such an on her. And we recently

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Speaker 1: hosted Ma Dukes, who is his mother, who came by

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Speaker 1: and got to see the work that our students are doing.

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Speaker 1: She listened to their music, and she told us that

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Speaker 1: at the end of that that she wished that there

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Speaker 1: were more schools like this and more programs like this

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Speaker 1: because she saw the value of music that was taking

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Speaker 1: place and how it was changing lives right in front

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Speaker 1: of her. So it's really a blessing to have this

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Speaker 1: grant and to have these resources. But I think that

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Speaker 1: it is a It has been a wake up call

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Speaker 1: for our district and for other programs to see like,

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Speaker 1: oh wow, like investing in the arts actually does make

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Speaker 1: a difference, because I think for years people ignored that.

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Speaker 1: Can you explain, like paint a picture for us about

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Speaker 1: how you are utilizing music in the classroom and what

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Speaker 1: your and what this program actually looks like and the

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Speaker 1: ways in the different ways, the innovative ways that you

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Speaker 1: are that you are educating youth. Right, So, we know

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Speaker 1: that a lot of our students are used to the

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Speaker 1: iPhones or Android, and so we decided to go work

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Speaker 1: with Save the Music to create iPad based curriculum. So

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Speaker 1: we use iPads. We two students how to make music

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Speaker 1: on Garage Band. So for students who have music experience,

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Speaker 1: they can step in right where they are if they

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Speaker 1: have music theory or instrument experience. And for a student

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Speaker 1: who has absolutely zero experience making music can also feel

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Speaker 1: on day one that I can do this too through

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Speaker 1: different tutorials and formulas that we use through Garage Band.

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Speaker 1: And so this accessibility is the main key for our

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Speaker 1: program because we know that technology is not accessible for

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Speaker 1: a lot of our students. You know what I'm saying.

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Speaker 1: Seventy five percent of our students qualify for a free lunch,

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Speaker 1: So that shows you their economic situation. And at the

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Speaker 1: end of the day, most students don't have a device

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Speaker 1: at home, whether it's a computer or an iPad. Right,

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Speaker 1: they may have a phone, but that's about it. And

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Speaker 1: so we're allowing students to get on these devices and

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Speaker 1: to basically learn the same skills that you would pay

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Speaker 1: to learn at any music program at maybe NYU or

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Speaker 1: any sort of private program that exists in Los Angeles.

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Speaker 1: This is the same skills, the same equipment that these

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Speaker 1: professionals are using. So that's the main thing that our

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Speaker 1: program is revolutionizing is the accessibility. And then those students

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Speaker 1: who may have iPhones, they can also you know, air

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Speaker 1: drop the file onto their phone. They can check out equipment,

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Speaker 1: they can take it home and continue to work on it.

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Speaker 1: We have microphones and headphone students can check out, and

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Speaker 1: so when you come into our classroom, you'll see a

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Speaker 1: multitude of things. You'll see students making beats. You'll see

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Speaker 1: some students on the turntables learning how to DJ. You'll

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Speaker 1: see some students in the vocal booth working on singing

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Speaker 1: or rapping. And at the end of the day, we

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Speaker 1: want them to express themselves, to be able to use

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Speaker 1: that play space as a place of healing, as a

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Speaker 1: place of safety and trust, so that they can just

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Speaker 1: be who they are meant to be. You know, I

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Speaker 1: love this so much. I love your program. I love

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Speaker 1: the work that you're doing, particularly with you know, notably

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Speaker 1: marginalized students. And I want to talk for a moment

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Speaker 1: out how the pandemic, how the pandemic remote learning just

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Speaker 1: impacted young people, young people that you know, your students

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Speaker 1: that you come across, and how you know your program

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Speaker 1: might have helped them kind of cope with this situation,

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Speaker 1: with the uncertainty that we were all struggling to deal with. Definitely,

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Speaker 1: it was a tough time and to be honest, music

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Speaker 1: definitely saved a lot of us during that time. And

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Speaker 1: so for us our students, you know, they had cameras off.

