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Tones For The Table - Spaulding High School · Aired Out

• 0:43
  Speaker 1: At totts, I used tribute us.
• 0:55
  Speaker 2: I like.
• 0:57
  Speaker 1: Excuse I doesn't explaining about things about singing about.
• 1:11
  Speaker 3: All right, good morning, we're gonna get up to right
• 2:03
  Speaker 3: around thirty six degrees today with cloudy skies. Welcome to
• 2:09
  Speaker 3: the Aired Out podcast, Live from North Main Street, bearing
• 2:13
  Speaker 3: from a looks like cloudy tonight, maybe some rain and
• 2:17
  Speaker 3: some snow showers coming in thirty four and then tomorrow
• 2:22
  Speaker 3: Wednesday clouds slight chance of rain showers forty two degrees
• 2:29
  Speaker 3: and for Wednesday night into Thursday, we're looking at I
• 2:34
  Speaker 3: don't know if I want to say the s word storm,
• 2:39
  Speaker 3: but they're saying a couple of inches of snow. I
• 2:42
  Speaker 3: think it kind of depends on where you are. But
• 2:48
  Speaker 3: I've seen the two to four, I've seen the four
• 2:50
  Speaker 3: to eight. But snow showers Wednesday night into Thursday afternoon.
• 2:57
  Speaker 3: They're saying, very good morning to you again. I hope
• 2:59
  Speaker 3: you're off to a great start. It is a new day.
• 3:02
  Speaker 3: It is the thirteenth, keep Lee, were thirteen days into
• 3:10
  Speaker 3: twenty twenty six. Sitting on the couch this morning are
• 3:15
  Speaker 3: some fine, fine individuals. I'm gonna let them introduce themselves
• 3:21
  Speaker 3: to you. Bobby, Bobby Booth. First off, you take it away, pal,
• 3:24
  Speaker 3: tell me about these fine, fine people sitting right next
• 3:27
  Speaker 3: to you.
• 3:27
  Speaker 4: Sure.
• 3:27
  Speaker 5: Yeah.
• 3:27
  Speaker 6: So my name is Bobby Booth. I'm the band director
• 3:30
  Speaker 6: at spalled In High School and this year one of
• 3:33
  Speaker 6: our classes is a popular music ensemble, which is pretty
• 3:38
  Speaker 6: much like I don't know how you guys describe us.
• 3:41
  Speaker 6: We're like a funk, soul, R and B band.
• 3:45
  Speaker 7: Really popular music.
• 3:47
  Speaker 4: Yeah, yeah, yeah, play some pop music.
• 3:49
  Speaker 6: So yeah, we've got Bear plays keyboard in the group,
• 3:51
  Speaker 6: Lee as our lead singer, and Andy is a drummer
• 3:55
  Speaker 6: and bass player. So we've got quite a few kids
• 3:57
  Speaker 6: that play multiple instruments, try to expand their opportunities.
• 4:00
  Speaker 3: That's really cool.
• 4:01
  Speaker 4: Yeah, we meet every day for how long at the block?
• 4:04
  Speaker 6: Seventy five minutes I think, which is great that we
• 4:08
  Speaker 6: have that much time to play music together.
• 4:11
  Speaker 3: Wow, every day every day. So you're playing an instrument too, Bobby.
• 4:16
  Speaker 6: Uh, yeah, today I'm kind of just yeah, playing playing
• 4:19
  Speaker 6: guitar maybe a little bit.
• 4:20
  Speaker 3: All right, So what what instruments do you play though?
• 4:23
  Speaker 6: Yeah, so I major to music University of New Hampshire.
• 4:26
  Speaker 6: I played trombone mostly. I did a little singing, but
• 4:31
  Speaker 6: you know, I play a lot of guitars, a lot
• 4:33
  Speaker 6: of bass, and a lot of drums. Really yeah, I
• 4:36
  Speaker 6: mean you gotta when you go to school for it,
• 4:38
  Speaker 6: they you got to be able to be well versed. Yeah,
• 4:40
  Speaker 6: you gotta play play it well enough that you can
• 4:42
  Speaker 6: teach teach others how to play it.
• 4:45
  Speaker 3: So are you a Shorty fan? You like trombone Shorty?
• 4:47
  Speaker 4: Yeah, he's He's great.
• 4:50
  Speaker 6: The coolest thing I like about him is he can
• 4:52
  Speaker 6: circular breathe, which was I don't know. He can exhale
• 4:56
  Speaker 6: and inhale, yeah, and inhale at the same time, So
• 4:58
  Speaker 6: he can a lot of times see him puff out
• 5:00
  Speaker 6: his cheeks real big, like he's circular breathing.
• 5:02
  Speaker 3: Ditch players do that. Yeah, that's crazy.
• 5:05
  Speaker 4: Yeah, it's it's very hard to learn how to do wow.
• 5:08
  Speaker 4: Yeah for sure.
• 5:08
  Speaker 3: So how many how many students do you have over
• 5:10
  Speaker 3: at Spaulding in music?
• 5:13
  Speaker 4: So yeah, probably between.
• 5:16
  Speaker 6: The multiple different ensembles performing ensembles, we're probably right around
• 5:20
  Speaker 6: one hundred kids in the performance groups. We do offer
• 5:24
  Speaker 6: some other like exploring popular music history music classes. I've
• 5:29
  Speaker 6: got twenty five kids in the beginning guitar class. There's
• 5:32
  Speaker 6: piano classes where kids learn how to play piano, so
• 5:35
  Speaker 6: we're probably you know, servicing one hundred and fifty to
• 5:39
  Speaker 6: one hundred and seventy five kids in the music program.
• 5:42
  Speaker 3: Yeah, and so a little bit of jazz too, or
• 5:45
  Speaker 3: is that a whole different.
• 5:47
  Speaker 4: So yeah, we always always had a jazz ensemble.
• 5:50
  Speaker 6: I mean, so I grew up in Barry and I'm
• 5:52
  Speaker 6: a graduate of Spalding two thousand and believe it or not,
• 5:57
  Speaker 6: back then we had we had two jazz ensemble So
• 6:00
  Speaker 6: we had a marching concert band of one hundred and
• 6:04
  Speaker 6: fifty and two big bands traditional jazz ensembles of like
• 6:09
  Speaker 6: twenty five to thirty kids, So we had a lot
• 6:12
  Speaker 6: bigger program. There's also literally twice as many students at Spalding,
• 6:17
  Speaker 6: so obviously as overall student enrollment numbers decline, then programs
• 6:22
  Speaker 6: numbers decline. So yeah, traditional jazz ensemble was always part
• 6:29
  Speaker 6: of the school day at Spalding, just with schedules, and
• 6:34
  Speaker 6: a lot of kids are really only in high school
• 6:36
  Speaker 6: for three years now. We've got a lot of kids
• 6:38
  Speaker 6: that take advantage of the early college it's kind of
• 6:40
  Speaker 6: hard to maintain those programs. So a lot of our kids,
• 6:45
  Speaker 6: like Bear, actually goes to the career Center, so he's
• 6:48
  Speaker 6: not actually on the Spalding schedule. So in order to
• 6:51
  Speaker 6: make it work with the numbers, we kind of had
• 6:53
  Speaker 6: to move away from the jazz band model.
• 6:56
  Speaker 4: And there's really like the the what do I call
• 7:02
  Speaker 4: us popular music ensemble so modern band.
• 7:07
  Speaker 6: It's it's a new it's a new fad around the country,
• 7:10
  Speaker 6: especially in Vermont.
• 7:11
  Speaker 4: Two.
