August Rush Guide

5/24/2018 August Rush Guide

1/25

AUGUST RUSH: PLAY YOUR PARTA facilitators guide for youth leaders, educators and families to accompany the movie August Rush.

AUGUSTRUSHMOVIE.COM Ages 8-15

August Rush 2007 All Rights Reserved


2/25

DEAR CONDUCTOR!

Welcome to the world of music, experienced throuh lm. The paes that follow are a symphony of lessons and

activities from the musically inspired lmAugust Rush, desined to provoke thouht, personal expression and social

chane throuh the power of music.

August Rushtells the story of a charismatic youn Irish uitarist and a sheltered youn cellist who have a chance

encounter one maical niht above New Yorks Washinton Square but are soon torn apart, leavin in their wake

an infant, Auust Rush, orphaned by circumstance. Now performin on the streets of New York City and cared

for by a mysterious straner, Auust uses his remarkable musical talent to seek the parents from whom he was

separated at birth.

August Rush hihlihts important themes such as individuality and self-expression, determination and relationships

with others.

This uide,August Rush:Play Your Partis structured for use before or after viewin the lm. It offers roup and

individual activities for youth aes (8-15). The curriculum is provided throuh a partnership with Heartland TrulyMovin Pictures and the National Collaboration for Youth. Heartland Truly Movin Pictures is a non-prot

oranization that reconizes and honors lmmakers whose work explores the human journey by expressin hope

and respect for the positive values of life. National Collaboration for Youth is an oranization that provides a

unied voice for its coalition of more than 50 national, non-prot, youth development oranizations. The

30-year-old oranization concentrates on improvin the conditions of youth in the United States and enablin

youth to realize their full capabilities.

We hope you enjoy this educational experience.

August Rushis a Heartland Truly Movin Picture Award winner.

AUGUST RUSH: PLAY YOUR PART


3/25

STEPS FOR YOUTH TO TAKE WITHTHE AUGUST RUSH PROGRAM

STEP 1) SEE THE FILM AND READ THE SUGGESTED BOOK

The lmAugust Rushopens in theatres on November 21, 2007. Youth may also see the lm when it becomes

available on DVD.

August Rushis inspired by music and experiences in producer Richard Barton Lewis life. Lewis worked with

Director Kirsten Sheridan as well as a team of talented writers, musicians and an inspired and diverse cast to

create a music-driven drama.

Followin are suested readins to accompanyAugust Rush: Play Your Part:

Mozart and His Operas,a bioraphy written by David Cairns, explores Mozarts composition of operas in the

context of his life. It ives insiht into the life of Mozart as a youn musical prodiy. Best for advanced readers,but excerpts suitable for youner aes.

Beethoven Lives Upstairs, by Barbara Nichol and illustrated by Scott Cameron, is a creative account of the three years

durin which Beethoven wrote his Ninth Symphony. Best for rades 3-5.

AlthoughAugust Rushis not based on Oliver Twist, we do suest this as a potential readin to accompany the

movie. Some parallels can be drawn between the book andAugust Rush. Oliver Twist,the second novel by Charles

Dickens, an Enlish novelist of the Victorian era, revolves around an orphan born into the workhouse who runs

away to nd a better life, only to fall in with a band of thieves. Themes and characters inAugust Rushparallel some

of those found in Oliver Twist.Best for advanced readers.

STEP 2) PARTICIPATE

Take part in excitin readin, writin and interactive activities that address themes from the lm includin musical

expression, belief in oneself and relationships with others.

STEP 3) TAKE THE LEAD TO HELP OTHERS

August Rushis a music-driven movie that explores one boys journey to nd his parents throuh music. This lm

showcases the real-life emotive power of music. Youn people are encouraed to enae in service projects that

help advocate the importance of music in their schools and communities.

Use the free, downloadable service-learnin supplement to assist in the plannin and manain of August Rush

service projects. Please visit www.youthFILMproject.org to download the supplement and to learn more aboutthe lm.



