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Friends, every January in Anaheim, California our non-profit holds a special breakfast on Sunday morning to bring the great people who make GITC possible together for a fun time. We honor special individuals, break bread together, and after eating, we play music. This year, we honored Robert Godin, luthier, humanitarian and 15 year sponsor of our work in the schools. He received the Biggest Heart for Children Award. The guitars you see below are all donated by Godin Guitars, as is the unusual instrument you see - a Merlin! You can read the quote on Robert's award if you zoom in. Ukuleles were generously supplied by Kala Brand Music, Saga Musical Instruments and Korg Soundtree! We also honored Marion Davison for her 12 years of service on our faculty before retiring from teaching...and for replacing herself with a new GITC instructor in Victorville. She received the first ever Golden Guitar Award. We celebrated two wonderful MI sponsors this time... Guitar Center for their incredibly generous support of our work in LAUSD schools received the Sponsor of the Year Award 2019. Next for their excellent new local support of our Kansas programs, Chris Meikle and Alvarez Guitars received the award for New Sponsor of the Year, 2019. Take a gander through these happy and engaged faces. We are exceptionally grateful to brilliant photographer Alan Hess of Alan Hess Photography for donating his talent and time. We will be labeling these photos as time permits. In the meantime we hope you enjoy looking through them. Maybe you will see someone you know...or yourself!
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 Dr. Bruce Robbins: Artist, Advocate, and GITC Music Hero  If you stop at the Mission Hills Wine Cellar in San Diego one evening you may get lucky. It may be the evening that Dr. Bruce Robbins performs, playing his guitar for the patrons. From popular folk rock tunes to impressive classical pieces, Bruce uses his life-long love of music to give back. At the end of the evening, he donates the money dropped in his tip jar to Guitars in the Classroom.  It’s his way of giving the joy of music he experienced throughout his life to children of the next generation. Bruce was intent on science from a young age. He studied biochemistry at Stanford, and spent his undergraduate summers working at the Scripps Research Institute in a biochemistry lab. He chose a career in pathology because of his love for laboratory work and medical research. Bruce's credentials are impressive. He worked for 36 years as a pathologist in the Scripps Hospital system in San Diego. His work included sub-specialty expertise in immunology and leukemia/lymphoma diagnosis as well as multiple administrative roles including Medical Director of the Scripps Mercy Hospital clinical laboratory, and president of a private pathology laboratory business. He is a graduate of Stanford University and UCSD School of Medicine. He completed his anatomic and clinical pathology residency training at Mercy Hospital and Medical Center, and followed that with a fellowship in immunopathology at Scripps Clinic. He has several board certifications and is an author on many original research publications. BEGINNINGS  Bruce grew up in the Los Angeles area. Music was an important part of his life from a very early age. When he was in elementary school he took trumpet lessons and learned to read music. At age 11 his parents gave him his first guitar and he took lessons for a few months. At the time, folk songs were very popular and Bruce learned basic chords, strumming and fingerpicking by listening to Kingston Trio records. He discovered he had a gift - he could listen to a tune or composition, and was able to intuitively figure out how to play it on his instrument.  In middle school Bruce’s best friend was a very good guitar player who loved rock and folk rock. Bruce loved both those music genres too and spent many happy hours learning from his friend, listening to albums and working out how to play his favorite songs. Bruce has fond memories of jamming with his friend and his twin brother, especially around campfires during camping trips. For 25 years he played for fellow alums and their families at the annual Stanford Alumni Camp. As his three kids were growing up, music was a large part of the Robbins’ family culture. His passion for music became a family legacy. Bruce established a tradition with his kids of playing music at bath time and bedtime and they had favorite pieces they loved. All three children still have guitars, and one also plays the piano. LIFELONG MUSICIANSHIP Music continued to be a part of his life throughout his education and career. While Bruce was in residency, he took classical guitar lessons for almost a year. For the next 15 years he focused mostly on classical music. He said his early training in finger picking and reading music came in handy during these years and he was able to refine those skills. It was a fun challenge for Bruce to teach himself complex classical guitar pieces, measure by measure. It typically took him six months to work out a new piece. By the end, he was able to play the piece from memory. In recent years, Bruce has been learning fingerstyle arrangements of popular music, including rock, folk, country, and ragtime. He says that these are much easier for him to learn. He estimates that he learned over 80 new fingerstyle arrangements in the last five years! These arrangements are pure acoustic guitar, with melody and accompaniment. Bruce says, “I don’t sing unless other people sing with me.” (Singing has been known to break out spontaneously at the Wine Cellar, especially in the later hours….) RETIREMENT MEANS MORE MUSIC & SERVICE When Bruce was planning his retirement from Scripps, he started to think about how he wanted to spend his time. He and his wife Elaine feel they have been very fortunate in life, and it is their responsibility to share their good fortune. It was natural for Bruce to consider how he could give back to the two areas in his life that had the biggest impact: medicine and music. His passion for community service started in medical school when he spent a summer studying Spanish in Antigua, Guatemala and tropical medicine in Costa Rica. He returned to Guatemala the following summer to volunteer at the Behrhorst Clinic in Chimaltenango, which provides much-needed medical care for the indigenous Mayan population. In 2015 Bruce and Elaine returned to Guatemala on a tour sponsored by the Behrhorst organization (now called ALDEA- please click on the name to learn more). During the tour they visited Mayan villages and saw first hand the work that ALDEA is doing to enhance the health and well-being of Mayan families. This experience rekindled Bruce’s passion and commitment to ALDEA’s mission. He joined their Board of Directors in 2016, and now travels to Guatemala 3 times a year. WHEN BRUCE MET GITC Bruce turned to research to find a nonprofit that makes a difference with music. When he learned about GITC he was sold on its mission and its model. “GITC is a brilliant program,” he said. “They have a ‘big picture’ approach: they train people to train people so there is an exponential growth that doesn’t cost too much. The instruments are donated. Open tuning makes it easy for kids to learn, and it’s easy to adapt so all students can do it. The program is far-reaching and sustains itself.” The fact that GITC headquarters are in San Diego is an extra bonus for him!  Now that he is retired, Bruce’s musical goal is to keep playing and learning. He was determined to overcome his innate shyness and started performing in public. He is now a familiar figure at the Mission Hills Wine Cellar, and the more he performs, the more confident he feels. He sets up his tip jar and displays information about GITC so patrons can learn about the organization. Customers of the Wine Cellar love that he plays for a cause, and have been very generous in making contributions. All proceeds then go to GITC.