• 7:12
  Speaker 6: I think it's a lot of music departments way of
• 7:14
  Speaker 6: combating with the numbers declining. But also, you know, one
• 7:18
  Speaker 6: thing that I've been able to do is, uh, we've
• 7:21
  Speaker 6: really been able to branch out and to get some
• 7:23
  Speaker 6: musicians that may not have normally been a band or
• 7:27
  Speaker 6: a chorus kid, like some guitar players, so they now
• 7:31
  Speaker 6: have the opportunity of being an ensemble. And it's it's
• 7:34
  Speaker 6: building a lot of momentum and interest where you know,
• 7:37
  Speaker 6: we have more kids that want to be a part
• 7:39
  Speaker 6: of the ensemble next semester than right now. So it's
• 7:42
  Speaker 6: kind of like, you know, make lemonade out of lemons
• 7:45
  Speaker 6: and take what you got and make the best of it.
• 7:49
  Speaker 3: You guys have a big event that is coming up,
• 7:53
  Speaker 3: a huge fundraiser, if you will, the Food Racer for
• 7:57
  Speaker 3: the Vermont Food Bank on Friday night. We're gonna talk
• 8:00
  Speaker 3: about that. Yeah, uh in just a little bit. But
• 8:03
  Speaker 3: first though, you know, you said popular in music. So
• 8:05
  Speaker 3: I'm just curious. So what happens if some of the
• 8:09
  Speaker 3: students come to you and say, Hey, Bobby, I really
• 8:14
  Speaker 3: want to play uh this, I want us to learn
• 8:17
  Speaker 3: and perform this this song pipe corn yeah, and You're
• 8:23
  Speaker 3: just like, not really, I'm not really sure that we
• 8:30
  Speaker 3: we can do that or or this Lady Gaga song
• 8:35
  Speaker 3: or whatever it might be. What do you say?
• 8:37
  Speaker 4: So I'm up for anything.
• 8:40
  Speaker 6: Yeah, So the idea of the classes, I mean, because
• 8:44
  Speaker 6: of the musicians that we have in the in the group,
• 8:47
  Speaker 6: we're kind of conformed to a specific style or genre
• 8:51
  Speaker 6: of music.
• 8:51
  Speaker 4: Okay, so we've.
• 8:52
  Speaker 6: Got you know, we've got keyboards, a couple of guitars, bass, uh,
• 8:56
  Speaker 6: two lead singers, and then we got like a full
• 9:00
  Speaker 6: horn section. So we've got two trombones. Yeah, two trombones,
• 9:03
  Speaker 6: a trumpet, and a sax player.
• 9:05
  Speaker 3: I like that.
• 9:06
  Speaker 6: So that kind of puts a little bit of restraint
• 9:08
  Speaker 6: on what we can create for an arrangement. I would
• 9:11
  Speaker 6: love to do tunes that they want to do, as
• 9:15
  Speaker 6: long as we can arrange them in the style that
• 9:18
  Speaker 6: makes sense for the ensemble.
• 9:19
  Speaker 3: Yeah, I'm just curious just listening to you. Do you
• 9:25
  Speaker 3: do you ever incorporate into your curriculum. Hey, today, we're
• 9:31
  Speaker 3: not going to play any instruments. We're gonna just sit
• 9:35
  Speaker 3: and listen to something. And then I would love for
• 9:39
  Speaker 3: us to all go around bear shaking his head. No,
• 9:43
  Speaker 3: and and and I would love for the students to
• 9:46
  Speaker 3: give their interpretation of what they're hearing. For example, like,
• 9:53
  Speaker 3: you know, if I was being teacher, I'd probably sit
• 9:56
  Speaker 3: down and have them play seventy five minutes. I would
• 10:00
  Speaker 3: probably have them listen to an entire Tower of Power album,
• 10:06
  Speaker 3: you know, Horns, Funk, all that. You know. Why are
• 10:11
  Speaker 3: you shaking your head there up there?
• 10:13
  Speaker 8: Well, we definitely don't have days where we just listened
• 10:15
  Speaker 8: to the music. Well, we'll listen to the music, but
• 10:19
  Speaker 8: then we'll normally play the song right after.
• 10:21
  Speaker 4: Wow, we do a lot of listening.
• 10:23
  Speaker 8: Yeah, No, we still listen to the music. We just
• 10:25
  Speaker 8: do a lot of playing too.
• 10:26
  Speaker 6: So just for a little bit of context, these guys
• 10:29
  Speaker 6: have learned I don't know, twelve thirteen songs that they're
• 10:32
  Speaker 6: ready to perform Friday night, is it?
• 10:36
  Speaker 3: I don't know.
• 10:36
  Speaker 6: Well, we've learned some songs that we're not going to
• 10:39
  Speaker 6: perform too, but they've pretty much done everything by year.
• 10:43
  Speaker 4: Wow.
• 10:43
  Speaker 6: So the we haven't had much structure in terms of music,
• 10:47
  Speaker 6: so we spend a lot of time listening and then
• 10:50
  Speaker 6: problem solving and going to figure out so the horn
• 10:53
  Speaker 6: section would hear the horn line if there was one.
• 10:55
  Speaker 6: If not, they would actually try to create a horn
• 10:58
  Speaker 6: line right and you know, the guitar player and the
• 11:01
  Speaker 6: piano player. We were able to, you know, get on
• 11:03
  Speaker 6: the internet and get the basic chord structure of the song.
• 11:07
  Speaker 6: But then we spend a lot of time listening and
• 11:09
  Speaker 6: trying to replicate but also trying to make it a
• 11:11
  Speaker 6: little bit of our own favor.
• 11:13
  Speaker 9: Yeah.
• 11:14
  Speaker 6: So so the the the initiative process took quite a while,
• 11:20
  Speaker 6: and you know, you guys would agree that there were
• 11:23
  Speaker 6: frustrations in the beginning.
• 11:25
  Speaker 4: Yeah, I was.
• 11:27
  Speaker 6: I was a hands on learner. So in high school,
• 11:29
  Speaker 6: this is this is what we did. I had a
• 11:31
  Speaker 6: band and we'd throw a real big fish CD on
• 11:34
  Speaker 6: in a CD player in the Appleton's basement every night.
• 11:37
  Speaker 6: This is this is my childhood, every night. And there
• 11:40
  Speaker 6: was no I mean, the internet was like, you know,
• 11:43
  Speaker 6: like dial up. You didn't you didn't have access to that.
• 11:45
  Speaker 6: You know what I'm talking about.
• 11:47
  Speaker 3: They have no idea what your no.
• 11:48
  Speaker 6: So you literally the only way that you would learn
• 11:51
  Speaker 6: was to sit and listen to it for fifteen seconds
• 11:53
  Speaker 6: and then and then try to replicate it. And we
• 11:56
  Speaker 6: would learn albums and albums worth of music just by ear.
• 12:00
  Speaker 6: So I was really excited to be able to teach
• 12:02
  Speaker 6: that way because that's how I learned music was really
• 12:06
  Speaker 6: by rote by year and it was a little bit
• 12:09
  Speaker 6: of a struggle in the beginning for me to h
• 12:13
  Speaker 6: it's one of those things you learned how to do
• 12:14
  Speaker 6: from practice, and to try to teach kids that they're
• 12:18
  Speaker 6: going to need to practice without frustration, sure is a challenge.
• 12:23
  Speaker 3: Leah. I wanna. I want to chat with you here
• 12:26
  Speaker 3: for a second, because honestly, if it wasn't for you,
• 12:31
  Speaker 3: I may not have known about this. You you reached
• 12:37
  Speaker 3: out to me quite a while ago by email, introduced
• 12:41
  Speaker 3: yourself and said, hey, let's let's get let's get this promoted.
• 12:48
  Speaker 3: And I think you even asked if you guys could
• 12:51
  Speaker 3: come in here, Am I right? I think?
• 12:53
  Speaker 5: So?
• 12:54
  Speaker 3: Tell me about your your your you're you're a vocalist.
• 12:57
  Speaker 3: But tell me about your your job. What have you
• 13:00
  Speaker 3: been what have you been chored with with regard to
• 13:07
  Speaker 3: tones for the table.
• 13:10
  Speaker 2: I've done some. I made the flyer, I designed our logo.
• 13:16
  Speaker 2: I reached out to you, I reached out to Governor's
• 13:22
  Speaker 2: Institute of Vermont, and I had them repost something about
• 13:28
  Speaker 2: it on their Instagram. Yeah, just a little bit here
• 13:32
  Speaker 2: and there, Bobby, you kind.