4/25

TABLE OF CONTENTS

MODULE #1: SPEAK ING YOUR OWN LANGUAGE 5

Activity 1: Usin Musical Expression 6

Activity 2: Communicatin to Others 11

Activity 3: The Music in You 13

Activity 4: Your Individuality 14

MODULE #2: CONNECTING WITH OTHERS 16

Activity 1: Denin Relationships 17

Activity 2: Unexpected Inuences 20

MODULE #3: MAKING A DIFFERENCE 22

Activity 1: The Impact of Music and Arts Education 23

Activity 2: Enrich Your Community 24

POST-PROGRAM EVALUATION 25



5/25

MODULE #1: SPEAKING YOUR OWN LANGUAGE

NOTES FOR THE CONDUCTOR:

InAugust Rush,the title character is an orphaned musical prodiy. Unbeknownst to him, his parents are both

talented musicians. Althouh Auust has spent his childhood in a boys home, he is convinced that his parents will

one day nd him. He believes they are tryin to speak to him and feels their love for him in the music that lls his

mind and body. He tries to reach out to his parents throuh the music he creates.

This music-driven drama demonstrates the power of music to express feelins and to communicate to others. The

activities in this module can be done either before or after viewin the movie. The musically-inspired suested

readins can help enhance the curriculum by offerin insihts into the lives of real-life composers.

All activities in this module are desined to encourae youth to explore the ways in which music enhances

their lives on a daily basis. Youth will have the opportunity to learn more about several enres of music, discuss

emotions that music evokes, and identify the ways in which they best communicate and express themselves.

OBJECTIVES:

Using Musical Expression:Learn about the enres of classical

and rock music and explore the emotions they evoke.

Communicating to Others: Discover how to better express ideas

and messaes usin music.

The Music in You: Explore the music that characterizes you.

Your Individuality: Explore characteristics that dene who you are.


6/25


ACTIVITY 1: USING MUSICAL EXPRESSION

The following activity is designed for individuals to read alone or aloud in a group and discuss.

We are surrounded by music on a daily basison television, the radio, durin sportin events, at concerts, and

even in our heads when everythin is quite around us. Music is a form of communication, and it speaks to each ofus in different ways.

InAugust Rush, a youn boy searches for his parents, whom he has never known, by usin music to communicate

to them. Believin that the sounds he hears in nature are his parents way of speakin to him, he tries to call back

to them throuh his own musical compositions. Auust has never been iven formal music education, but he has

a way of transformin the sounds that he hears in the world around him and turnin them into music. He is a

musical prodiy and, as such, hears music in a way that many others do not have the capacity to do.

Followin is an excerpt from the movie. This reection from Auust ives us insiht into the way he hears music.

August: I believe in music the way some people believe in fairy tales. Maybe what I hear came from my

mother and father. Maybe thats how they found each other. Maybe thats how theyll nd me. I believe

that once upon a time, long ago, they heard the music and followed it.

Excerpted from the Screenplay by Nick Castle and James V. Hart, Story by Paul Castro and Nick Castle,

Courtesy of Warner Bros. Pictures.

How did Auust believe he could communicate to his parents?

Why did he feel that by playin music he could nd his parents?


7/25


ACTIVITY 1: continued

This lesson can be read and discussed as a group. Use this activity as a prompt to discuss

different genres of music, different composers and different periods of music.

Auust comes from a boys home where he hasnt had the opportunity to explore all the different types of music

the world has to offer. When he leaves the boys home on his quest to nd his parents, Auust encounters a whole

new world lled with different types of music and, while they are all uniquely different, they all communicate in

powerful ways. Auust expresses himself usin music and encounters many enres of music alon his journey, two

of which are classical and rock. The followin activity explores these different enres of music and the ways in

which they can communicate.