GITC’s founder and executive director, Jess Baron, is a fan. She explains, “Music is positive part of Bruce's life. He didn't want to make it his career, but it has enriched his whole life, been a treat for his family and friends, and now he uses his music to help kids. He shows us what a well-rounded life, lived in balance, can look like and how music is not, contrary to pop culture, about super stardom. For Bruce, it's about passion, endurance and using one's gifts artfully. I also admire that even though he has a finely tuned musical ear, Bruce doesn’t solely depend on it. He has grit- that element responsible for helping us human beings achieve success. He finds the original fingerstyle arrangement to any piece he loves and takes it apart, analyzing how he will approach interpreting it. You could say he puts his clinical mind to work understanding the mechanical and musical possibilities of what his heart has fallen for. He uses a classical hand position to get around the neck on songs that are anything but classical, which he plays gently, with precision. Bruce is also courageous. A natural introvert, he has learned to successfully navigate the social space at his gigs in a humble way to share his music. Other performers who enjoy being the center of attention will make an effort to quiet the room, but Bruce actually enjoys playing while his audience punctuates his stylings with warm conversation. So if you go to Mission Hills Wine Cellar, please say hi and tell him you read this blog, but feel free to chat during his set. He doesn't mind a bit. GITC is deeply blessed by Bruce and his fascinating wife Elaine, as well as the crowd at the Mission Hills Wine Cellar. Thank you to each of you who donate to his San Diego tip jar so that our charity can bring musical learning to children in need in the local schools.” Bruce has spent his life enjoying the gift of music, and is thrilled to be sharing it with others. Now, through GITC, the impact Bruce is making with his music is far-reaching. He is providing an opportunity for thousands of children to discover their own gift of music and carry it with them throughout their lives. If you would like to be notified of Bruce’s gig dates at the Mission Hills Wine Cellar, feel free to email him at barobbins14@gmail.com.  Frank Joseph Larry Jr., age 65, passed away peacefully at the University of Cincinnati hospital on Friday, January 11, 2019. Frank was the son of the late Frank Larry Sr. and Juanita (Alley) Larry, and was born in Welch, West Virginia. His family moved to Newark, Delaware in the mid-1960s and Frank began school there, graduating from Newark High School in 1971 and the University of Delaware with a Bachelor’s Degree in Criminal Justice in 1975. Frank's mother taught school in Delaware while Frank was growing up.  Frank had a career of distinction and service. After graduating from University of Delaware, he served as a Federal law enforcement officer in Wilmington, Delaware. He then moved to Washington, D.C. and served as the Deputy Director of the Federal Sentencing Commission. He travelled the United States teaching Federal judges about the Federal Sentencing Guidelines. Frank ended his Government career by working for the Department of Homeland Security.  While working at the US Government, Frank began making connections in the music industry and in Nashville by volunteering for many organizations in the music industry. Frank’s good character and agreeable personality won him many friends and trusted business colleagues. He began making connections in the music industry in Nashville by volunteering for many organizations in the music industry. After he retired from the US Government, he followed his dreams , and was able to spend more time in Nashville.  Frank and his wife, Karen, together with Dan Truman (keyboard player for Diamond Rio), founded a music publishing business , A Million Midnights Music, in Nashville. The business employs several staff songwriters and has provided music to several major artists as well TV and movies. Frank was working with several new acts and recording artists at the time of his death and has left a positive impact with countless artists and business colleagues in Nashville, and all over the world. Frank was an accomplished songwriter himself and had many of his songs recorded and performed by others. Frank was known all over the United States as honest and trustworthy, and his reputation for ethics and integrity, in addition to his energy and creativity, made him a highly sought after business partner and mentor.  Frank was a wonderful son, brother, husband, father, uncle, great-uncle, cousin, friend, neighbor and co-worker. He brought laughter and joy to countless people worldwide, and mentored many young government employees, songwriters, and musicians. Frank will be missed by all who knew him, and he will be remembered well and loved deeply Frank was preceded in death by his parents, Frank Larry Sr. and Juanita (Alley) Larry. Frank is survived by his wife, Karen Clark; his sons, Nicholas and Lucas Larry; his sisters, Anita L. Cutonilli (Robert Webster) and Vickie Rasnic (Joseph); aunt, Peggy Alley Beers (Frank); mother-in-law, Mary Jo Clark; sister-in law, Kathy Clark (Melodye Zimmerman); brother-in-law, Hal Clark; nieces, Alexis Cutonilli (Kyle Montgomery) and Samantha Rasnic; great-nephew, Jack Montgomery; special cousin, Sam Larry, who is like a brother; granddaughters-by-marriage, Talia and Christina Bailey; nieces and nephews-by-marriage, Cody (Becca), Hunter (Raven) and Hali Clark, Emma (John) Gilroy, Mitty (Kris) Copeland; Mason (Beth) Rasnic, Melanie Rasnic, Sarah (Curtis) Lawyer; great nephews-by-marriage, Hunter Greenfield, Jax Clark, and Knox Clark; and many cousins and extended family  Memorial contributions may be made to national non-profit Guitars In the Classroom (GITC) or to the University of Cincinnati Medical Center. To learn more about GITC, we encourage you to visit them online at https://www.guitarsintheclassroom.org.  Additionally, you may write Guitars in the Classroom at GITC, 1761 Hotel Circle S, Ste 210, San Diego, CA 92108, or phone their executive director, Jess Baron at (619)578-2326 to discuss your contribution. For the University of Cincinnati Medical Center please give online or mail to the UC Health Foundation, 3200 Burnet Avenue, Cincinnati, OH 45229
 SaysJingle Bells are ringing in San Diego classrooms, thanks to parents at Bird Rock Elementary, leaders at San Diego's VAPA Foundation, funders through DonorsChoose.org, and local contributors Bruce and Elaine Robbins, the Rice Foundation and The Paula B. Jones Foundation! This fall, when teachers Lorraine Turner and Carol Shear returned to their classrooms after taking GITC summer intensives, the halls were alive with the sound of music! These inspirational teachers decided to make hands-on learning with ukuleles a big part of their rooms this year. Thankfully, parents Valerie Zatt and Nicole Simpson-Galligan heard these teachers' passion for sharing the music. Knowing that the school budget was tight, these two got on board to connect with more parents, and collectively they raised the funds to purchase large sets of lovely Tanglewood ukes with color-coded Aquila Corde Kids Strings, and now the students in both classes are strumming and singing to learn each day! Says Lorraine...