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Speaker 1: You know, we don't know what's going on at home,

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Speaker 1: and so on one hand, teachers are upset why are

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Speaker 1: the cameras off? But at the end the other hand,

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Speaker 1: it's like, well, you know, this is a very interesting

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Speaker 1: experience that students are like being taught at from their

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Speaker 1: home and we're asking them to show us their home. So,

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Speaker 1: you know, I think for me, I was able to

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Speaker 1: I was able to use it to an advantage actually

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Speaker 1: because now that students are on their device, they can

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Speaker 1: use the programs that I was using online and there's

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Speaker 1: no like actions because you're on the device that you're

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Speaker 1: using to make music, so I try to flip it

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Speaker 1: into a positive and I saw more engagement from students

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Speaker 1: that normally wouldn't be engaged in other remote learning. Right

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Speaker 1: I'm hearing students are not coming to these other classes,

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Speaker 1: but they would come to our beat making class. We

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Speaker 1: were able to collaborate online. Students were able to share

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Speaker 1: their screen and show their process. And at the end

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Speaker 1: of it, we held a music production showcase where we

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Speaker 1: invited people from all over the world to come see

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Speaker 1: and hear these students. And I think it was definitely

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Speaker 1: like life changing for myself and for other students, because

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Speaker 1: you know, we're all stuck at home, but we have

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Speaker 1: this point of connection that's so deep, and that music

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Speaker 1: technology just brought us together. You know. I think about

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Speaker 1: myself and the ways in which you know, d nice

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Speaker 1: had created an entire life, you know, very much so

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Speaker 1: a life saving community, you know, by djaying from home

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Speaker 1: and going on Instagram live. I think about so many

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Speaker 1: other DJs that I got to experience, and you know,

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Speaker 1: during particularly those those initial days of being in quarantine

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Speaker 1: and not knowing what's going to happen, and just and

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Speaker 1: I realized at that point it set to like how

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Speaker 1: important one. How important connection is right that we have

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Speaker 1: all taken, uh, you know, taken for granted because of

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Speaker 1: what social media has also provided, but also taken away

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Speaker 1: in terms of personal contact. But then recognizing the way

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Speaker 1: that you you needed music, you needed gathering space in

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Speaker 1: order to be able to even um, move through, to

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Speaker 1: get out of you know, to get out of bed

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Speaker 1: in the morning. And so when I think about myself

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Speaker 1: and how I was dancing out around my you know,

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Speaker 1: apartment in space, and I think about you know, your

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Speaker 1: your young students, um, and what a lifeline it was

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Speaker 1: for them. Um, you know, what are some of the

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Speaker 1: I guess, what are some of the stories or you know,

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Speaker 1: things that you can share in terms When people think

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Speaker 1: again about music education or aren't they think of it

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Speaker 1: as an elective? So explain why it isn't, why it

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Speaker 1: shouldn't be looked at as an elective and instead of

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Speaker 1: it should be viewed as essential. Right. I think that

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Speaker 1: there's two ways to answer that question, and the first

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Speaker 1: is that the experience is essential for students to have

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Speaker 1: art and music right. And one story I have as

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Speaker 1: a student who transferred from another school and they were

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Speaker 1: not integrated into the community at all, they felt completely outcasted,

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Speaker 1: and they took my music class just because they had

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Speaker 1: no other choice, right, that was the only open elective,

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Speaker 1: and so they ended up getting placed in my class.

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Speaker 1: Fast forward two years, this is my best student. This

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Speaker 1: student is performing at multiple venues in San Francisco, getting

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Speaker 1: opportunities through our program, through Save the Music and our partners,

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Speaker 1: and this student is now pursuing a professional career in

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Speaker 1: music and getting internships where they're getting paid right. And

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Speaker 1: and then the other side of that story, or the

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Speaker 1: second answer to that question why it's essential is because

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Speaker 1: later on finding out that the student who is an

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Speaker 1: African American youth from the neighborhood is lives in a

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Speaker 1: group home, right, and it's not inch, it's not in

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Speaker 1: touch with their family and does not get the support

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Speaker 1: from their family, And all of a sudden, this music

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Speaker 1: program has provided a platform for them to express themselves,

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Speaker 1: for them to find support for them to be who

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Speaker 1: they are, right, And so there's healing going on, multigenerational

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Speaker 1: healing going on. There's you know, equity in action with

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Speaker 1: students getting industry level pay rates right that they reserve

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Speaker 1: instead of having to work at you know, retail salaries

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Speaker 1: or whatever it is or free right. As we know

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Speaker 1: in the creative industry, a lot of us work for free.