CLASSICAL MUSIC

InAugust Rush, Lyla, Auusts mother, plays classical music on her cello. Classical music is one of the oldest enres

of music. It has been composed and performed for several hundred years, but reached reat heihts between

1550 and 1900. Classical music is traditionally performed by instruments in an orchestra alon with a few otherinstruments such as a piano and harp. Traditional classical music does not make use of electronic instruments.

Classical music can be divided into many periods because it has been around for such a lon time. Five cateories

of classical music periods include Medieval, Renaissance, Baroque, Classical and Romantic eras, althouh many

of these time periods overlap. Some of the most widely known classical classic composers are from the Baroque,

Classical and Romantic Periods. These composers include such familiar names as Johann Pachelbel, Johann

Sebastian Bach, Franz Joseph Haydn, Wolfan Amadeus Mozart, Ludwi van Beethoven, Felix Mendelssohn,

Frederic Chopin, and Johannes Brahms.

These composers have had a lastin impact on music. We still hear many of their compositions today. Johann

Pachelbel composed Canon in D Major, which is commonly used today in weddins.Eine Kleine Nachtmusik, written

by Wolfan Amadeus Mozart, can still be heard at concerts and sometimes on the radio because of its continued

popularity. The powerful four notes at the beinnin of Ludwi van BeethovensFifth Symphonyare commonly

heard today on TV shows and in movies.

Listen closely to the soundtracks in some of the movies you watch and you miht realize that classical music is still

widely used today. It has helped to shape and inuence other enres of music.

ROCK MUSIC

Louis, Auusts father, is a rock musician who plays uitar and sins lead vocals for his band, The Connelly

Brothers. Rock music is a very popular type of music that typically contains vocals, in addition to uitar, drums

and bass. It is a relatively new form of music that really formed in the late 1940s and early 1950s. Some famous

names in early rock music include Little Richard, Chuck Berry, Elvis Presley and Johnny Cash. Unlike classical

music, which has its roots in Europe, rock music ot its start in America. Once its popularity in the early 1950s

took off, a new wave of rock in Europe took off.

The British rock that evolved was very popular both in Europe and in America. Just a few of the British rock and

roll bands whose music still has widespread popularity are The Beatles and The Rollin Stones. After rock music

became popular, it took on many different forms. Surf rock, folk rock, soft rock, stadium rock, punk rock and indie

rock are just a few of the many enres of rock music.


8/25



The following activities can be discussed out loud or explored individually.

1. AsAugust Rushdemonstrates, rock and classical music arent as separate as one miht initially believe. They can

be fused toether to create music that is quite powerful and wonderful.

>> Can you think of any musical artists that have fused different types of music together?

(Examples are Queen and Elvis Presley)

>> What genres of music are currently popular?

>> What denes these popular genres?

>> Have they always been popular?


9/25



2. InAugust Rush, Auust is able to explore many types of instruments. He rst encounters a uitar with which he

learns to express himself in a very unconventional way. Then he learns to play both the piano and the oran.

Each instrument lets him connect to music in a different manner. The followin activity encouraes youth to

explore various instruments and types of music.

Fill in the name of the instrument next to the imae. List what enre of music with which it is typically associated.

NAME gENRE


10/25



3.Talk with a music instructor or with someone in a music shop to see if you can try out some different

instruments. Think about these questions as you consider those instruments in which you miht be interested.

>> What instrument(s) feels most comfortable to you?

>> Do you like strumming strings, pressing strings or keys, using your lungs or hitting with sticks or mallets

when you play?

>> What kind of instrument do you think allows you to best express yourself?

>> Who are some of your favorite musicians? Are they known for their singing abilities or are they known fortheir ability to play an instrument?

>> Are you better able to express yourself by playing an instrument or by singing or even dancing?


11/25


ACTIVITY 2: COMMUNICATING TO OTHERS

InAugust Rush, Auust composes a rhapsody while at Juilliard, a prestiious performin arts conservatory. He wants

the music he creates to reach the most people it can. In doin so, his desire is that his parents miht hear it and

nd him.