The students are loving the ukuleles. Last Monday, I was formally observed on a VAPA lesson using body percussion with tempo and rhythm and ukuleles using call and response singing. I was quite nervous being so new to the instruments, but at my debrief of the lesson our administrator was quite impressed! And I have noticed my students are very attentive and focused during strumming. They look forward to making music together. Especially in the afternoons, playing ukes creates a gradual calm in behavior because each child can be successful and feel creative while strumming simple patterns and rhythms. ~ Lorraine Turner At the same time, teachers Mary Jennings-Mull at Fletcher Elementary and Judy Johnson at Johnson Elementary were writing successful grant applications to San Diego Unified's VAPA Foundation to request instrument support for their students. Their wishes were granted and ukuleles are in hand. And over at Paradise Hills and Jefferson Elementary Schools, educators in our Learning through the Arts residency programs were posting projects on donorschoose.org, requesting more ukuleles for their students! Throughout San Diego this month, hundreds of young students have been singing and strumming to celebrate and learn through music. We can do that when everybody pitches in. If you wish to support this community effort with a year-end donation, it's as easy as visiting our DONATE page and selecting a focus for your gift. Then more children can learn how to sing and play as part of their regular school day and folks in San Diego are leading the way. GITC's newest helper, Terry Carter, has even started a matching campaign for his online uke students and others. All of us are immensely grateful to the three companies that help make ukulele a strong part of what students experience in our programs now. They are Kala Brand Music, Korg USA and Saga Musical Instruments! Please visit our Sponsors page just to see all the fabulous companies that are bringing music into American Grass Roots through our charity this school year.  Guitars in the Classroom combines harmony and homework
Four strings, three chords, two verses and one musician. Add 17 elementary school teachers and staff and it’s time for ukulele lessons to begin. Instructor Quinn Fitzpatrick leads his students through some warm-up exercises, then reviews chords for the first song. “The second bar is going to be a down/up,” he says. “Remember, your default strum is always down strum.” Fourth-grade teacher Rachel Kizer can’t resist a quip.“And it’s not de fault of the operator,” she says. Although it’s dark as night outside at 4:15 in the afternoon, laughter and lightness fills the room, along with funny new lyrics to familiar melodies. Since October, various staff members at South Whidbey Elementary School have met for an hour after the school day every week to take their own class, Guitars (and ukuleles) in the Classroom. They are a mix of teachers, administrators and librarians and they face a nerve-wracking final exam — performing in the school assembly Friday. The national nonprofit educational organization, Guitars in the Classroom, provided $1,000 worth of instruments, music books and other supplies. Locally, it’s supported through a $1,7000 grant from the South Whidbey Schools Foundation. “We were excited to fund this program again,” Shelly Ackerman, president of the foundation, said. “Music speaks to us all differently, and this is yet another way educators can engage a variety of ages and learning styles for years to come.” Seated on institutional tan metal folding chairs one Tuesday afternoon, the novice uke players studiously stare down at music sheets as they strum and sing about a killer whale named Bubbles with a little curled up fin: “Most of the other orcas/ Used to look at her and say/ ‘Bubbles you silly orca/ Fins aren’t supposed to look that way.’” Inclusion, of course, happens at the end of this tale, just like in the original version. “It’s sung to the tune of “Rudolph the Red-nosed Reindeer,” laughs Valerie Brown. “Hopefully our audience will recognize that.” Brown, a library media specialist, loves to rewrite songs. The group will also be performing Brown’s “Living in a Whidbey Wonderland” and “Winter Break,” sung to the tune of “Jingle Bells.” Making up new lyrics to well-known “anchor” songs is part of the lesson plan of Guitars in the Classroom, known as GITC. Headquartered in San Diego, it teaches teachers how to integrate music into the learning process. Started as a pilot program 1998, it now reaches about one million students every year. Teachers learn the basics of music composition as they learn how to play a guitar or ukulele. Research shows music affects learning in several ways because it activates so many parts of the brain. Listening to familiar music stimulates the hippocampus, which manages long-term memory storage. Listening to music also triggers the release of dopamine, “the feel good” brain chemical. Performing music increases memory and language skills and it increases learning capacity and helps with retaining information, studies show. Figuring out how to incorporate the role of music into language arts, math, science, social studies, even English as a Second Language classes, is left up to the educators. Kizer, taking the class for the second time, came up with a sing-along for her students to memorize multiplication tables. “Math and music are very connected,” she says. “Beats and patterns mirror our math practice and thinking.” Playing the pink ukulele to her pupils, she says, also flips the teacher-student equation. “They are very kind and forgiving about singing slowly or even stopping while I find the right fingering,” Kizer admits. “They get to practice patience for me.” Fitzpatrick is well known on Whidbey Island as an acoustic guitar performer and music teacher. He’s a popular pick for music at weddings and other events. As regional director for Guitars in the Classroom Pacific Northwest and northern California programs, Fitzpatrick splits his time between Whidbey, Portland and San Francisco. Ukuleles are easier to master than their larger, more complicated guitar cousin. There’s four strings instead of six. And one of the main chords — open C— is simply strumming the strings. “Most songs have three chords and we try and keep it that way,” Fitzpatrick says. “It’s set up for success.” Some classes start with ukuleles and switch to guitars and some exclusively play one instrument or the other. “Taking on an instrument like the ukulele is way less stressful or overwhelming than most other instruments, and you get almost immediate results,” says special education teacher Becky Ward. “Within a couple of hours, you are able to play the three chords needed to play many familiar tunes.” Fitzpatrick reminds his class of the three elements of music — rhythm, melody and harmony. “Strumming is rhythm, harmony is the three chords and melody is singing,” he says. “If anyone misses a chord change, no one is going to notice except you.” Teacher Betsy Hofius shares her struggles of learning the ukulele with her second graders. “I impress upon my students that I have to practice often to be able to share songs with other people,” she says. “We talk about the parts of a ukulele and how they contribute to the sound. The songs we learn enhance literary skills — reading and listening.” The ukulele learners credit their teacher for putting up with them as rambunctious students. “Quinn Fitzpatrick is talented and brave,” Hofius proclaims. “Not just anyone can corral a group of educators at the end of the school day and convince them to listen, learn, play and laugh.” James Nelson, Karyn Lewarne, center, and Leslie Ballestrasse (top) play during a recent session of the Guitars in the Classroom program offered to staff of the South Whidbey School District. (Photos by Patricia Guthrie/Whidbey News Group) Quinn Fitzpatrick leads a Guitars in the Classroom session with staff from South Whidbey Elementary School. Rachel Kizer, left, Sarah Gillette and Valerie Brown talk about the challenges and rewards of learning to play the ukulele. “Guitars in the Classroom,” a national organization, gives ukuleles, music and other supplies to educators enrolled in its 10-week program. It's time to start thinking about teacher training classes. You can register for courses (including classes with details to be announced) by using the registration link below.
