For a larger portion of my life, music was a burden to me. I only practiced violin because my mom told me to, carelessly rushing through my workbooks hoping to quickly return to whatever had occupied me before. It was within my every intention to quit music when I finished high school. Yet throughout my journey, and through exposure to new music, a passion began to brew within me. As I grew, I learned to understand music’s true beauty, and it soon became something I could not live without.
I recall one day in particular, which I believe sparked my newfound appreciation for music. I was about twelve years old, and my father called me to the living room of our home. “Listen,” he said while handing me his headphones and iPod. The screen read “Cinema Paradiso” by Chris Botti and Yo-Yo Ma. He often did this with many of his favorite pieces hoping that I would like them, but I never did.
Contrarily, I can confidently say that this was the first time in my life that I had felt a significant connection to a piece of music. From that day forward, I had that recording ready to listen to on any device I had and in any place I was. My pure obsession with that piece prompted me to look for more works of the like, and I began to delve into the world of classical music. Soon enough, I dreamed of becoming just like the musicians on the recordings I so often listened to.
In the coming months and years, I completely engulfed my life in music, not just through listening, but through playing, too. I joined new ensembles and filled my summers with music camps.
Never would I have guessed that I would be a part of the Philadelphia Youth Orchestra or that I would get to travel across the country to participate in programs like Sphinx Performance Academy or Fortissima at some of the most prestigious conservatories in the world.
I am forever grateful for the experiences that music has given me, and it is important to recognize that a plethora of those opportunities were made possible through music education programs. It was through school music programs that I was introduced to other programs and ensembles that became an integral part of my growth as a musician. It was through music education programs that I realized my love for orchestral playing, leading me to join other orchestras and learn from some of the most talented musicians in my region. It was through school music programs I was given one of my first violins, a private teacher, and an endless list of crucial resources.
I recognize school music education as one of the initial stepping stones in my life-long journey, leading me to where I am today; an 18-year-old with an undeniable passion for music. And because of that passion, I am off to college in the fall to study music performance.
Music has opened an immense number of doors for me, and I want every other child to be given the chance to have their creativity flourish through music. I want them to be able to find their own form of expression through music. I want them to be able to realize the beauty of music-making and have to experience some of the greatest, life-changing works. I want the youth to be impacted by music just as I was, and through music education programs, an endless amount of children will have a chance to flourish through the opportunities offered by music.
Two pairs of signature colors; blue and red, and red and white. My primary options for pursuing a postsecondary education; Belmont University in Nashville, Tennessee vs. Berklee College of Music in Boston, Massachusetts. My majors chosen for each; Commercial Music with an emphasis in composition and arranging at Belmont versus Professional Music at Berklee. As a senior in high school, my stomach twisted on my couch while praying for God to reveal which school I was to spend the next four years at. While admittedly country is not my preferred genre, and with the Lord’s guidance, I finally went in the direction of Music City Nashville to take advantage of the opportunities and musical variety of the location.
In my short period of venturing and networking at Belmont, God opened doors for me to work as a background singer, win an a Capella competition with my school group, record/arrange with several producers and engineers, along with additional endeavors. The environment reminded me every day why I strive for a musical occupation.
My essential desires for my academic tenure consist of developing my vocal proficiency, ear training, and acute understanding of musical tastes. I seek to cultivate relationships and collaborations with other musicians so that by the time I graduate, I can attain work in professional settings. I have felt music as my calling for a long time, itching to express my experiences and sentiments through song, which is my medium. In my first single, “P.B.A.,” I wrote about my high school experience and preferring isolation over social environments. It was liberating, and I felt a little piece of my voice had finally made it out into the world. I aim to give my character and personality a platform through music and weave through the range of vocations that incorporate exploring multiple styles, plus having a refined musical ear. As a black student, too, I work on introducing my notable influence by presenting the unique music that I grew up with to my area, mainly island/reggae music. I believe there is significance in the exposition of less prominent genres and styles because it plants seeds in listeners’ ears and inspires them to exit their sonical comfort zones. After school, I hope to join a background singer organization called Team BGV, which hires professional and advanced-level musicians to not only backup artists, but arrange, co-write, and direct, too.
While my experience with music progressed quicker in recent years, my early background with music is interestingly enough not very extensive since the grade schools that I attended had small-scale, underfunded music programs. They did not provide much to my musical foundation, and as I reflect on life, I wish they offered more to propose to potential musicians at young ages. While I participated in school choirs and vocal ensembles in elementary and middle school, my understanding of music came primarily from outside groups and lessons. Keeping music in grade schools allows students to realize and grasp exactly what their proficiency is in the arts. An early enough introduction and comprehension set up their life easier, now that they have a foundation in what they want to pursue. For example, teaching the fundamentals of music theory to elementary school choirs or middle school bands, so they know the mechanics of what they are singing or playing. Or, hiring vocal/instrumental teachers for more in-depth student lessons. The encouraging and rewarding of opportunities for young musicians instills their motivation. Music in grade schools welcomes early proficiency and, in doing so, commences an early path to success.