Read the following excerpt fromAugust Rushwhen August learns the magnitude of the concert

he has been asked to conduct. This excerpt can be read aloud or acted out by youth.

Dean: The New York Philharmonic Orchestra has a concert this spring In the history of this

school weve never performed the work of a rst year student. Certainly no one of your age.

But now, we have asked if they could perform your composition. Would you like that?

His professor gives him a reassuring smile. August nods. Dean: Good. Good

Out of the blue August: How many people will hear it?

Odd question. The Dean thinks about it. Dean: They would perform it in Central Park on the Great Lawn.

August:A thousand?

Dean:Much more. Thousands! Not to mention all the people who will hear the radio broadcast.

August thinks it over. Are they negotiating? August:Okay. Cause I need to play it to a lot of peoplelots and lots

Excerpted from the Screenplay by Nick Castle and James V. Hart, Story by Paul Castro and Nick Castle,

Courtesy of Warner Bros. Pictures.

Have you ever had a messae that you wanted lots of people to hear? Have you ever wanted to write a son? This

is the perfect opportunity! Not everyone is a musical prodiy like Auust, who has the ability to compose musical

arranements with little to no formal music education. However, everyone can create a unique son with the helpof others.

1. Pick one of your favorite songs, preferably one that you own or can get at the l ibrary. Write down what it

is about this song that appeals to you. Is it the music or the lyrics? Perhaps its a combination of both.

2. Next, think about something that means a lot to you and that you want to share with others. It can be

the way you feel about a family member, a pet or something you like to do. Maybe it is a memory from

when you were little that means a lot to you. It can even focus on the importance of an issue aboutwhich you feel strongly.


12/25



3. Now, keep in mind the melody and beat of the song you picked, and write new lyrics for that song with

the message you want to share with others about whats important to you. You can also create your own

music to go along with your lyrics. Have fun and be creative!

These newly created sons can be somethin you keep to yourself, but they can also be somethin you can share

with others. Think about the messaes in your son. Perhaps you can read your lyrics or sin your son to the

person about whom you wrote it. You miht even have a concert with your classmates to share your sons with

each other.

Go to www.youthFILMproject.org/augustrush.htm to listen to Raise it Upby Impact Repertory

Theatre, and toSomeday by John Legend.Listen to the lyrics of these songs. Each song is very

powerful and relies primarily on strong singing voices. Raise it Upuses only piano and a choir.

Somedayfeatures John Legend, a piano, and a selection of stringed and wind instruments. How

do you feel after l istening to each of these songs? Do you think you would feel differently about the

messages each contains if different instruments were used, if they had different melodies, or if each

was performed in another genre of music such as rock n roll and country ?


13/25


ACTIVITY 3: THE MUSIC IN YOU

August Rushis a music-driven movie. The soundtrack is made up of more than 40 different sons. In fact, producer

Richard Barton Lewis informs us that the entire score was completed before a sinle bit of lm was shot! Music

is central toAugust Rush, but it is also a very powerful and interal part of our lives. Not only does music help us

express our feelins, but the music we listen to reects who we are.

At the end of August Rush,Augusts Rhapsodyis performed in Central Park. The rhapsody is made up

sounds and sons Auust has encountered throuhout the lm. Listen toAugusts Rhapsody online at

www.youthFILMproject.org/augustrush.htmso that you can bein to experience Auusts journey throuh his

music.Augusts Rhapsodytruly denes Auust and his journey to nd his parents. How does music dene you?

Think about your life and the emotions you have on a daily basis. If you had to make a movie about a day in

your life, what ve sons would you select for your Me soundtrack? Think about the sons and artists that best

represent the emotions you feel as you enae in your day-to-day activities.

1. Select ve sons that reect you and your various emotions and feelins to create your own soundtrack. Think

about the instruments used in the different sons. What are their different tempos and beats? What are yourfavorite lines or melodies from these sons? Why?