(https://www.surveymonkey.com/r/GITCregistration) Alabama City: Mobile, AL Instructor: Kate MacMahon Instructor Email: kjmac01@msn.com Class Location: U.S.A. Children's & Women's Hospital, 1700 Center St, Mobile, AL 36604 Course Level: Beginner/Beginner Plus - for medical educators, social workers & staff Day: TBA Dates: TBA 2019 Time: TBA Arizona City: Phoenix, AZ (ENROLLMENT HAS CLOSED) Instructor: Gerry DeLaTorre Instructor Email: gerrygitc@live.com Class Location: Madison #1 Middle School, 5525 N. 16th St., Phoenix, AZ 85016 Course Level: Beginner Plus Day: Mondays Dates: Feb 11 - Apr 2019 No Class Feb 18th (President's Day) Time: 5:00 - 6:00pm California Region: Northern CA City: Oakland, CA - ON HOLD UNTIL SUMMER 2019 Instructor: Eli Wise Instructor Email: eli.wise@ousd.org Class Location: International Community School (ICS) music room, 2825 International Blvd., Oakland, CA 94601 Course Level: Beginner Plus Day: TBA Dates: TBA Time: TBA City: Berkeley, CA- New Program TO BE CONFIRMED Instructor: Quinn Fitzpatrick Instructor Email: quinn.guitarsintheclassroom@gmail.com Class Location: TBA Course Level: Beginners Day: Tuesdays Dates: March 2019 Time: 4:00 - 5:00pm Region: Central CA City: Elk Grove, CA (ENROLLMENT HAS CLOSED) Instructor: Michael Hemsworth Instructor Email: michael@elkgrovemusiclessons.com Class 1 Location: Roy Herburger Elementary School, 8670 Maranello Drive, Elk Grove, CA 95624 Course 1 Level: Beginners Day: Wednesdays Dates: Feb-Apr 2019 Time: 3:30 - 4:30pm Class 2 Location: Roy Herburger Elementary School, 8670 Maranello Drive, Elk Grove, CA 95624 Course 2 Level: Beginner Plus Day: Wednesdays Dates: Feb-Apr 2019 Time: 4:00 - 5:00pm City: Mariposa, CA Instructor: Gail Dreifus Instructor Email: gailpisces1@att.net Class Location: at the instructor's home, address to be shared after enrollment. Course Level: Beginners Day: TBA Dates: Feb-Mar 2019 Time: TBA Region: Southern CA City: Victorville, CA Instructor: Brittan Egnozzi Instructor Email: begnozzi@vesd.net Class Location: West Palms Conservatory, 14375 Del Gado Road, Victorville, CA Course Level: TBA Day: TBA Dates: TBA Time: TBA City: Reseda, CA (Los Angeles) Instructor: Terry Brockmann Instructor Email: tab1815@lausd.net Class Location: Shirley Elementary School, 19452 Hart St, Reseda, CA 91335 Course Level: Beginner Plus Day: Wednesdays Dates: Feb-Mar 2019 Time: 3:30 - 4:30pm City: Pacoima, CA (Los Angeles) (ENROLLMENT HAS CLOSED) Instructor: Billy Coane Instructor Email: billycoane@gmail.com Class Location: Telfair Elementary School, 10975 Telfair Ave, Pacoima, CA 91331 Course Level: Beginners Day: TBA Dates: March 2019 Time: TBA City: Panorama City, CA (Los Angeles) (ENROLLMENT HAS CLOSED) Instructor: Kristen Herbert Instructor Email: kristenherbert@gmail.com Class Location: Chase Elementary, 14041 Chase St, Panorama City, CA 91402 Course Level: Beginners Day: Wednesdays Dates: Feb-Mar 2019 Time: 3:00 - 4:00pm City: San Pedro, CA (Los Angeles) Instructor: Aurora Thompson Franck Instructor Email: dawnmuse@hotmail.com Class Location: Taper Ave. Elementary, 1824 N Taper Ave, San Pedro, CA 90731 Course Level: Beginner Plus Day: TBA Dates: Feb-Mar 2019 Time: TBA City: Encinitas, CA (San Diego) (ENROLLMENT HAS CLOSED) Instructor: Stephanie Lewis Instructor Email: sclewis67@gmail.com Class Location: Encinitas Union School District Farm Lab, 441 Quail Gardens Dr, Encinitas, CA 92024 Course Level: Beginner Plus Day: Saturdays Dates: Jan 12, 26, Feb. 2, 9, 23, March 2, 9, & 16 Time: 9:30-10:45am City: La Mesa, CA (San Diego) (ENROLLMENT HAS CLOSED) Instructor: Julia Cole & Bari Zwirn Instructor Email: julia.cole@lmsvschools.org & bzwirn@me.com Class Location: Murray Manor Elementary, 8305 El Paso St, La Mesa, CA 91942 Course 1 Level: Beginner Plus Day: Tuesdays Dates: Feb 2019 Time: 3:30 - 4:30pm City: La Mesa, CA (San Diego) (ENROLLMENT HAS CLOSED) Instructor: Julia Cole & Bari Zwirn Instructor Email: julia.cole@lmsvschools.org & bzwirn@me.com Class Location: Murray Manor Elementary, 8305 El Paso St, La Mesa, CA 91942 Course 2 Level: Beginner Plus Day: Wednesdays Dates: Feb 2019 Time: 3:30 - 4:30pm City: Lemon Grove, CA (San Diego) Instructor: Dan Decker Instructor Email: ddecker@lemongrovesd.net Class Location: San Miguel Elementary, 7059 San Miguel, Lemon Grove, CA 91945 Course Level: Beginner Guitar/ Teacher Training Observation Day: Tuesdays Dates: March 5, 12, 19, 26, 2019 Time: 4:00 - 5:30pm City: North Park, CA (San Diego) - (ENROLLMENT HAS CLOSED) Instructor: Bari Zwirn Instructor Email: bzwirn@me.com Class Location: Mid-City Community Music at Our Savior’s Lutheran Church, 4011 Ohio St, San Diego, CA 92104 Course Level: Strummers Day: Thursdays Dates: March 2019 Time: 4:30-6:00pm City: Paradise Hills, CA (San Diego) (ENROLLMENT HAS CLOSED) Instructor: Jefferson Jay Instructor Email: jeffersonjaye@yahoo.com Class Location: Paradise Hills Elementary, 5816 Alleghany St, San Diego, CA 92139 Course Level: Beginner Plus Day: Thursdays Dates: Feb 2019 Time: 3:15-4:05pm City: Serra Mesa, CA (San Diego) (ENROLLMENT HAS CLOSED) Instructor: Desirée Cera Instructor Email: desireecamillecera@gmail.com Class Location: Wegeforth Elementary, 3443 Ediwhar Ave, San Diego, CA 92123 Course Level: Beginner Plus Day: Mondays Dates: Feb 2019 Time: 4:00 - 5:00pm City: Midway District, CA (San Diego) Instructor: Desirée Cera Instructor Email: desireecamillecera@gmail.com Class