12 2 Team3 FinalProposal DawsonAntonJennettLee

8/10/2019 12 2 Team3 FinalProposal DawsonAntonJennettLee

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Building Futures

Through Music

Giving Assistance to the Musically Gifted

for Pursuit of Scholarly Excellence

Developed by Eily Da!son" Stuart #ennett" Gregory Anton" and Serena $ee

For The Fender Music Foundation" Music %s &ope Foundation" 'ational Association

for Music Education


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TAB$E(F )('TE'TS

Mission Statement ..................................................3

Background and Evidence .....................................4

Procedure and Timeline .........................................5

Budget ...................................................................8

About Our Members ..............................................9


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Works Cited ..........................................................10


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Building Futures Through Music

-Mission Statement-

Our mission is to improve the lives of students in the Bay Area community by providing the

musically inclined with instruments and audio recording gear that will help them further their

studies and careers in the music industry.

Music is an outlet for many students, and one that many would like to turn into a career path,

but too often students cannot afford the instruments or gear that will

help them take their first steps forward. Students with financial

hardships at home may also be taking on huge loans at

school. This means that the rate at which they are able

to progress their career towards a stable future can be

slow and fraught with severe stress and

uncertainty. These factors frequently leave

students in doubt, and can even affect their overall

performance in school.

Building Futures Through Musicseeks to aid

financially struggling students in high school and

in college who actively pursue an education or career in music. They must either be attending

after school music programs such as piano or guitar lessons, be practicing in a band, or be

attending high school or college courses in music theory and recording techniques.

Along with musical gear,Building Futures Through Musicwill be giving students links to


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instructive online resources that can teach them how to realistically plan a career in the music

industry.

We want to keep kids inspired and in school. We want them to be confident that no matter

what their background, with a passion for music and a level head, they can forge ahead and

become successful musicians, composers, and audio engineers. And when they succeed,

perhaps they will remember to give back to society and help a new generation of students get

started.

-Background and Evidence-

The success of our future generations depends on the foundation of knowledge that they build

up in school, but keeping students engaged in their studies can be difficult. Encouraging

students to take up extracurricular programs that appeal to them can be beneficial, but it is

often hard for students who want to join music programs to afford the materials they need. By

helping students gain access to musical tools and instruments on the condition that they

maintain good grades and participate in extracurricular activities,Building Futures Through

Musicencourages students to participate in and continue to attend after school music

programs.

At risk youth in particular have been shown to gain a lot from

art and music based extra-curricular activity. When actively

engaged in art/ music based educational programs, at

risk youth are less likely to regress into criminal

behavior. They also acquire professional skills,

communication skills, and problem solving skills (Psilos).


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-Procedure and Timeline-

Project Scope:Building Futures Through Musicis a San Francisco Bay Area based program

that is determined to serve struggling students who wish to further their knowledge and/ or

career in the music industry. By supplying students who meet our requirements with free

musical instruments or recording equipment, we are helping to build a stable foundation for

their future academic success in music production studies.

Team Roles:Emily Ann Dawson: President of Review Committee

Gregory Anton: Head of Website Design Committee

Stuart Jennett: Resource Management


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Serena: Financial Advisor

Timeline:

- Month 1: Gathering of resources and funding will be our first priority. Our main funds would

consist of grants from Charity Music Inc, the Fender Music Foundation, Gear Up, and the

National Endowment for the Arts. Awards for qualifying students to be gathered would include:

20 guitars, 5 pianos, 25 microphones, 15 drum sets, 10 field recorders, and 15 MIDI controller

keyboards. Our hired staff will include: a financial advisor and a college music theory teacher

who will be part of an application review committee.

- Month 2: We will create our website which will have a description of who we are and what we

have to offer. It will also have an online application that students can use to send us their

information, take our musical aptitude test, and (this section is not required but highly

encouraged) submit a 100% original work of their own as further proof of their musicianship or

audio engineering ability. We will also hand out fliers and paper applications to high schools

and colleges with music programs within the Bay Area.


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Students intending to apply will show that they understand that upon attaining a college

degree, they are obligated to either return the award they receive now in good condition to our

program or repay 50% of the cost of the award. Students who fail to remain enrolled in school

or fail to maintain a GPA of 3.0 or higher after receiving the award must forfeit the award back

to the program. If this is not possible for any reason, then students must refund the full price of

the award back to the program (the full price of the award will be made known to them in the

award letter).

- Month 3: Review of student applications will begin when we have received 300 total

applications. 90 of these applications will be selected for an award based on their musical

aptitude test score as graded by our review committee and college music teacher, and also

their musical background as shown in their essay and/ or submitted sample work (1-5 minutes

of original music). Students should request in their essays the item they believe to be best

suited for their continued musical education, along with proving their participation in high

school with extracurricular activities or in college. Once all reviews are made, reviewers will

compile a list of qualified students along with the gear they are to receive.

- Month 4: Qualifying students will be sent the award letter by mail or email. The award letter

shall notify them that they have been selected for an award and that it will be shipped to them

in 5 to 20 business days. After this time, their schools will periodically inform us of the


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student's academic progress.