• 13:35
  Speaker 3: Of delegated a little bit of who's doing what here.
• 13:39
  Speaker 3: This is not just the Bobby Show. You have a
• 13:41
  Speaker 3: team here that you needed.
• 13:44
  Speaker 6: Yeah, I mean the idea was for it to be
• 13:47
  Speaker 6: student led in to create a performance opportunity, but for
• 13:52
  Speaker 6: them to have like little I guess like kind of committees.
• 13:55
  Speaker 6: So we had a group of students that was in
• 13:57
  Speaker 6: charge of equipment. So for example, they one of our
• 14:00
  Speaker 6: students reached out to Bennett Shapiro is going to be
• 14:03
  Speaker 6: doing professional sound for us on Friday night. So and
• 14:08
  Speaker 6: then we had a group of like a couple of
• 14:10
  Speaker 6: students that are in charge of making the program. So
• 14:13
  Speaker 6: making sure you know, all the sponsorships and donations are
• 14:16
  Speaker 6: mentioned in the program. Uh, Leah and Bear kind of
• 14:19
  Speaker 6: handled the publicity side of things. Andy worked with our
• 14:24
  Speaker 6: student council and you know, they got in contact with
• 14:27
  Speaker 6: a lot of local businesses trying to get sponsorship, sponsorships,
• 14:33
  Speaker 6: and donations. So I tried to have it be like
• 14:35
  Speaker 6: a student led, like hands on learning opportunity project based
• 14:40
  Speaker 6: where you know, go go and make this great performance
• 14:45
  Speaker 6: opportunity happen for yourselves, but also at the same time,
• 14:48
  Speaker 6: try to do something really good for the community.
• 14:50
  Speaker 3: Yeah, uh, bear or either one of you. Tell me
• 14:55
  Speaker 3: about the when, the where, how much does it cost
• 15:00
  Speaker 3: to get to get in Friday night? All the details
• 15:03
  Speaker 3: on this.
• 15:06
  Speaker 8: It's January sixteenth, it's this Friday. It's at the Spalding Auditorium.
• 15:12
  Speaker 8: It's you just to get in. All you need to do.
• 15:16
  Speaker 8: You can bring non perishable food donation or monetary donation
• 15:23
  Speaker 8: of the sorts, but it's really just to gather food
• 15:27
  Speaker 8: for the food bank. So it doesn't cost any money
• 15:30
  Speaker 8: besides what you spend on the food unless you find
• 15:32
  Speaker 8: a can of something in your pantry. And I want
• 15:35
  Speaker 8: to see a concert, grab that ye on the go.
• 15:37
  Speaker 3: Wow and Leah. So it's all going to the Vermont
• 15:41
  Speaker 3: Food Bank and there's an opening. You got to tell
• 15:45
  Speaker 3: me about the night you got an opening band playing,
• 15:47
  Speaker 3: right we do.
• 15:49
  Speaker 2: Native Tongue is going to be playing for us, and
• 15:51
  Speaker 2: then we have two students from Spalding who are going
• 15:59
  Speaker 2: to play. Yeah, Lilah Thurston and Jericho Bodwin.
• 16:05
  Speaker 3: Yeah. Wow, what are they going to be doing?
• 16:08
  Speaker 2: More acoustic? Yeah, like singer songwriter, singer songwriter.
• 16:13
  Speaker 3: So so Native Tongue out of the gate at six o'clock.
• 16:18
  Speaker 6: No, it'll be Lilah will go and Jericho will go.
• 16:21
  Speaker 6: We'll do the acoustic sets first, yea, and then we'll
• 16:24
  Speaker 6: have Native Tongue open for us. They'll play for about
• 16:27
  Speaker 6: a half hour and then uh yeah, we've got ten
• 16:30
  Speaker 6: or eleven songs that we'll play after that.
• 16:32
  Speaker 3: Wow, what do we uh?
• 16:35
  Speaker 1: What?
• 16:35
  Speaker 3: What? What do we expect to me? Do you want
• 16:37
  Speaker 3: to give us a little taste of of what we're
• 16:39
  Speaker 3: gonna here on Friday night?
• 16:42
  Speaker 4: Because I want to play something, you guys want to
• 16:44
  Speaker 4: play something?
• 16:44
  Speaker 7: Right now, there's a keyboard in front of me, and
• 16:48
  Speaker 7: I think.
• 16:49
  Speaker 3: There's a guitar over here. What you get a guitar?
• 16:53
  Speaker 3: You brought a guitar?
• 16:54
  Speaker 7: What's on the andy?
• 16:55
  Speaker 3: What's let's let's go, let's go live to the Andy cam.
• 16:58
  Speaker 3: Oh my God, Wow, what's Andy's what's Andy's Uh, he's
• 17:04
  Speaker 3: he's the drummer. And does he do some vocals too?
• 17:07
  Speaker 6: Oh yeah, we're all singing all right, well not not
• 17:10
  Speaker 6: now at the show.
• 17:13
  Speaker 3: I'll adjust your your MIC's accordingly. But that's that's a
• 17:16
  Speaker 3: live shot of the Andy cam right there. Yeah, you
• 17:22
  Speaker 3: guys give us a little yeah, just give us a
• 17:25
  Speaker 3: little example of what we're gonna what we're gonna hear here?
• 17:29
  Speaker 3: Do you do you want me to help out with
• 17:31
  Speaker 3: some backup vocals?
• 17:33
  Speaker 4: Oh? Yeah, absolutely.
• 17:34
  Speaker 6: We We encourage dancing too all the time. So I
• 17:36
  Speaker 6: don't know if you have a camera.
• 17:37
  Speaker 4: That I that way, but yet I do. Yeah, we
• 17:40
  Speaker 4: hope people dance at our shows.
• 17:42
  Speaker 3: I just you know, I don't want to throw a
• 17:44
  Speaker 3: help out sustain.
• 17:45
  Speaker 6: That energy that the musicians need to create a good performance, right. No,
• 17:48
  Speaker 6: So this is uh yeah, we we kind of quickly
• 17:51
  Speaker 6: threw together like an acoustic arrangement of one of the
• 17:53
  Speaker 6: tunes that we play. So I would say that the
• 17:57
  Speaker 6: full ensemble, the Tones is a pretty energetic, loud R
• 18:01
  Speaker 6: and B funk band, uh, you know, to to driving guitars,
• 18:06
  Speaker 6: some solid bass. So this is obviously a little bit
• 18:08
  Speaker 6: different settings. So, uh, this is who wants to introduce
• 18:12
  Speaker 6: the song?
• 18:13
  Speaker 4: Leah, you're the.
• 18:14
  Speaker 2: Only one the microphone hypotheticals by couch, no Lake Street dive,
• 18:20
  Speaker 2: wrong one.
• 18:22
  Speaker 3: All right, see what you guys got man, mhm, how
• 18:30
  Speaker 3: does that sound? Yeah? That's great.
• 18:33
  Speaker 10: Oh obviously we have the beginner, uh expand you don't
• 18:48
  Speaker 10: know where it's gone.
• 18:54
  Speaker 11: But I believe we.
• 18:58
  Speaker 12: Might be ho on to southing andous.
• 19:09
  Speaker 11: Maybe you should know I've been planning that. A lot
• 19:18
  Speaker 11: of apathetics.
• 19:19
  Speaker 2: In my mind happened. And your name down next to him. Man,
• 19:24
  Speaker 2: Then imagine in all.
• 19:25
  Speaker 11: Things you an actud.
• 19:29
  Speaker 13: I've seen all the possibilities in my dreams.
• 19:33
  Speaker 11: You're in love. You should really be a text to me.
• 19:36
  Speaker 14: Very bad.
• 19:37
  Speaker 11: That's not men.
• 19:38
  Speaker 2: See, immediate action is unnecessary.
• 19:44
  Speaker 11: It's a fatal attraction.