Location: Dewey Elementary, 3251 Rosecrans St, San Diego, CA 92110 Course Level: Beginner with SpEd in GenEd Focus Day: Tuesdays Dates: March 19 welcome class, resumes after spring break April 1st 2019 Time: 3:45 - 4:45pm Colorado City: Aurora, CO Instructor: Joan Maute Instructor Email: joanmaute@gmail.com Class Location: Sunrise Elementary School, 4050 S Genoa Way, Aurora, CO 80013 Course Level: TBA Day: TBA Dates: Feb 2019 Time: TBA City: Aurora, CO (ENROLLMENT HAS CLOSED) Instructor: Terrie Catlow Instructor Email: tcatlow@cherrycreekschools.org Class Location: Sunrise Elementary School, 4050 S Genoa Way, Aurora, CO 80013 Course Level: Beginner with Songwriting Focus Day: Mondays Dates: Jan - March 2019 Time: TBA City: Longmont, CO Instructor: Linda Emmermann Instructor Email: lemusic55@aol.com Class Location: Hygiene Elementary, 11968 N. 75th Street, Longmont, CO 80503 Course Level: TBA Day: TBA Dates: Feb 2019 Time: TBA City: Loveland, CO Instructor: Joan Maute Instructor Email: joanmaute@gmail.com Class Location: Van Buren Elementary School, 1811 W 15th St, Loveland, CO 80538 Course Level: TBA Day: TBA Dates: Feb 2019 Time: TBA Kansas City: Kansas City, KS (ENROLLMENT HAS CLOSED) Instructor: Amanda Johnson Instructor Email: amanda.guitarsintheclassroom@gmail.com Class Location: Noble Prentis Elementary, 2337 S 14th St, Kansas City, KS 66103 Course Level: Beginner/ Beginner Plus Day: Mondays Dates: Feb 25 - Apr 2019 Time: 4:00 - 5:00pm City: Olathe, KS (ENROLLMENT HAS CLOSED) Instructor: Amanda Johnson Instructor Email: amanda.guitarsintheclassroom@gmail.com Class Location: Ridgeview Elementary, 1201 E Elm St, Olathe, KS 66061 Course Level: Beginner/ Beginner Plus Day: Tuesdays Dates: Feb 12 - Apr 2019 Time: 4:00-5:10pm Missouri City: Kansas City, MO - IN DEVELOPMENT Instructor: Amanda Johnson Instructor Email: amanda.guitarsintheclassroom@gmail.com Class Location: TBA Course Level: TBA Day: TBA Dates: TBA Time: TBA North Carolina City: Bolivia, NC (Brunswick County) (ENROLLMENT HAS CLOSED) Instructor: Jeremy Matthews Instructor Email: mrmathews70@gmail.com Class Location: Brunswick County Schools Central Office, BOE Training Room, 35 Referendum Dr NE, Bolivia, NC 28422 Course Level: Beginner's Ukulele/Guitar Class Day: Mondays Dates: Feb. 4, 18, 25, March 4, 18, April 1, 2019 Time: 4:30 - 6:00pm City: Bolivia, NC (Brunswick County) (ENROLLMENT HAS CLOSED) Instructor: Jeremy Matthews Instructor Email: mrmathews70@gmail.com Class Location: Brunswick County Schools Central Office, BOE Training Room, 35 Referendum Dr NE, Bolivia, NC 28422 Course Level: Beginner Plus Ukulele/Guitar Class Day: Tuesdays Dates: Feb. 5, 12, 19, 26, March 5, 19, 2019 Time: 4:30 - 6:00pm City: Wilmington, NC (New Hanover County) (ENROLLMENT HAS CLOSED) Instructor: Jeremy Matthews Instructor Email: mrmathews70@gmail.com Class Location: Noble Middle School, 6520 Market Street, Wilmington, NC 28405, Room 27 Course Level: Beginners/Beginners Plus Hybrid Ukulele/Guitar Day: Thursdays Dates: Feb. 7, 14, 21, 28, March 7, 21, 2019 Time: 4:00 - 5:30pm Washington City: Langley, WA (South Whidbey Island) (ENROLLMENT HAS CLOSED) Instructor: Quinn Fitzpatrick Instructor Email: quinn.guitarsintheclassroom@gmail.com Class Location: South Whidbey Elementary School, 5380 Maxwelton Rd, Langley, WA 98260 Course Level: Beginner Plus Day: Tuesdays Dates: Jan - March 2019 Time: 4:00 – 5:00pm City: Mukilteo, WA - IN DEVELOPMENT Instructor: Quinn Fitzpatrick Instructor Email: quinn.guitarsintheclassroom@gmail.com Class Location: Mukilteo Elementary School, 2600 Mukilteo Speedway, Mukilteo, WA 98275 Course Level: Beginners Day: Thursdays Dates: TBA Time: TBA West Virginia ADAPTIVE MUSIC FOR SPECIAL EDUCATION WORKSHOP (ENROLLMENT HAS CLOSED) Instructor: Julie Schultz Instructor Email:Julie Schultz <jaschultz@k12.wv.us> Class Location: Special Education Dept - exact location please email jaschultz@k12.wv.us Course Level: Beginners Day: Friday, Feb 15 Dates: Jan 2019 Time: Please email instructor City: Bomont, WV (Clay County) (ENROLLMENT HAS CLOSED) Instructor: Tracy Wayne Instructor Email: twayne37@hotmail.com Class Location: HE White Elementary School, 501 Bomont Rd, Bomont, WV 25030 Course Level: Beginner Plus Day: TBA Dates: Feb 2019 Time: TBA City: Clay, WV (Clay County) (ENROLLMENT HAS CLOSED) Instructor: Tracy Wayne Instructor Email: twayne37@hotmail.com Class Location: Clay Middle School Room G2, 19 Church St, Clay, WV 25043 Course Level: Beginner/ Beginner Plus Day: TBA Dates: Feb 2019 Time: TBA City: Charleston, WV (Kanawha County) (ENROLLMENT HAS CLOSED) Instructor: Tracy Wayne Instructor Email: twayne37@hotmail.com Class Location: Clay Arts and Sciences Center, 1 Clay Square, Charleston, WV 25301 Course Level: Beginners Day: TBA Dates: Feb 2019 Time: TBA City: Mount Hope (Raleigh County) (ENROLLMENT HAS CLOSED) Instructor: Andrea Sullivan Instructor Email: singersullivan@hotmail.com Class Location: Bradley Elementary School, 210 Bradley School Rd, Mt Hope WV 25880 Course 1 Level: Beginners Day: Tuesdays Dates: Jan 29 - Mar 2019 Time: 4:00 - 5:00pm City: Mount Hope (Raleigh County) (ENROLLMENT HAS CLOSED) Instructor: Andrea Sullivan Instructor Email: singersullivan@hotmail.com Class Location: Bradley Elementary School, 210 Bradley School Rd, Mt Hope WV 25880 Course 2 Level: Beginners Day: Tuesdays Dates: Jan 29 - Mar 2019 Time: 5:15 - 6:15pm City: Ohio County (ENROLLMENT HAS