On a separate sheet of paper discuss each of the ve sons you selected.

EXAMPLE:

Song: Someday

Artist:John Leend

Instruments: Piano, some strins, some orchestral instruments

Tempo/beat: Fairly slow and steady speed

Favorite parts: The lyrics in the rst quarter of the son, Well et it riht aain. Well come back to life

aain, and the music that accompanies them are very powerful.

What this song makes me feel: This son makes me feel hopeful about what the future holds.

2. Use a computer to create a CD of the sons to make your Me soundtrack. Hold on to it as a keepsake you

can listen to in the futuremonths, even years from nowand connect back with you.


14/25

ACTIVITY 4: MAKE IT YOUR OWN


In this section, youth will explore a number of different sons that have been performed by more than one

artist. You will provide clips of recordins of each of these sons that youth can listen toand discuss. Samples of these sons are widely available online. Full tracks of these sons can be found on

the followin albums:

Im A Believer, The Monkees, The Monkees Greatest Hits, 1969

Im A Believer, Smash Mouth, 2001 OR Shrek Soundtrack, 2001

Have a Little Faith in Me,John Hiatt,Bring the Family, 1987

Have a Little Faith in Me, Mandy Moore, Coverage, 2003

Help!, The Beatles,Help!,1965

Help!, Howie Day,I Am Sam Soundtrack,2001

This activity helps youth explore the ways in which people can express their emotions in different ways, even when

usin the same words. It demonstrates that doin somethin differently can be a positive form of self-expression.

While these examples of remakes of songs do not contain explicit topics, this discussion could lead

to other songs that have been remade. Many rap songs use sampling and remixing. Discussion

of all songs should be encouraged, but please note that discussion of songs outside of those

suggested here could lead to explicit language.



15/25


Auust has a unique way of playin the uitar. Rather than strum the strins to create harmonies, he uses a

combination of slap harmonics on the strins and rhythmic beatin on the body of the uitar to create very

powerful and unique music. Auusts method of playin uitar is almost one of a kind.

Sometimes it feels ood and is riht to do thins the way others do, but sometimes it is excitin to take somethin

and make it one of a kind. We see this not only with the way Auust plays uitar, but also in the way that certain

artists remake sons. Many sons have been performed by a number of different artists, each performin them in

a way that reects that artists interpretation of the lyrics.

LARGE GROUP DISCUSSION

Listen to clips of the followin sons and discuss they way each version makes you feel. Compare and contrast

each artists rendition and explore how the same lyrics can seem so different when sun by someone else.

Song Artist Differences Similarities

Im a Believer The Monkees

Im a Believer Smash Mouth

Have a Little Faith in Me John Hiatt

Have a Little Faith in Me Mandy Moore

Help! The Beatles

Help! Howie Day

SMALL GROUP DISCUSSION

Think about the thins that many people do in their own way such as dancin or drawin or even walkin and

talkin. Althouh many of us participate in the same activities, we each o about them in a way that makes them

our own.

>> What things do you do in a unique fashion?

>> Can you think of unique ways some of your classmates do something?



16/25

NOTES FOR THE CONDUCTOR

This lesson focuses on developin an understandin of different relationships and how they shape who we are.

August Rushexplores a variety of different types of relationships, includin those with other people, thins and

oneself. The activities allow youth to explore how certain connections dene and play inuential roles in the lives

we live.

For Auust, the different relationships he is exposed to each demonstrate the power individuals have to create

a lastin inuence and impact on others lives. Each relationship Auust encounters is different from the next

and each impacts him in a unique way. From the bullies at the boys home to Richard Jeffries the social worker,

to Arthur and Wizard, to Father James and teachers at Juilliard, Auust encounters a multitude of people who

chane his life.

Youth will explore and ain a deeper understandin of how relationships in their lives- those with other people,

thin and themselves- make them who they are.

OBJECTIVES:

Defning Relationships: Explore how relationships help shape

who you are and what you do.