• 19:46
  Speaker 2: It's a little scary. But I got a plan of
• 19:48
  Speaker 2: attack and I'll get us to some day soon.
• 19:51
  Speaker 11: I know of it.
• 19:53
  Speaker 2: I got a planny, and I got a plan B.
• 19:56
  Speaker 2: And if it's absolutely necessary, we'll go to plancy for
• 20:00
  Speaker 2: I gotta do to be with you before have been
• 20:05
  Speaker 2: playing not a lot of hypotheticals in my mind. I've
• 20:09
  Speaker 2: been writing your name down next to him and been
• 20:12
  Speaker 2: imagining all things you and I could do. Who I've
• 20:18
  Speaker 2: seen all the possibilities in my dreams.
• 20:21
  Speaker 3: You're alone.
• 20:22
  Speaker 11: You should really be next to.
• 20:24
  Speaker 13: They, Beth, Let's not wait and see.
• 20:30
  Speaker 15: Nobody can see into the future even though weather Man
• 20:36
  Speaker 15: gets caught in the range sometimes. But I see something
• 20:43
  Speaker 15: in you that I've never seen before, and I can't
• 20:48
  Speaker 15: be sure.
• 20:49
  Speaker 11: No, maybe not, but a thing.
• 20:51
  Speaker 14: It's worth a sh.
• 21:16
  Speaker 16: Hypothetically, yes, theoretically, forever we'll see what happens, but that
• 21:23
  Speaker 16: hope we will not for be apart.
• 21:28
  Speaker 11: Hypothetically, yes, theoretically forever we'll see what happens better. Hope
• 21:35
  Speaker 11: we will not for be apart.
• 21:39
  Speaker 15: Oh, hypothetically it is the Rhetically, for ever we'll see
• 21:46
  Speaker 15: what happens better.
• 21:47
  Speaker 11: Hope we will not for be apart.
• 21:51
  Speaker 16: Oh, hypothetically, yes, theretically, forever I'll see what happens better.
• 21:59
  Speaker 11: Hope weep on that fur be apart.
• 22:03
  Speaker 2: I've been playing not a lot of hypotheticas in my mind.
• 22:08
  Speaker 2: I've been writing them down next to him man, been
• 22:11
  Speaker 2: imagining all the things an acc.
• 22:16
  Speaker 13: I've seen all the possibilities and my dreams. You're relow
• 22:20
  Speaker 13: you should really be text to me. That's not wait
• 22:25
  Speaker 13: and see.
• 22:31
  Speaker 3: Wow, guys, you've got that like that is dialed up
• 22:37
  Speaker 3: and tight and like listen. I don't know how else
• 22:41
  Speaker 3: to say this, but better than what I guess what
• 22:47
  Speaker 3: I expected, man, I mean, you guys sound freaking awesome.
• 22:51
  Speaker 7: That's the boring version too.
• 22:53
  Speaker 3: Really do you you got? You got eighty eight in
• 22:59
  Speaker 3: front of you? But do you do you prefer? I mean,
• 23:02
  Speaker 3: are you gonna be on a what are you gonna
• 23:03
  Speaker 3: be on Friday night?
• 23:04
  Speaker 7: This exact keyboard that I playing?
• 23:06
  Speaker 3: Do you like it? Do you like a Grand or
• 23:09
  Speaker 3: a baby Grand?
• 23:11
  Speaker 7: Or full ground?
• 23:12
  Speaker 3: Do you like a full Grand?
• 23:13
  Speaker 7: Like the most piano I can get in a piano?
• 23:15
  Speaker 3: Twelve foot Baldwin?
• 23:17
  Speaker 7: Please?
• 23:18
  Speaker 4: Really sounds like an offer.
• 23:20
  Speaker 7: Yeah, they.
• 23:22
  Speaker 3: Sell my house. But yeah, it's like, uh wow, and Leah, damn,
• 23:29
  Speaker 3: you got some uh you got some talent there you
• 23:33
  Speaker 3: here's some I hear some what do you hear, Bobby?
• 23:35
  Speaker 3: I hear a little bit of jazz. I hear some
• 23:37
  Speaker 3: some soul in there.
• 23:39
  Speaker 4: She's definitely got soul.
• 23:41
  Speaker 3: Yeah.
• 23:42
  Speaker 4: So yeah, Leah is.
• 23:43
  Speaker 6: Like a great example of you know, when teachers collaborate. Uh,
• 23:48
  Speaker 6: I really didn't know much of or about Leah last year, right,
• 23:53
  Speaker 6: and when it was kind of time to start thinking
• 23:55
  Speaker 6: about this class. I mean, you really need a strong
• 23:58
  Speaker 6: lead vocalist.
• 23:59
  Speaker 4: Yeah. And so you know, my colleague and the music.
• 24:02
  Speaker 6: Department, Miss Omara, She's like, holy, it would be great
• 24:05
  Speaker 6: for this and I'm like, yeah, wow, and yeah, she's
• 24:09
  Speaker 6: she fits well.
• 24:10
  Speaker 3: Is it? Is it a little weird? Is it a
• 24:14
  Speaker 3: little awkward? Is it just out of the comfort zone
• 24:18
  Speaker 3: to perform, to sing, to be so vulnerable in front
• 24:22
  Speaker 3: of other students at your school?
• 24:25
  Speaker 2: In fact, I've never done something like this before. I've
• 24:31
  Speaker 2: done like theater, and I've done like choral settings like
• 24:39
  Speaker 2: I'm in Spalding's chorus. Okay, I've gone to the festivals all
• 24:43
  Speaker 2: sorts of stuff, but I've never done something like this.
• 24:46
  Speaker 3: Wow.
• 24:46
  Speaker 2: And it was very scary.
• 24:50
  Speaker 3: What what do you I bad? I can? I can?
• 24:53
  Speaker 4: She's a former though.
• 24:54
  Speaker 6: We you know, like we played the Battle of Bands
• 24:57
  Speaker 6: of Hartwood when was that October?
• 24:59
  Speaker 3: Yeah?
• 25:00
  Speaker 4: And you know we we we learned.
• 25:03
  Speaker 3: Who do we learn we learned?
• 25:06
  Speaker 4: Yeah?
• 25:07
  Speaker 7: Oh, we learned that Lebel crush it.
• 25:10
  Speaker 4: What was the song we learned?
• 25:12
  Speaker 3: Yeah?
• 25:12
  Speaker 4: Yeah, okay, we learned Vienna, And so I.
• 25:15
  Speaker 3: Thought the song was called Leebel crush it.
• 25:17
  Speaker 4: Lea did crush it okay, and it's like it's you know, as.
• 25:20
  Speaker 6: A as an educator, and there was a lot of
• 25:22
  Speaker 6: trust in Leah and in my colleague that Leo was
• 25:25
  Speaker 6: going to crush it. Yeah, you know, dealing with that
• 25:28
  Speaker 6: little bit of anxiety that you have singing in front
• 25:31
  Speaker 6: of people and making yourself vulnerable through the rehearsal.
• 25:34
  Speaker 4: I was like, yeah, it sounds great.
• 25:35
  Speaker 6: And then we showed up to the show and it
• 25:37
  Speaker 6: was like a completely different lead vocalist on real stage,
• 25:41
  Speaker 6: and I'm like, all right, cool Omayer was right, Lias
• 25:44
  Speaker 6: Lia's performer, Like Leah steps up.
• 25:47
  Speaker 3: You know, there's a good number of us who are
• 25:51
  Speaker 3: talented in our own right. But you know, just just
• 25:56
  Speaker 3: being talented and and and and being good at something
• 26:00
  Speaker 3: doesn't necessarily mean that you're cut out for performing that
• 26:05
  Speaker 3: in front of a live audience. That's a whole different thing, man.
• 26:10
  Speaker 3: I mean, you can be an incredible shower singer like myself,
• 26:18
  Speaker 3: but getting out there in front of people is a
• 26:21
  Speaker 3: whole different thing.
• 26:22
  Speaker 4: Yeah. I hope the lights are bright.