CLOSED) ADAPTIVE MUSIC FOR SPECIAL EDUCATION WORKSHOP Instructor: Julie Schultz Instructor Email: jaschultz@k12.wv.us Class Location: Special Education Dept - exact location please email jaschultz@k12.wv.us Course Level: Beginners Day: Friday, Feb 15 Dates: Jan 2019 Time: Please email instructor City: Ohio County (ENROLLMENT HAS CLOSED) Instructor: Julie Schultz Instructor Email: jaschultz@k12.wv.us Class Location: Bridge Street Middle School, 19 Jr Ave, Wheeling, WV 26003 Course Level: Beginners Day: Fridays, Feb 22, March 1, 8, 15, 22, 29, April 5, April 12 Dates: Jan 2019 Time: 4:15-5:15 pm Online Site Host: Google Hangouts Instructor: Amanda Johnson, in development Instructor Email: amanda.guitarsintheclassroom@gmail.com Class Location: TBA, online Course Level: Beginners Day: TBA Dates: February 20th-April 17, 2019 Time: TBA (instructor lives in Central Standard Time Zone/ GMT-6)  Happy #GivingTuesday, Friends!
We hope you’ve had a gratitude-filled Thanksgiving, survived or ignored Black Friday, and are gearing up for Tuesday’s amazing window of opportunity to make a 200% charitable impact by donating to GITC on Facebook! Thanks for checking in with us about ways to make a big difference for kids. The need for our programs is growing quickly and your help is requested to make musical learning in classrooms possible this school year! On Facebook, a 100% Match Means 200% Good! If our mission warms your heart, please give and your tax deductible gift will be matched dollar for dollar through our fundraising campaign HERE! Our main Facebook page can be found HERE. The Way It Works If you donate on Facebook, Facebook and PayPal will team up to:
How To Earn a 100% Match! If you wish to see your dollars go up and total 200%, please give first thing in the morning on Tuesday, November 27th! Then you will be sure to get the match. Giving later could work fine, too, but we don't know. You’ll want to watch to see what amount of funds are still available for matches as the hours go by. Our tip- mark your calendar and set your alarm for 6 a.m. Pacific, 7 a.m. Mountain, 8 a.m. Central or 9 a.m. Eastern. Then click and make public schools a better place to learn and grow! You Deserve Thanks So Please Send Your Address! If you donate on Facebook, we will be able to see your gift come in, but we will need your snail mail address in order to send you an official GITC thank you letter and gift. Since Facebook doesn’t collect or give that to us, could you possibly help us find you? When you donate through the campaign, please drop us a line at giving@guitarsintheclassroom.org and you will get a GITC goodie in the mail. Want to Donate on Tuesday but Not Through Facebook? Want to Contribute but Not in the Morning? No Problem! Visit Us at GlobalGiving! If you prefer to drink your coffee slowly, meditate, do some yoga or go for a run and then give....or your morning meetings and duties prohibit getting online so early, then this option is perfect for you! Please visit GlobalGiving.org and donate to GITC projects there anytime Tuesday! 3 GlobalGiving.org Projects From Which to Choose Our special campaigns at GlobalGiving are also providing donors with a match on any gift given to one of our 3 active campaigns on #GivingTuesday. You can channel your giving to your favorite project. Here they are: https://www.globalgiving.org/projects/keep-music-alive-in-k8-classrooms-nationwide/ https://www.globalgiving.org/projects/special-learners-deserve-music-too/ https://www.globalgiving.org/projects/songs-for-care-comfort-hope-and-healing/ Is There a Best Time To Get a Match on GlobalGiving? Donating anytime on #GivingTuesday will get you a match. This platform is making it easy to donate without the risk of matching funds running out all day. You can contribute there from 6 a.m.until midnight EST to qualify. How Much Will Be Matched? Globalgiving is giving away $150,000 in matching funds over the course of the whole day/night proportionally. We will learn the amount of the match on Wednesday. The amount will be based upon how many donors give - and how much they give- to each charity. Though it will most likely be well under 50%, it totally helps us get music out there and we appreciate every extra dollar you give and that they increase! Thank you Friends for taking the time to make this crucial difference for students. They need us and so do the teachers. If we stand up for music in education and make our love felt through supplying teacher training, musical instruments, instruments, supplies, educational materials and more, the students will benefit at every level- physically, emotionally, intellectually, socially and spiritually. You can help them become passionate learners by making music a positive part of every day, and give their teachers the tools and support that make teaching the inspired endeavor that brought them to education in the first place. Let's do this!  