Unexpected Inuences: Examine how inuences in your life can

come from people or circumstances you wouldnt expect.

MODULE #2: CONNECTING WITH OTHERS


17/25


ACTIVITY 1: DEFI NING RELATIONSHIPS

Family and friends are often the closest relationships we have. Yet there are many more relationships beyond those

that play major roles in our lives.

For Auust, his relationships with people are not directly with his family since he is an orphan, and these peoplesinicantly affect his life and his oal of ndin his parents and his musical ift. Auust experiences a spiritual

relationship and connection with his parents, in place of a physical one, which ultimately leads him back to them.

Over the course of the story, Auust tries to learn more and more about his musical ifts and himself. He

continues to try to make sense of what he hears and feels when sounds come toether and to understand the

lonin he feels to know and nd his parents. In essence, he is tryin to understand and et to know his own self.

There comes a point in the movie when Auust has the opportunity to play the uitar, and he plays it in his own

way. He discovers a style that is unique to him, and throuh this he ets even closer to knowin who he truly is.

People can also have relationships outside of those with other people such as those with thins or activities. For

Auust, as well as his mother Lyla, his father Louis, and even Wizard, there is a connection they experienceand share with music. Each of these characters has a relationship with sound, their instrument and music. This

relationship is somethin experienced deep inside and is hard for them to describe or explain, yet without it, they

feel a lonin for it and for the feelins it brins.


18/25


Think about all the relationships you have in your life, from your immediate family to your teachers and friends to

the thins you like to do that are inuences in your life.

1. Create a picture, like the one below, to show all the people and thins in your life to which you are connected.

These are the relationships that comprise your world and contribute to who you are. Expand on your circle,addin whats connected to each of the thins thats connected to you, thinkin about how even those

relationships have an impact on you.


ARTHURGUITAR

MUSIC

PIANO

PARENTS

AUGUST

WIZARD

YOU

HOPE


19/25


Auust discovered the letters of the musical scales on Wizards hands and in the chord books that Hope showed

him in the church. These discoveries helped move Auust forward in his understandin of and relationship to

music and what it makes him feel.

2. Usin the letters on the musical scales, think about words that start with these letters to describe how you feel

about relationships you have with someone or somethin. Fill in the scales with your own words.

EXAMPLE: My relationship with my do makes me feel:


E

GB

DF

F

AC

E

EG

B

DF

energeticgoofy

brave

delightedfr iendship


20/25

ACTIVITY 2: UNEXPECTED INFLUENCES

Auust endures hurtful treatment from the bullies he has to live with in the orphanae. They tell him hes a

freak and that his parents dont want him. Auust has to draw on his inner strenth and belief, as well as the

support of his friend Peter, to withstand the maltreatment. The bullies likely had an inuence on Auust runnin

away to nd his parents.

The relationship Auust develops with Wizard, and even Arthur, takes on different, and at times seeminly hurtful,

roles for Auust. While Wizard reconizes the musical ift that Auust has and ives him a uitar, he is also usin

Auust and the other children to help his own life. Arthur is friendly with Auust until the point that Wizard favors

Auust over him; then Arthur turns anry towards Auust.

These relationships are all actually an interal part of what enables Auust to further discover his musical ifts,

and himself. They demonstrate that, while all relationships may not seem favorable, they can test ones will and be

helpful, and are often necessary in order to realize ood outcomes.

These relationships make an impact on Auust and the decisions he makes, makin them inuential inunexpected ways.

1. Write a story based on an experience youve had with a bully or someone in your life that didnt treat you fairly.

Talk about what they said or did, how they made you feel and what you did to chane the situation for the

better. Did you chane or doubt yourself because of the bullies? Did you have a friend that helped you or that

you shared the experience with, like Peter? How did that friend help you? Did your relationship with that friend

chane as a result?