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Speaker 1: It's like we can get them paid right away. And

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Speaker 1: I know that you put in work. I know I

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Speaker 1: put in work for free before we were ever given

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Speaker 1: a platform or create our own platform, right, and that's

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Speaker 1: just what we do. But now we have the opportunity

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Speaker 1: to present students with financial stability at such a young

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Speaker 1: age if we can create those skills. And I think

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Speaker 1: that's what arts education is about. It's not just about

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Speaker 1: you know that having a good time. It's about real

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Speaker 1: skills that can translate into real opportunities. And it's also

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Speaker 1: about real healing. Yeah, And I just you know, and

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Speaker 1: I love the fact too that you're placing your students

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Speaker 1: in places where they can actually get paid, because many people,

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Speaker 1: you know, would roll the rise and say, well, I

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Speaker 1: intern for free, and that's you know, and that's part

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Speaker 1: of the experience. And I think to myself that comes

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Speaker 1: from a point of privilege, right, being able to to

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Speaker 1: to decide that you're going to work for free because

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Speaker 1: the knowledge is going to be payment enough means that

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Speaker 1: all your other needs are met. But when you're talking

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Speaker 1: about young people that are, you know, potentially living in

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Speaker 1: group homes or in between homes or what have you.

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Speaker 1: That money, right can go towards so much, and so

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Speaker 1: I think that it's important to lift that a well. Definitely,

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Speaker 1: I think that it is a place of privilege, you know,

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Speaker 1: And I can say myself at times that I've been

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Speaker 1: able to be an artist because of certain privileges that

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Speaker 1: I've been born into or been raised with, right, and

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Speaker 1: so my perspective understanding that is really the key to

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Speaker 1: understanding their perspective. If you know who you are, then

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Speaker 1: you can understand who others are. Right. And so I'm

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Speaker 1: at a place where I try to meet the students

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Speaker 1: where they are, and I think a lot of folks

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Speaker 1: in our community don't understand that these students at a

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Speaker 1: young age are financially already self reliant. So they may

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Speaker 1: not be independent like lived at home. They still live

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Speaker 1: at home. You still have a mom or dad or

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Speaker 1: whoever caretaker Grandma's around, But at the end of the day,

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Speaker 1: the financial flow is not happening through the family. It's

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Speaker 1: happening independently. And if students need to take care of

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Speaker 1: young ones or get to a certain place, like say

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Speaker 1: they need to get to a free internship, they need

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Speaker 1: to pay for of US or an uber there like

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Speaker 1: there's a financial gap. So it is important to provide

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Speaker 1: these opportunities to students. And I mean, I think that

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Speaker 1: that is the way moving forward to kind of you know,

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Speaker 1: enable them in that way as well the setting. You know,

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Speaker 1: last question for you, what are you hoping? What are

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Speaker 1: what are your hopes for this program? For you know,

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Speaker 1: for for June Jordan's School of Equity where you are,

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Speaker 1: and for music and the arts. I guess in our

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Speaker 1: school system and our public education system at large. Well,

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Speaker 1: you know, I'm working with Martha Diez and the Hip

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Speaker 1: Hop Education Center in New York and we're doing the

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Speaker 1: hip Hop Education and Equity Pilot grant in s fus D.

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Speaker 1: And I think that for me, that is the future

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Speaker 1: of education. And that's what I hope for the future

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Speaker 1: of education is to bring in the hip hop education

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Speaker 1: and equity element. However that may be whether it's through

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Speaker 1: uh B boying or a street art or djaying or

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Speaker 1: m seeing or singing, but some sort of like hip

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Speaker 1: hop element meeting the youth where they're at. We already

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Speaker 1: know hip hop culture is youth culture and has been

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Speaker 1: the dominant culture in the youth. It's time to embrace it.