Desiree Cera is one of GITC’s new Teaching Angels. She is both a Behavioral Interventionist in the STARS Program for San Diego Unified, and a GITC Faculty Trainer for teachers from San Diego who meet after school at Wegeforth Elementary in Serra Mesa. Desiree’s heart has always been in serving people, especially children. Desiree began her career in education assisting kids with emotional disturbance and was soon noticed for her quality of character and her skill set. She was then recruited as an itinerant behavioral interventionist by the San Diego School District’s Behavioral Support Department. Her job consisted of moving from school to school to support the teachers. In the process, Desiree learned different teaching styles and modalities. She gained an in-depth understanding of effective teaching strategies and classroom management to make learning accessible to all children including those who are severely affected by Autism and a wide range of other conditions. When the Department reorganized again, they reassigned Desiree to the STARS Program: Successful Transitions Achieved through Responsive Support. STARS is an alternative special education program in specialized settings and is located on five different campuses in our home district. STARS students are considered challenged but college-bound. From her cumulative experiences, Desiree was well-equipped to bridge the gap between classroom instruction and the needs of these high functioning but highly sensitive and potentially volatile students. She can quickly identify and analyse their needs and create a plan to meet those needs within the scope of the available resources. As is true for most special educators working with moderate to severely affected students, Desiree’s job has long been difficult and physically dangerous, but she has never given up. Like her SpEd colleagues, she serves as the buffer between students in crisis and those around them, containing, redirecting, calming, channeling and modulating student behavior in ways to keep students safe. This is courageous work. Throughout her journey, music has been an important part of Desiree’s personal life. “Music has carried me through the weight of the emotional stressers of my job. After work I sometimes feel drained and empty. That’s when I pick up my guitar and sing. I literally strum my way back to energy. Then I am able to return to work refreshed.” The inclusion of GITC ukulele has been life-changing for Desiree. It gives her context, daily, to express who she is more fully as she teaches members of the faculty and also implements the tools she has learned in her work with students. Desiree shared with us how GITC has allowed her to deeply integrate her personal creativity and musical life more into her work as an educator. The organization supports her to make meaningful connections between music and meeting the needs of both children and colleagues. She explained, “Everything I do now is under one umbrella - the business side, the creative side and the nurturing side.” She finds the work of training other teachers after school exceptionally rewarding. "It's humbling and inspiring to support these amazing educators to cultivate their own musicality and bring it into their classrooms. As they begin to make connections between singing, playing ukulele and guitar, writing lyrics, and working meaningfully with their students, I feel immensely excited to share their discoveries and to guide them on this journey."  Desiree believes strongly that Guitars and Ukes in the Classroom offers a succinct solution to meet the needs of children. “GITC is simple, adaptable, and supports teachers and students.” She carries her ukulele everywhere on campus and feels equipped to respond to emerging situations through music as they occur. As a result, she is seeing daily miracles that illustrate just how profoundly and immediately music can address every need within a dynamic student body such as the one at Wegeforth. Over the span of just two and a half days in the past week, she has seen music make a crucial difference in a crisis intervention, a literacy lesson, and as a de-escalation strategy for aggressive behavior. In one instance, Desiree had shared singing and strumming ukulele with a socially isolated child. This girl discovered that she felt so passionate about playing and singing that she actually initiated social contact through music with a younger student who she found alone in tears. Bending down to be with this little one, she made up a song on the spot to soothe her - a first and very remarkable act of creative compassion for this student. Music became her bridge to others. On another day, Desiree inserted ukulele and songwriting into her work with one of her students, George. In a group, George and some other students rewrote Woody Guthrie’s classic love song to America, “This Land is Your Land” into “This Class is Our Class.” George, who is working on communication and social skills, was suddenly uncorked! Through the compelling melody and rhythm, he found himself a capable and confident lyricist. This breakthrough gave his self esteem and verbal skills a tremendous boost. Here he is conversing with her about his experience. We share this video with permission from his family. Desiree brings so many great gifts to the work we are doing here at Guitars and Ukes in the Classroom. She leads with her heart and follows with her incredible mind. She teaches both children and educators how to sing down obstacles and strum up bridges with music and hope, friendship and learning. She leads us all across- special learners, teachers, faculty and community members, too. Desiree Cera is inspired and she is an inspiration to all who meet her. We welcome her wholeheartedly to our ever-expanding musical family and look forward to a long and fulfilling relationship!
Written by Gail Wingfield  Happy October, Music Friends!