You are an inuence on more people than you think! The words we use, attitudes we portray and actions we take

inuence people all around us every day, whether we know it or not. There are many unexpected inuences in our

world that serve different purposes in our lives.



21/25


2. Talk about thins you do that have an inuence on someone in particular in your life. Do you have a youner

siblin that looks up to you? How do you treat him or her? Do you help your friends when they need help?

What examples do you set for others in your life?

Take action to have a positive inuence on somethin or someone in your community. Here are some ideas:

>> Start a website or blog about something you feel strongly about. It could be about music, a sport, a

hobby or a cause such as recycling or putting a stop to bullying in your school!

>> Participate in activities that have a positive impact on people in your community, such as fundraisers,

volunteer work or helping a neighbor. Remember that every action you take can create a positive

inuence, even where you least expected.



22/25


Auust hears music in the humble sounds all around him, from wind blowin across wheat elds and birds

chirpin to the hustle and bustle of the city. When Auusts journey brins him to the city, he ets his rst exposure

to a real musical instrument when he hears Arthur playin uitar in the park. Auust is so mesmerized by the

sound of the uitar that he ives Arthur a dollar from the little money he has. He puts his ear on the hole of theuitar body wantin to et ever closer to the sound because he feels so connected to it.

Later in his journey, when Auust ets to play the uitar, he also ets to explore his own musical talent. While

its disjointed at rst, Wizard can hear, and feel, the natural propensity Auust has for music. Wizard then ives

Auust a uitar to play in the park so he, too, can make money to live, as well as express himself.

Eventually Auusts journey leads him to Hope, who shows him sheet music, somethin hes never seen before.

Auust then nds an oran to play, and this ets the attention of Father James. Reconizin the tremendous talent

in the boy, Father James takes Auust to Juilliard to meet the Dean and other music teachers. Here, Auusts

musical ifts are reconized to the fullest, which leads him to composeAugusts Rhapsody.

It is throuh the help of other people in Auusts life that he is provided with the musical exposure that leads himon a wonderful journey.

This lesson ives youth an opportunity to take action to help other people discover and explore music, just as

Wizard, Father James and the teachers at Juilliard did for Auust. The activities are desined to assist youth in

brinin music to those who may not otherwise have the opportunity to experience it rst-hand and to help make

a lastin impact by advocatin for arts education and expression of music.

OBJECTIVES:

The Impact of Music and Art Education: Learn about the

impact of music on famous people and their contributions to society.

Enrich Your Community: Work with communities to educate,

enlihten and connect throuh music.

MODULE #3: MAKING A DIFFERENCE


23/25


ACTIVITY 1: THE IMPACT OF MUSIC AND ART EDUCATION

Auusts journey may seem like a fairy tale, but music and arts education has the ability to open new horizons

for everyone.

Studies indicate students with music education report lower dru usae, are better math and science students,

and have a broader appreciation of the world around them. At the same time, fundin for the arts is bein cut in

certain communities. With the help of youth in communities throuhout the country, there is an opportunity to

raise awareness about the importance of music in schools, as well as to help enae more audiences in all forms of

musical expression.

Americans for the Arts has provided a list of famous ures who have beneted from havin music in their lives.

Do you reconize any of these names?

POLITICAL FIGURES:

Bill Clinton, former President of the United States, is well known as a tremendous supporter of music and hasplayed the saxophone since his youth.

Mike Huckabee, former governor of Arkansas and a 2008 Presidential candidate, plays bass uitar for his band,

Capitol Offense.

Martin OMalley, the new governor of Maryland, is another politician who has been in a band. When he was

youn, Mr. OMalley was a member of an Irish band, Shannon Tide.

Ross Perot, former Presidential candidate and billionaire, is an accordion player.

SPORTS FIGURES:

Joey Harrinton, quarterback for the Atlanta Falcons, rew up playin classical and jazz piano, balancin piano

practice with sports.

Bernie Williams, outelder for the New York Yankees, is a classically trained uitarist who released the CD The

Journey Withinin 2003.