• 26:24
  Speaker 3: Yeah they are.
• 26:25
  Speaker 7: They are bright, very bright.
• 26:29
  Speaker 3: We get a lot of comments here, people saying a
• 26:32
  Speaker 3: great job with this and that. Bobby, you're an outstanding
• 26:35
  Speaker 3: teacher and you know how to bring out the best
• 26:37
  Speaker 3: in every student. Some nice comments coming in here, and
• 26:43
  Speaker 3: you know, I'm so impressed. It's so not to sound
• 26:50
  Speaker 3: like a freaking cheese ball here, but it's so nice
• 26:54
  Speaker 3: to see youth students doing something that's that's good. Yeah,
• 27:03
  Speaker 3: you know, instead of getting tangled up with all of
• 27:06
  Speaker 3: the crap that is so easily able to be tangled
• 27:13
  Speaker 3: up in. Absolutely, you know, to have a healthy outlet
• 27:17
  Speaker 3: like this to be able to form and to perform.
• 27:19
  Speaker 3: But but you know, do songs together, collaborate? Do you
• 27:23
  Speaker 3: guys write songs too?
• 27:24
  Speaker 4: Well?
• 27:25
  Speaker 6: That is hopefully the goal for semester number two. Okay,
• 27:31
  Speaker 6: I think for the most part the semester one band
• 27:34
  Speaker 6: is intact for semester two. Okay, maybe one out in
• 27:39
  Speaker 6: a couple in, but they've I think they're familiar enough
• 27:44
  Speaker 6: with the style of music that we kind of tend
• 27:48
  Speaker 6: to lean towards that. Yeah, maybe maybe our two songwriters
• 27:53
  Speaker 6: are sitting right here.
• 27:54
  Speaker 3: You know, just an idea off the cuff here, But
• 27:57
  Speaker 3: I mean, maybe get get into a really good studio
• 28:03
  Speaker 3: sometime and maybe someone around here can donate that that
• 28:08
  Speaker 3: studio time, lay down some tracks, burn it, burn down
• 28:12
  Speaker 3: an EP and maybe sell that as as a uh
• 28:17
  Speaker 3: you know, a fundraising effort for from a food bank
• 28:21
  Speaker 3: or or whoever. Yeah, because you guys got the goods man,
• 28:25
  Speaker 3: you got the talent.
• 28:26
  Speaker 4: Thanks, thank you. I'm proud of them.
• 28:29
  Speaker 3: Yeah, you should be, Bobby. This is a reflection to you,
• 28:32
  Speaker 3: my man. You know what you're doing.
• 28:35
  Speaker 4: Thanks, let's let's let's do it.
• 28:38
  Speaker 3: Can we do another song? Can you?
• 28:41
  Speaker 4: I don't know what should be trying one. We only
• 28:43
  Speaker 4: kind of prepared that one.
• 28:45
  Speaker 3: Oh, that's fine, that's fine. Do you want to, Bobby?
• 28:50
  Speaker 3: Do you want to? You want to bring Andy up?
• 28:53
  Speaker 4: And sure you want to come? Sit Andy?
• 28:56
  Speaker 3: Get the Andy cam right here? Yeah, and Andy's over
• 29:03
  Speaker 3: here on on the uh it's not the full kit.
• 29:06
  Speaker 3: We we've just got the uh the high hat. And
• 29:09
  Speaker 3: I saw you guys on I saw you unloading that,
• 29:11
  Speaker 3: and I was like, oh boy, is there a full
• 29:14
  Speaker 3: drum kit here? All right? So Bobby you played drums too? Yeah,
• 29:19
  Speaker 3: all right, give us a little uh you know, give
• 29:24
  Speaker 3: us a little yeah, just give us a little something,
• 29:28
  Speaker 3: give us some funk.
• 29:37
  Speaker 4: I was.
• 29:39
  Speaker 3: Wow. Yeah, Now, Andy, do you have a what's your story? Man?
• 29:48
  Speaker 3: Do you have like a kit in the bedroom in
• 29:51
  Speaker 3: the garage? What's the deal? Well?
• 29:54
  Speaker 17: I actually used to live in a house that couldn't
• 29:58
  Speaker 17: really accommodate, h a real drum kit, So I had
• 30:01
  Speaker 17: like a tiny little electric drum set. And then my
• 30:05
  Speaker 17: dad and my mom moved us to a really nice
• 30:08
  Speaker 17: house where I got a room that I could keep
• 30:10
  Speaker 17: a drum kit in. And uh this, this older woman
• 30:13
  Speaker 17: in Fairfax just happened to have like my dream drum
• 30:17
  Speaker 17: kit that her son was going out to college. So
• 30:20
  Speaker 17: I was able to go out to Fairfax in the
• 30:22
  Speaker 17: middle of nowhere and get this insanely nice scretch Maple
• 30:27
  Speaker 17: select kit and uh yeah, my parents have to have
• 30:31
  Speaker 17: the same honor of that Bobby's did of listening to me.
• 30:35
  Speaker 17: Wow yeah, bang on a John Bonham sized drum kit
• 30:38
  Speaker 17: in the villain.
• 30:39
  Speaker 3: Ah love to Bobby. Isn't it refreshing to hear a
• 30:43
  Speaker 3: kid say John Bottam? Yeah? Wow? So so you you know,
• 30:48
  Speaker 3: you know the real drummers?
• 30:50
  Speaker 17: Yeah, I like any any kind of music. My my
• 30:53
  Speaker 17: dad did a good job of educating me on on
• 30:56
  Speaker 17: the uh he did classics, so so I listened to
• 31:00
  Speaker 17: a lot.
• 31:01
  Speaker 18: I have a lot of inspiration.
• 31:02
  Speaker 17: I like to play guitar, I play bass, I like
• 31:04
  Speaker 17: to write lyrics and stuff.
• 31:06
  Speaker 18: Still working on the singing part.
• 31:08
  Speaker 3: But yeah, no, that's Bobby. He's your man right there. Man,
• 31:12
  Speaker 3: that's incredible. Billy Copham You ever you ever explore a
• 31:17
  Speaker 3: little Bill Billy cop him?
• 31:19
  Speaker 18: I know the name.
• 31:21
  Speaker 17: Definitely probably something that my dad listens to. I experience
• 31:25
  Speaker 17: a lot of his music just walking around the house,
• 31:27
  Speaker 17: Like every morning I wake up, there's something different wow playing.
• 31:30
  Speaker 17: So I've probably heard him. I think I can even
• 31:32
  Speaker 17: picture him, but I couldn't name a song.
• 31:34
  Speaker 3: Does does Dad explain to you that bottom goes into
• 31:38
  Speaker 3: a place where a few other drummers have gone, and
• 31:44
  Speaker 3: that he does it's basically created a whole different style
• 31:50
  Speaker 3: of drumming.
• 31:51
  Speaker 18: Definitely.
• 31:51
  Speaker 17: I've also watched a lot of videos of him playing
• 31:54
  Speaker 17: over the time, and you can almost just like see
• 31:56
  Speaker 17: it in his face when he plays. He's just amazing
• 31:59
  Speaker 17: to like watch. It's almost like, I don't know, he's
• 32:02
  Speaker 17: almost making the drums into a different kind of instrument,
• 32:05
  Speaker 17: like more lyrical, you know.
• 32:06
  Speaker 3: And sometimes he'll he'll play backwards, which is pretty pretty incredible.
• 32:11
  Speaker 3: What about Stuart Copeland.
• 32:12
  Speaker 17: Stuart Copeland, he's pretty cool. He was an open face
• 32:16
  Speaker 17: drummer for a while, which means that he doesn't play
• 32:19
  Speaker 17: like with his hands crossed over one another on the kit.
• 32:23
  Speaker 17: He plays open face like this, so his high hat's
• 32:25
  Speaker 17: over here and he plays it with the left hand
• 32:27
  Speaker 17: and he plays the rest of the kit with his
• 32:28
  Speaker 17: right hand. He's actually he's actually ambidextrous.