As we approach the holiday that big kids love, we are mindful of the way our youngest students, ages 3 and 4, feel when they see scary monsters walking down the street or standing at their own front door. With a larger number than ever of preschool and transitional kindergarten teachers in our programs this fall, we decided to address this with a fun song that gives the singer some control over their fear of the boogie man, Frankenstein, witches and ghouls! Studies show that when children can articulate their feelings with strong simple words like scary or scared, they can get a handle on them. They can share about them. So we worked with teachers in San Diego Unified last week to rewrite the old camp song, "The Ants Go Marching" into something little ones can sing- and add lyrics to- while getting ready for Halloween. I recommend you sing it yourself right now, then add a monster or character of your own choosing in place of ours. Next, substitute a verb that describes the way that monster moves. Now you have the secret of "Substitution Songwriting." Word substitution is a skill that children are learning in the early grades to build word sense as pre-readers so this song does double duty for social emotional growth and literacy learning! This week in GITC classrooms, children will have fun naming their fears and singing about how to make the monsters go away- with candy! Congrats to the creative teachers who have added more verses about witches, dragons, bad guys and so much more! And thank you so very much for your ongoing support of this project! Wishing everyone a happy and funny Halloween! The Monsters Are Shuffling © 2018 GITC Teachers at Hearst Elementary GITC CHORUS: Am C The monsters are shuffling to the door, Oh no! Oh no! Am C The monsters are shuffling to the door, Oh no! Oh no! Am G7 The monsters are shuffling to the door Am G7 We don’t want to see them anymore Am So we give them candy and tell them to go away! Yay! 1. The zombies are dragging to the door, oh no! Oh no! The zombies are dragging to the door, oh no! Oh no! The zombies are dragging to the door We don’t want to see them anymore So we give them candy and tell them to go away! Yay! 2. The ghosts are drifting to the door, oh no! Oh no! The ghosts are drifting to the door, oh no! Oh no! The ghosts are drifting to the door We don’t want to see them anymore So we give them candy and tell them to go away!  Since 2013, GITC educators have been exploring the strong connections between singing, playing ukuleles, and classroom music making in students with minimal verbal skills. It isn't unusual for kids with sensory integration disorders to have difficulty in this area. But when we started hearing from GITC trained teachers that their autistic students had suddenly experienced miraculous break-throughs as a direct result of singing each day, we started looking for research to help us understand why. We also spoke with the students themselves about what had helped them move from silence to speaking in their GITC classrooms.
Then in July, we invited music therapist Julie Guy of the Music Therapy Center of California to present a lecture and demonstration at our first adaptive music conference for special educators. This is a full length video of her excellent presentation! As it turns out, music therapists have known for quite sometime that music when used strategically can be exceptionally helpful in quite a number of ways. Whether music is used to calm someone who is distressed, or to shift attention away from something disturbing and refocus a student on a pleasing set of musical sounds and patterns, it can bring relief. But what is it about songs themselves that can help non-verbal or low-verbal learners break the silence? At GITC, we have a lot of experience but have yet to see research that proves out what we see with our own eyes and hear with our ears. We hope to be involved in such research one day. But the bottom line is this; 1. Music is a form of organized sound. It makes sense out of chaos. The rhythm patterns are repetitive and they regulate time; the melodies engage the ears and capture attention, and these are also repetitive. So for a student who is sound-sensitive and overwhelmed, when their inner environment becomes painfully chaotic, a song can offer relief. It can impart order, predictability and peace into an ocean of noise. 2. Songs insert language into that rhythmic pulse and melodic contour. In simple folk songs, certain words occur often, especially in the choruses of songs. These "high frequency words" come at predictable moments and allow students to anticipate their occurrence each time. We think this becomes a form of brain training that naturally builds vocabulary. More than that, the predictability and practice of these high frequency words instills confidence in the student, bolstering their sense of control. When they have heard the song enough times, it is embedded in their memories and they find they are able to recite language accurately. 3. Audiation is the act of hearing music in one's own mind without physically listening to it from an outside source. When we memorize a piece of music or a song, we can listen in the privacy of our own minds without hearing the music performed live or through external media. We own it! For a student with minimal verbal skills to be in a singing classroom, they hear certain songs at school many times. When they leave school, the songs stay with them. This unconscious and perhaps involuntary practice of songs (or "earworms") may be "silent singing" for a while, but for some kids, a break through happens when they suddenly find themselves opening their mouths and letting the music out. Our founder interviewed one child who spoke for the first time in 3rd grade. She asked the girl what had prompted her to begin to speak. The child responded that she discovered that she liked the sound of her singing voice. When our founder asked how she knew that, the girl answered that she had started humming along in class. No one else could hear her, but SHE could. From that experience, she began to sing words, and in time, to allow others to hear her. Once she could manage this, she simply made a transition to speaking. 4. We believe that adding an accompaniment instrument to singing, especially a rhythmic one like guitar or ukulele, brings a great deal of support to the singing process and may speed the acquisition of verbal skills. Why? The ukulele and guitar provide a set of guiding pitches with a strong tonal root. The young singer can rely on these pitches to frame the notes in a song and offer musical steps on the melodic ladder. If you can hear the difference between low and high, and from there interpret the sequence of pitches between them, you have a musical framework. You can train your ear to hear the differences and your voice to match them. It just takes repetition, listening and time. We are also pretty certain that strumming these instruments regulates the body's involuntary actions such as heart rate and breathing. Some studies show that music has the power to decrease stress by slowing down the heart rate. If you strum strings to a steady beat and sing in a way that locks into it, you may be improving your mental health by generating brain chemicals that elevate the spirit and give a sense of joy and satisfaction. We are sure these things deserve study. So while we see all of this going on with students, we cannot provide conclusive research about it- yet. But we can share with you a few articles about work being done in the field along these lines- or related ones. Please take a few minutes to check them out. First, please have a look at this article. It first appeared in the 2016, volume 4 issue of ARI's Autism Research Review International newsletter. "AMMT (technique called Auditory-Motor Mapping Training) combines “sung” speech with the use of specially tuned drums in order to build new connections in the brain. In the procedure, a therapist sings two-syllable words or phrases, using a different pitch for each syllable, while simultaneously tapping on a drum tuned to the same two pitches. Children first listen and then participate in speaking and drumming. The final goal is for the children to produce the words or phrases independently." https://www.autism.com/speech_training Next, please have a look at the amazing research coming from Northwestern University's Auditory Neuroscience Laboratory. Dr. Nina Kraus and her team have been studying the role of music in reading for many years and her studies are easy to digest through excellent video presentations. http://www.brainvolts.northwestern.edu/. One visit to their homepage gives you access to a feast of important studies. We will be adding more articles over the coming weeks to share with anyone interested in the role of music in supporting students with minimal verbal skills to learn to express themselves more comfortably and expressively. If you have articles you wish to send us to add to the list, please drop our executive director a line! |
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Please contact us at our national headquarters located at 1761 Hotel Circle S., Ste 210, San Diego, CA 92108
or call (619)578-2326.
Copyright © 2018 Guitars In The Classroom. All rights reserved.
Please contact us at our national headquarters located at 1761 Hotel Circle S., Ste 210, San Diego, CA 92108
or call (619)578-2326.
Copyright © 2018 Guitars In The Classroom. All rights reserved.