Logistical considerations:Instruments and recording equipment will be provided by

donations from Guitar Center or purchased in refurbished condition from Guitar Center,

Sweetwater, and Newegg. Instruments will be contained in public storage units until shipped

to the selected students.Building Futures Through Musicis not liable for award packages that

are stolen or damaged in transit to their destination.

Problems and Solutions:To avoid discriminatory practices or undue bias, race and gender

of students will not be factored into their application review. A third party trained music teacherwill analyze the musical skill displayed in submitted sample work and oversee the review

committees grading of the application test. Musical style will not be a factor in the review, only

demonstration of technical skill.


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-Itemized Budget-

Awards:

Guitars: $1000

Pianos: $3,500

Microphones: $1,250

Drum Sets: $1800

Field Recorders: $1,500

MIDI Controller Keyboards: $1,950

Human Resources:

Attorney Fees: $1,500

Financial Advisor: $23,333

College Music Teacher: $15,333

Review Staff (3 Members): $18, 000

Other:

4 Month Public Storage: $720

Website Launch and Hosting: $750


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Non-profit License: $90

Total Budget:$60,726

-About Our Members-

Emily Dawson has been a music composer for ten years and has cofounded Lightning Sound

Studios. Her experience in the industry and her BFA in Music Production for Visual Media

have given her many insights that she aims to pass on to future generations of composers.

Having grown up with a piano in her home, she understands the value of being provided an

instrument for creative pursuits and scholarly research. As head of the student application

review committee, she is committed to making sure that the most help goes to where it is

needed.

Stuart Jennett possesses an AA in Aviation and a keen sense for practical designs. Paired

with a BFA in Animation, he regularly collaborates with composers and sound designers in the

industry. Having also been in band in high school, he can appreciate the high cost of

instruments for students and the need for funding for upstart musicians. His eye for detail


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makes him a clear choice for our resources manager.

Gregory Anton is an accomplished photographer and an appreciator of fine arts. As the head

of our website design team, his photography skills allow us to capture the portraits of students

we've helped and the impact our program has made on their lives.

Serena Lee as a financial advisor and avid photographer has been driven in giving back to the

arts. With 5 years experience in handling various programs for the arts, she has shown

through the successes of her previous jobs that she is capable and ready forBuilding Futures

Through Music.

Works cited:


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Jung, Tina. "State Schools Chief Tom Torlakson Announces High School Graduation

Rate Tops 80 Percent."CA Department of Education News Release. CA Dept of

Education, 28 Apr. 2014. Web. 14 Nov. 2014.

.

N/A. "Keeping Kids Safe and Supported in the Hours After School (May 2014).

"Afterschool Alliance. MetLife Foundation Afterschool Alert, May 2014. Web. 17

Nov. 2014.

.

N/A. "The Benefit of After School Programs."The Benefit of After School Programs

2012 (n.d.): 1-6.Healthy City. Advancement Project, 22 June 2012. Web. 16

Nov. 2014.

.

United States. U.S. Department of Justice. Office of Justice Programs.Violence After

School. By Shay Bilchik. N/A: Juvenile Justice Bulletin, 1999. 1999

National Report Ser.Https://www.ncjrs.gov. 1999 National Report Series,

N/A Nov. 1999. Web. 16 Nov. 2014.
http://www.cde.ca.gov/nr/ne/yr14/yr14rel42.asphttp://www.afterschoolalliance.org/issue_65_keeping_kids_safe.cfmhttp://www.advancementprojectca.org/sites/default/files/imce/Benefits%20of%20Afterhttp://www.advancementprojectca.org/sites/default/files/imce/Benefits%20of%20After%20School%20Programs%20-%20handout.pdfhttp://www.cde.ca.gov/nr/ne/yr14/yr14rel42.asphttp://www.afterschoolalliance.org/issue_65_keeping_kids_safe.cfmhttp://www.advancementprojectca.org/sites/default/files/imce/Benefits%20of%20Afterhttp://www.advancementprojectca.org/sites/default/files/imce/Benefits%20of%20After%20School%20Programs%20-%20handout.pdf


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.

Psilos, Phil. "The Impact of Arts Education on Workforce Preparation."Economic &

Technology Policy Studies(2002): 1-14.Www.nga.org. NGA Center for Best

Practices, 1 May 2002. Web.16 Nov. 2014.

.

Weiss, Suzanne, ed. "An Arts-rich Education Helps Prepare Students for A Changing

World."The Progress of Education Reform 2004 The Arts in Education5.1

(2004): 1-4.Www.ecs.org. Education Commission of the States, 1 Jan. 2004.

Web. 16 Nov. 2014. .
https://www.ncjrs.gov/html/ojjdp/9911_1/vio1.htmlhttp://nga.org/files/live/sites/NGA/files/pdf/050102ARTSED.pdfhttp://www.ecs.org/clearinghouse/49/91/4991.pdfhttps://www.ncjrs.gov/html/ojjdp/9911_1/vio1.htmlhttp://nga.org/files/live/sites/NGA/files/pdf/050102ARTSED.pdfhttp://www.ecs.org/clearinghouse/49/91/4991.pdf

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