• 32:32
  Speaker 3: So Bobby, did you know this? Yeah, that's I did
• 32:38
  Speaker 3: not know that about Stuart Copeland. That's let me let
• 32:43
  Speaker 3: me drop another name here at you. Of course we
• 32:46
  Speaker 3: have to be remissed if I didn't say Neil Pert.
• 32:50
  Speaker 17: Oh, I know Neil Pert. So my uncle is actually
• 32:54
  Speaker 17: really into music too, and I'd say Neil Pert is
• 32:57
  Speaker 17: probably his favorite drummer. I think there's even like signed
• 33:00
  Speaker 17: Neil Perk picture on the wall in his bedroom.
• 33:03
  Speaker 3: And you know we just lost him right. Yeah? Have
• 33:06
  Speaker 3: you seen this this German woman anaka Niles, who's taken
• 33:12
  Speaker 3: over for Rush?
• 33:14
  Speaker 18: No, actually I should look into that.
• 33:17
  Speaker 3: You absolutely need to do that, all right, like immediately
• 33:20
  Speaker 3: when we're done podcasting today, you need to google that
• 33:23
  Speaker 3: because it's going to absolutely blow your mind, Carter Buford,
• 33:30
  Speaker 3: no negative, So am I getting shamed here?
• 33:37
  Speaker 17: So he is the drummer for the Dave Matthews band,
• 33:42
  Speaker 17: Carter Bufford, and I don't want to shame him too much.
• 33:49
  Speaker 18: And he's he's pretty cool.
• 33:51
  Speaker 17: He wears a baseball glove when he plays to help
• 33:55
  Speaker 17: him hold onto the stick.
• 33:55
  Speaker 18: That's kind of like his calling card.
• 33:57
  Speaker 17: But he's insane, just like the implicated stuff that he
• 34:01
  Speaker 17: can play, rhythms, insider rhythms and stuff. I've seen Dave
• 34:04
  Speaker 17: Matthews band live. I saw them at Woodstock in New York,
• 34:08
  Speaker 17: right where Jimi Hendricks played, And uh, it's just amazing
• 34:11
  Speaker 17: to watch him. And like he plays this huge kit
• 34:16
  Speaker 17: that's just like all around him and it's just amazing
• 34:19
  Speaker 17: to watch. And and he never loses the groove no
• 34:21
  Speaker 17: matter like what he does.
• 34:22
  Speaker 18: He's just yeah.
• 34:25
  Speaker 5: And fills time with so many different.
• 34:29
  Speaker 17: Things and and somehow it always it always comes back
• 34:33
  Speaker 17: and he never gets in the way. He's just amazing
• 34:35
  Speaker 17: to watch.
• 34:37
  Speaker 3: I will, I will. I'm gonna check out Carter Buford.
• 34:40
  Speaker 3: You're gonna check out Billy Copyhm, okay deal, yes, all right.
• 34:47
  Speaker 5: I think it's a live intro to two.
• 34:50
  Speaker 3: Step Okay, all right, well I definitely will. I'm intrigued now,
• 34:56
  Speaker 3: and I promise you that I won't try to on
• 35:00
  Speaker 3: the interstate watching this on YouTube. Okay, but anyway, so
• 35:07
  Speaker 3: the kit is your thing, man, it's like you you
• 35:09
  Speaker 3: love that.
• 35:10
  Speaker 17: Yeah, it was probably at the end of my eighth
• 35:13
  Speaker 17: grade year is when I really got into playing the drums,
• 35:17
  Speaker 17: when I first got that electric drum set, and like
• 35:19
  Speaker 17: ever since then, it's just been all types of music. Yeah,
• 35:22
  Speaker 17: Like I always liked music, but I never thought had
• 35:24
  Speaker 17: thought about really playing instruments, and then I just kind
• 35:26
  Speaker 17: of picked it up and and like, I guess it
• 35:29
  Speaker 17: was kind of like part of me because I was
• 35:31
  Speaker 17: really good at it, like right from the start, and
• 35:34
  Speaker 17: I just I just love it. And that's a great
• 35:35
  Speaker 17: way to meet a lot of people like Bennett Shapiro
• 35:38
  Speaker 17: and mad Tech Sound. I met my best friend Pie
• 35:40
  Speaker 17: through playing drums.
• 35:42
  Speaker 3: Like that's great.
• 35:43
  Speaker 18: Yeah, it's drumming is pretty cool.
• 35:46
  Speaker 3: Again, just refreshing to see some young kids who have
• 35:53
  Speaker 3: an outlet like this. I love hearing about this. What
• 35:55
  Speaker 3: about the what about the song Vienna? Do you guys
• 35:58
  Speaker 3: do a pretty good job of that?
• 36:00
  Speaker 17: So we actually play a cover of a cover of Vienna.
• 36:05
  Speaker 18: Do you know, do you guys.
• 36:06
  Speaker 3: Remember what a request for that Couch?
• 36:11
  Speaker 17: Yeah, so that's the Sweater Sessions Couch arrangement. So Couch
• 36:14
  Speaker 17: came in and played a bunch of songs off their
• 36:16
  Speaker 17: albums for the Sweater Sessions or whatever. The studio that
• 36:20
  Speaker 17: they went into is called And we heard that arrangement
• 36:23
  Speaker 17: and thought it was really cool. Uh So, so we
• 36:26
  Speaker 17: learned that that's what we played at the Battle of
• 36:28
  Speaker 17: the Bands, and I think it's just like a good
• 36:32
  Speaker 17: rearrangement of a classic. And uh it kind of trips
• 36:36
  Speaker 17: people out because it starts with the opening riff of
• 36:39
  Speaker 17: Vienna and then goes into kind of a jazzy funk
• 36:43
  Speaker 17: lick and then yeah, then the actual song starts, but.
• 36:46
  Speaker 18: It still calls back to the original.
• 36:48
  Speaker 3: So yeah, Broadway, what do you what do you say?
• 36:57
  Speaker 3: As as students? Uh and and Bobby, I'll ask you
• 37:03
  Speaker 3: the same question here, But what do you say too?
• 37:08
  Speaker 3: I'm just curious another student who comes into this curriculum,
• 37:16
  Speaker 3: this course with you guys, and they kind of, for
• 37:23
  Speaker 3: lack of a better term, it kind of suck because
• 37:29
  Speaker 3: here's the thing. I love to sing, but I'm not
• 37:35
  Speaker 3: no I'm not. I'm not. I'm not designed to sing
• 37:41
  Speaker 3: in front of others. I am. I am a singer
• 37:45
  Speaker 3: inside the car and I mean it. I'm belt in
• 37:48
  Speaker 3: hard brow, but shouldn't be part of the band. I suck,
• 37:56
  Speaker 3: but I love to sing. I come into the band.
• 37:59
  Speaker 3: I'm on keys, I'm i'm I'm a horrible drummer. Whatever,
• 38:03
  Speaker 3: it is not supposed to be singing. What do you say?
• 38:08
  Speaker 3: What do you say?
• 38:09
  Speaker 18: Pick up a shaker? I mean, I.
• 38:13
  Speaker 17: Know, yeah, you gotta try beat the sound.
• 38:24
  Speaker 7: Yeah, you gotta try.
• 38:26
  Speaker 17: I think as Bobby said to us a bunch, and
• 38:30
  Speaker 17: and as I've learned, like meeting cool musicians around Vermont,
• 38:33
  Speaker 17: like Rich Davidian and Andrew Gagnon, is that humans are inherently musical.
• 38:40
  Speaker 17: So I think it's just a matter of practice, and
• 38:45
  Speaker 17: if you really want to do something enough, you can't.
• 38:47
  Speaker 17: Like when I picked up a guitar, I had no idea,
• 38:49
  Speaker 17: Like it took me forever just to like learn basic chords,
• 38:53
  Speaker 17: and now I'm able to like play guitar when I
• 38:56
  Speaker 17: jam with my friends and even in modern band, and
• 38:59
  Speaker 17: like bass too, Like at the beginning of the semester,
• 39:02
  Speaker 17: i'd never played bass with the band and now I
• 39:04
  Speaker 17: play based on like five songs. So it's just a
• 39:06
  Speaker 17: matter of learning and practicing and if you really want
• 39:09
  Speaker 17: to do it, you can.