Serena Williams, a successful professional tennis player, relaxes by playin instruments such as the piano.

Danica Patrick, race car driver and the fourth woman in history to drive in the Indianapolis 500, was once an

aspirin musician who played ute and san in the hih school choir.

These are just a few examples of well-known ures with musical backrounds. There are many other success

stories from all other walks of life. Astronauts Cady Coleman and John glenn; co-founder of Apple, Steve

Wozniak; and Paula Zahn, a broadcast journalist, are all examples of people whose lives have involved music.

GROUP DISCUSSION

>> What other gures can you think of who have had music play an important role in their lives?

>> What famous musicians use their fame to further worthy causes in the world? Bono and Dave Matthews

are just a few names to consider.


24/25

ACTIVITY 2: ENRICH YOUR COMMUNITY

Like all the people that helped Auust nd music, think of how you can make a difference throuh music in your

community.

1. Brainstorm about ways you can raise awareness about the importance of music education and expression. Work

with adults and teachers to ain support and carry throuh with an action or event. Here are some ideas to

et you started:

>> Plan a charity concert with your school band or orchestra, or other fund-raising drive, to raise money to

buy instruments and lessons for other children.

>> Organize attending a musical event or symphony in your community with a local childrens organization

to expose them to music.

>> Set up a speaking engagement with members of your communitys orchestra or music school to discuss

music and the importance of music education.

>> Attend local music performances at schools and local theater to support musicians in your community.

2. Write a letter to your local or state representatives on the importance of music education for all children and tell

them what youre doin to help.

3. Create a website or blo to put son lyrics you and your friends or classmates write, music you record, or a

concert you have. Encourae people to post thins on your website to promote a community of music.

4. Research companies and oranizations that are involved in brinin music to schools, children and

communities, and nd out what you can do to help.

There are several existin oranizations whose oal it is to increase awareness for the arts nationwide. These

oranizations are wonderful resources for learnin ways to best help support the arts in your community.

As part of their Art. Ask for More. campain, Americans for the Arts is expandin its messae about

promotin arts education by empowerin people with the tools they need to make a difference in the arts in their

communities. Learn more at www.AmericansForTheArts.org

VH1 Save the Music, www.vh1savethemusic.com

Support Music, Brouht to you NAMM and MENC: The National Association for Music Education,

www.supportmusic.com

Special thanks to Americans for the Arts for sharin valuable information about the importance of music and arts

education in our schools and communities!



25/25

AUGUST RUSH: POST PROGRAM E VALUATION

Please take a few moments to answer the questions below. It should only take about 5 minutes. Once you have

submitted the survey you will be entered to win a copy of the DVD, a book and an Activity guide.

ORGANIZATION:

CITY/STATE:

CONTACT NAME:

CONTACT EMAIL:

ORGANIZATION WEB SITE:

Approximately how many individuals does your oranization serve?

How do you classify your oranization?

School Based

Library or Museum

Faith BasedChild Care

After School

Approximately how many individuals completed one or more steps in theAugust Rushproram?

Steps include: See the movie and read a corresponding piece of literature, participate in activities from the Activity Guide, complete a service project.

What ae rane participated in the proram?

Please rate your overall impression of the Activity guide.

Useful and appropriate for my organization (5) Moderately useful (3) Not at all useful or appropriate for my organization (1)

Comments:

Please ive us any additional feedback and/or suestions you have to help us improve our future F.I.L.M. prorams.

May we contact you for additional information? Yes No

If yes, what is the best way to contact you?

RETUR N TO F.I.L.M . EVALUATION

Heartland Truly Movin Pictures

200 South Meridian Street, Ste 220

Indianapolis, IN 46225

Or fax to (317)464.9409

Date post:	14-Oct-2015
Category:	Documents
Upload:	comunidad-pagana-de-mexico
View:	48 times
Download:	0 times

August Rush Guide

Documents