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Speaker 1: It's okay if folks don't know about hip hop culture

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Speaker 1: and need to learn about hip hop culture, that's what

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Speaker 1: we do. Fifth element of hip hop is knowledge. We're

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Speaker 1: here to break it down. And that's how I learned

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Speaker 1: about hip hop culture. Someone brought me into the fold

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Speaker 1: through all the different educational aspects that hip hop offers.

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Speaker 1: And so I think, you know, we say each one

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Speaker 1: teach one. I think that if we can inspire other

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Speaker 1: educators and other hip hop artists to come together and

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Speaker 1: bridge the gap, I think that, you know, I mean

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Speaker 1: that knowledge and education will grow in tenfolds in our

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Speaker 1: communities if we embrace the languages and the music and

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Speaker 1: culture of our communities and use those in our educational spaces.

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Speaker 1: And so you know what I'm saying, I'd love to

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Speaker 1: see more POC educators out there just holding it down.

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Speaker 1: Shout out to all of those, you know, coast to

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Speaker 1: coast and worldwide that are already holding it down. We

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Speaker 1: see you, and we recognize you, and I just want

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Speaker 1: to be another one of those beacons of light that

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Speaker 1: we all can be. You know, what I mean, SETI,

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Speaker 1: I just want to thank you so much for the

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Speaker 1: work that you're doing, for the light that you're bringing,

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Speaker 1: for the innovation that you have for tomorrow's leaders, and

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Speaker 1: give you the opportunity to tell folks how they can

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Speaker 1: learn more about about this, about your program, if they

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Speaker 1: want to introduce something like this in their own schools,

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Speaker 1: if they want to follow you and your music. Please

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Speaker 1: tell the folks how they can get in touch. Definitely, Well,

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00:24:27,160 --> 00:24:29,080
Speaker 1: you can check me out. My name is SETI X.

435
00:24:29,280 --> 00:24:33,400
Speaker 1: I'm on Instagram and Twitter as well, just at SETI

436
00:24:33,560 --> 00:24:37,720
Speaker 1: underscore X that stands for Sounds of Extraterrestrial Intelligence. You

437
00:24:37,720 --> 00:24:40,880
Speaker 1: can follow our music program on Instagram at Music Tech

438
00:24:41,160 --> 00:24:44,800
Speaker 1: SF that's Music tec HSF and of course Big Love

439
00:24:44,840 --> 00:24:46,840
Speaker 1: and big shout out to Save the Music for supporting

440
00:24:46,880 --> 00:24:49,840
Speaker 1: our program giving us that Jadala Music Technology Grant, Big

441
00:24:49,880 --> 00:24:52,760
Speaker 1: Love to my dukes. Make sure you follow official j Dilla,

442
00:24:53,119 --> 00:24:56,080
Speaker 1: Save the Music and my Dukes on social media and

443
00:24:56,160 --> 00:24:58,480
Speaker 1: check out Save the Music dot org for more information

444
00:24:58,520 --> 00:25:03,119
Speaker 1: about the Jay Della Music Tech Grant. Set the X,

445
00:25:03,240 --> 00:25:05,280
Speaker 1: thank you so much for making the time for woke

446
00:25:05,480 --> 00:25:07,960
Speaker 1: F and I hope that you'll join us again. Oh definitely.

447
00:25:08,000 --> 00:25:09,320
Speaker 1: It was such a pleasure to be on here with you,

448
00:25:09,400 --> 00:25:12,280
Speaker 1: Daniells and just had felt so natural and normal to

449
00:25:12,359 --> 00:25:15,320
Speaker 1: have this beautiful conversation. So we'll catch up more for sure,

450
00:25:15,359 --> 00:25:18,439
Speaker 1: and big love to the woke f family. Thank you.

451
00:25:24,320 --> 00:25:27,040
Speaker 1: That is it for me today, Dear friends on woke

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00:25:27,320 --> 00:25:30,400
Speaker 1: f as always, power to the people and to all

453
00:25:30,640 --> 00:25:34,240
Speaker 1: the people. Power, get woke and stay woke as fuck.