• 39:10
  Speaker 3: Wow. Is that what you would say to someone who
• 39:16
  Speaker 3: was trying to commit to that? Really?
• 39:18
  Speaker 4: Yeah?
• 39:19
  Speaker 3: Wow? What about you Bear? What would you say?
• 39:22
  Speaker 7: Well, they have to try.
• 39:23
  Speaker 8: We have a song right now near the end of
• 39:25
  Speaker 8: our show where everybody sings. We're all singing the same thing,
• 39:28
  Speaker 8: but everybody singing by themselves. It's really like a solo
• 39:32
  Speaker 8: and the keyboard is the only thing playing. Everybody singing.
• 39:34
  Speaker 8: And there was a few people who didn't want to
• 39:36
  Speaker 8: sing at first. They watched everybody else try and they
• 39:39
  Speaker 8: were nervous. But you just just gotta push them and
• 39:43
  Speaker 8: they will sing and it is good. I haven't thought
• 39:46
  Speaker 8: that anybody has sucked yet.
• 39:48
  Speaker 3: Really, I.
• 39:54
  Speaker 5: That was a moment right there.
• 39:56
  Speaker 7: Thank you.
• 39:56
  Speaker 3: So here's here's a million. What's what's Bobby singing like?
• 40:00
  Speaker 3: Ten being absolutely unbelievable, zero being equivalent to JD suck.
• 40:09
  Speaker 8: I don't know about the number, but he kind of
• 40:11
  Speaker 8: makes a face like this. He goes like, oh, he
• 40:14
  Speaker 8: really gets his face going. He's trying to tell Leo
• 40:17
  Speaker 8: what this saying he's trying to hit the high outes.
• 40:18
  Speaker 18: He's like, oh, yeah, if.
• 40:21
  Speaker 5: I answer the question, can you hear me? Yeah? Just
• 40:24
  Speaker 5: weak up we go.
• 40:25
  Speaker 6: Yeah, So your your original question about if somebody's not
• 40:30
  Speaker 6: bringing it all to the table in the beginning.
• 40:32
  Speaker 5: This has been like, you know, I've.
• 40:34
  Speaker 6: Been Spaulding for twenty years and one of the biggest
• 40:36
  Speaker 6: shifts with young people is risk and putting yourself out
• 40:42
  Speaker 6: there and being vulnerable. Nobody in our world was instantly
• 40:48
  Speaker 6: good at anything that they do. So you know, I've
• 40:51
  Speaker 6: always looked at my job and you know, we crossed
• 40:54
  Speaker 6: pass the other night when I was coaching a basketball team,
• 40:57
  Speaker 6: and I always looked at this part of it as
• 40:59
  Speaker 6: really coaching, and it's it's been a challenge to try
• 41:03
  Speaker 6: to show kids that you're gonna be terrible at it.
• 41:06
  Speaker 5: In the beginning, that's okay, that is totally fine. The
• 41:10
  Speaker 5: idea is to.
• 41:13
  Speaker 6: Do it, and as you do it more you learn
• 41:16
  Speaker 6: what not to do, and you learn what to do,
• 41:18
  Speaker 6: and you build confidence and you build courage, and then
• 41:21
  Speaker 6: you start you start seeing some of these performances. You know,
• 41:25
  Speaker 6: like you just saw these these guys are great high
• 41:27
  Speaker 6: school musicians, but like it's got to start somewhere, and
• 41:32
  Speaker 6: trying to coach them that it's okay to be bad, Like, look,
• 41:35
  Speaker 6: this is the learning process. Everybody starts somewhere. You don't
• 41:39
  Speaker 6: have to instantly be good at anything. And I think
• 41:42
  Speaker 6: a lot of the you know, unfortunately, a lot of
• 41:45
  Speaker 6: the byproducts of public education now is we really want
• 41:49
  Speaker 6: kids to do well and to be right. And so
• 41:53
  Speaker 6: when it comes into something like these either visual arts
• 41:55
  Speaker 6: or the performing arts, where you're not gonna be right
• 41:58
  Speaker 6: for a long time, and to understand the process and
• 42:02
  Speaker 6: to build the courage and the culture that it's gonna
• 42:07
  Speaker 6: sound terrible.
• 42:08
  Speaker 5: As long as you peek at the right time, it's
• 42:12
  Speaker 5: all good.
• 42:13
  Speaker 6: Like, I don't care how bad these guys sounded back
• 42:15
  Speaker 6: in September or how much they didn't want to play
• 42:18
  Speaker 6: the songs that I was suggesting for them.
• 42:20
  Speaker 5: They're the last week.
• 42:22
  Speaker 6: I've had a blast, absolute blast teaching this class. The
• 42:26
  Speaker 6: energy we've been on stage getting ready for the show.
• 42:29
  Speaker 6: The energy is awesome and I can just kind of
• 42:31
  Speaker 6: sit back and enjoy the show.
• 42:34
  Speaker 5: So it took a while, though, So.
• 42:35
  Speaker 6: It's anybody coming in that maybe feels like they're not
• 42:38
  Speaker 6: bringing something to the table, and I'm sure you know
• 42:41
  Speaker 6: we had them. And I think everybody really feels worth
• 42:44
  Speaker 6: right now in the ensemble and they're doing.
• 42:47
  Speaker 5: An awesome job.
• 42:49
  Speaker 3: Yeah, you guys are fantastic. And you like, like Bobby
• 42:58
  Speaker 3: just said, Friday night, you're gonna be bringing a lot
• 43:02
  Speaker 3: to the table. You're gonna be bringing food to the table.
• 43:04
  Speaker 3: The from Odd Food Bank is the recipient, the beneficiary
• 43:09
  Speaker 3: of the donations that are going to be coming in
• 43:13
  Speaker 3: as your admission to get into the Spaulding Auditorium Friday
• 43:19
  Speaker 3: night at six o'clock to see you guys doing this.
• 43:21
  Speaker 3: It's called the Tones for Table, Tones for the Table.
• 43:27
  Speaker 3: And this is wonderful. I mean, you guys are having fun,
• 43:32
  Speaker 3: you're doing what you enjoy, but you're also doing something
• 43:37
  Speaker 3: wonderful for the community at the same time. And that, man,
• 43:43
  Speaker 3: it's like, we need good news in our community. We
• 43:50
  Speaker 3: need to hear about good things that are happening, and
• 43:53
  Speaker 3: good things making the press and good things that are
• 43:59
  Speaker 3: grabbing our attention instead of so much negativity. And there's
• 44:04
  Speaker 3: plenty of that everywhere, but man, you guys are you
• 44:06
  Speaker 3: guys are doing that man? And and I love this
• 44:09
  Speaker 3: and Leah, I love the fact that you you reached
• 44:13
  Speaker 3: out to me and said, yo, we gotta we gotta
• 44:16
  Speaker 3: get you. Uh, we got to get you to to
• 44:19
  Speaker 3: promote this? Is that what you'd say? You guys are
• 44:23
  Speaker 3: just I'm really impressed. I'm really impressed. How many other
• 44:28
  Speaker 3: band members are there?
• 44:30
  Speaker 7: There's nine in total, right.
• 44:35
  Speaker 3: In addition to you three?
• 44:37
  Speaker 18: Yeah, there's eleven.
• 44:38
  Speaker 7: Sorry, everyone, there's a few. It's a big band.
• 44:45
  Speaker 3: Do you do you?
• 44:46
  Speaker 11: Uh?
• 44:46
  Speaker 3: You guys? Is it is this a hobby or is
• 44:49
  Speaker 3: this something that you maybe might aspire to? Hey, you know,
• 44:55
  Speaker 3: I might want to go to music school after a
• 44:58
  Speaker 3: small What great are you guys in? By the way,
• 45:00
  Speaker 3: we're all it's just something you want. You want to
• 45:04
  Speaker 3: pursue after after school at this point, maybe get into
• 45:08
  Speaker 3: you know, get into Berkeley or wherever.
• 45:12
  Speaker 2: I don't want to jinx it, but yeah, I've thought
• 45:17
  Speaker 2: about it, but I'm not sure.
• 45:21
  Speaker 17: Okay, Uh, I'm going to school for computers and.
• 45:26
  Speaker 18: Maybe make money.
• 45:28
  Speaker 17: Yeah, maybe maybe make money maybe if I can do
• 45:31
  Speaker 17: something with music off of that. But definitely, I always
• 45:34
  Speaker 17: want music to be a part of my life. I
• 45:35
  Speaker 17: don't know if it's going to be my job, but
• 45:38
  Speaker 17: sometimes I worry if if you know, you make it
• 45:40
  Speaker 17: your job, you won't have as much as much fun
• 45:42
  Speaker 17: as if you're just doing it for fun.
• 45:43
  Speaker 3: Right, So you has anyone told you that you look
• 45:48
  Speaker 3: like a very young Stewart Copeland.
• 45:54
  Speaker 17: No, no one's told me that. They say I look
• 45:57
  Speaker 17: like my dad. I do look a lot like my dad.
• 46:00
  Speaker 3: Maybe Stewart had the exact same hair, still does, still does.
• 46:07
  Speaker 3: I wish you guys, Uh, just great, great blessings and
• 46:14
  Speaker 3: great luck with your lives ahead and beyond high school
• 46:20
  Speaker 3: and in your personal lives and in your musical lives,
• 46:23
  Speaker 3: and of course on Friday night at the auditorium it's balding. Uh,
• 46:30
  Speaker 3: this tones for the table is it's a big deal.
• 46:33
  Speaker 3: It's a big deal. And this is the first? Will this?
• 46:36
  Speaker 3: Will there be a second? Bobby? Is this an annual thing?
• 46:39
  Speaker 6: I really hope so it might maybe a bi annual thing.
• 46:45
  Speaker 5: Really, I really wanted.
• 46:47
  Speaker 6: To come up the way to showcase the work that
• 46:50
  Speaker 6: they've done, you know, and given them a couple of
• 46:54
  Speaker 6: songs to play at our concert banding chorus concert like
• 46:59
  Speaker 6: tonight we have that concert. It didn't really seem like
• 47:03
  Speaker 6: the right setting to have, you know, some concert band
• 47:08
  Speaker 6: and choral music and then hip hop right right dunes. Yeah,
• 47:14
  Speaker 6: so yeah, I mean we have, you know, two semesters
• 47:17
  Speaker 6: in the school year. I'd kind of like to find
• 47:20
  Speaker 6: other ways and other avenues to explore to have this
• 47:23
  Speaker 6: performance opportunity at least for them, and to have a benefit.
• 47:26
  Speaker 6: You know, maybe we talk about some other organizations that
• 47:29
  Speaker 6: we can benefit and try to do something like this
• 47:31
  Speaker 6: twice a year.
• 47:32
  Speaker 3: Sure. So, yeah, you got the talent, you might as
• 47:36
  Speaker 3: well get out there and use it and you know,
• 47:39
  Speaker 3: have some some better good come out of it, you.
• 47:42
  Speaker 17: Know, if I can get in here. Yeah, I just
• 47:45
  Speaker 17: want to say, like, not only was the purpose of
• 47:49
  Speaker 17: this event to raise money for the food bank and
• 47:51
  Speaker 17: give us an outlet to you know, show our music,
• 47:54
  Speaker 17: it was also to get the community involved and see
• 47:58
  Speaker 17: what me and my peers are full of. And a
• 48:01
  Speaker 17: big part of that was, like I'm a member of
• 48:04
  Speaker 17: the Spaulling Student Council, so I helped head up like
• 48:08
  Speaker 17: reaching out to a lot of local businesses about sponsorships
• 48:11
  Speaker 17: and getting their inclusion. And then when I would go
• 48:13
  Speaker 17: in there, I would personally invite you know, all the
• 48:16
  Speaker 17: people in the business to the concert and just all
• 48:19
  Speaker 17: of that in general, like Uh, we better see you there, guys,
• 48:25
  Speaker 17: do it? Do it for your friend JD and dancing,
• 48:27
  Speaker 17: better dancing, They're better be dancing.
• 48:29
  Speaker 6: Really want to be like a community event. You know,
• 48:32
  Speaker 6: a lot of times our concerts we get parents and
• 48:34
  Speaker 6: grandparents and maybe a straight student, but we really want
• 48:38
  Speaker 6: the community of Arry to come out and enjoy the music.
• 48:41
  Speaker 5: You know, part of getting native tongue.
• 48:43
  Speaker 6: A lot of people know that band trying to get
• 48:45
  Speaker 6: that you know, fan base in.
• 48:48
  Speaker 5: Spalding.
• 48:49
  Speaker 6: Students, if they bring extra non perishable food items, uh,
• 48:53
  Speaker 6: they're they're going to get community service hours.
• 48:55
  Speaker 5: That is a graduation requirement.
• 48:57
  Speaker 6: So if they bring beyond, you know, they're going to
• 49:00
  Speaker 6: get an hour of community service, which is a way
• 49:04
  Speaker 6: to get you know, their peers to watch them. Just
• 49:06
  Speaker 6: like you go to a basketball game and you see
• 49:08
  Speaker 6: the student section.
• 49:09
  Speaker 5: We want a student section at our concerts too.
• 49:11
  Speaker 6: And it's gonna be It's gonna be the real deal,
• 49:13
  Speaker 6: you know, like we got a real sound guy and
• 49:16
  Speaker 6: hopefully you feel some kick drum in your chest and yeah,
• 49:19
  Speaker 6: it's gonna be great.
• 49:20
  Speaker 4: Real music.
• 49:21
  Speaker 18: We're not messing around.
• 49:22
  Speaker 8: It's not Andrew Boys and JR. No, it's real music.
• 49:26
  Speaker 8: It's not great thing.
• 49:29
  Speaker 3: I love this, man, I am. I'm so humbled to
• 49:33
  Speaker 3: have you guys in here. I'm so blessed. Our our listeners,
• 49:38
  Speaker 3: our followers are are giving you big thumbs up right
• 49:42
  Speaker 3: now watching live, and they're so proud and impressed that
• 49:48
  Speaker 3: we've got some students like you all right here in
• 49:52
  Speaker 3: our community. The only thing I ask is that you
• 49:56
  Speaker 3: guys please stay in touch with me with whatever that
• 50:00
  Speaker 3: you're doing, and I'll help you promote it. And thank
• 50:03
  Speaker 3: you ever so much for coming in here, Bobby, Thank
• 50:06
  Speaker 3: you so much, Leah, thanks, thanks for thanks for being
• 50:11
  Speaker 3: persistent and and and staying with me on this. And uh, guys,
• 50:15
  Speaker 3: get back in here sometime soon.
• 50:17
  Speaker 8: All right, Yeah, thanks.
• 50:20
  Speaker 3: You got it. Good luck, good luck on uh on
• 50:24
  Speaker 3: on Friday night. Man, it's gonna be amazing. Six o'clock.
• 50:29
  Speaker 3: Get there early too. Don't don't be walking in at
• 50:32
  Speaker 3: six oh five.
• 50:33
  Speaker 2: You might not get a see.
• 50:35
  Speaker 3: Yeah, this is gonna be. It's gonna be. It's gonna
• 50:37
  Speaker 3: be full. Bring some some non imperishable food to tell
• 50:42
  Speaker 3: your friends. Yes, yes, all of that everyone, Yes, tell
• 50:46
  Speaker 3: the world. Tell your dog, spread this week, spread this one,
• 50:51
  Speaker 3: share it coming all that good stuff. Thanks guys over now.
• 50:56
  Speaker 9: Thank you Most Gift
• 52:10
  Speaker 15: India as