My name is Jayden Delaney, and I believe music is more than just sound—it’s salvation. It has carried me through struggle, sparked my creativity, and defined my purpose. I’m a proud 2025 graduate of Military Magnet Academy in North Charleston, South Carolina, and a first-generation college student currently pursuing a degree in Music Education at Alabama State University. My goal is to not only master my craft, but to use it as a tool to uplift others the same way music once lifted me. My journey began with a tuba. As strange as that may sound, it was this instrument that gave me a voice when I didn’t feel heard. I joined the band in middle school with curiosity and a desire to belong. By high school, music had become my identity. I spent years performing with the Mighty Marching Eagles, eventually becoming a three-time Band MVP, an All-Region and All-State musician, and a leader my peers could count on. Music became more than performance—it became a language I spoke fluently and passionately. I went on to mentor younger students, intern with Chicora Elementary’s music department, and build relationships with children who reminded me of my younger self—eager, full of potential, and just waiting for someone to believe in them. That experience cemented my desire to teach. I realized I didn’t just want to play music; I wanted to dedicate my life to helping others discover their own sound. After completing my degree in 2029, I plan to return to communities like the one I came from—communities where students are often told to dream smaller. I want to teach at the high school level, eventually advancing to the collegiate stage, mentoring future musicians and building music programs that don’t just survive but thrive. My long-term dream is to establish a nonprofit that funds music education in under-resourced schools, provides instruments and private lessons, and offers mentorship for young musicians of color. Music is joy, yes—but it’s also justice. In a world that tries to silence certain voices, music can amplify them. It can heal, educate, and inspire all at once. I’ve seen firsthand what happens when students who are struggling in math or reading suddenly light up in music class. They find confidence, expression, and purpose. I want to be the teacher who lights that spark. The Marshall and Dorothy Smith Memorial Music Scholarship would not only support my academic journey—it would invest in the hundreds of students I hope to teach, mentor, and inspire over the next decades. Their legacy, like mine, would live on in every note played by a student who might’ve otherwise never picked up an instrument. I am committed to this work with ambition, drive, and relentless passion. Music saved me. Now, I plan to spend my life passing that gift forward—one lesson, one student, one performance at a time.

My name is Jayden Delaney, and my journey began in North Charleston, South Carolina—where I learned that resilience is not just a mindset, it’s a lifestyle. Raised in a single-parent household in a community where opportunity was rare and dreams were often dimmed by circumstance, I found my voice not through words, but through music. My passion for music was born in the bleachers of my middle school band room. I still remember the first time I picked up a tuba—its sound was powerful, deep, and commanding. It gave me a sense of identity when the world felt uncertain. That instrument became my outlet, my voice, and eventually, my path forward. Throughout high school at Military Magnet Academy, I pushed myself not just to succeed—but to stand out. I maintained a 4.0 GPA while being actively involved in my school and community. I became a three-time MVP of the Mighty Marching Eagles, earned spots in both All-Region and All-State bands, and served as Student Government Vice President and later President. I also completed over 200 hours of community service—volunteering with organizations like the Ronald McDonald House and MUSC Children’s Hospital. Still, some of my most cherished moments came from mentoring younger students during my internship with Chicora Elementary’s music department. Watching their eyes light up when they grasped a new musical concept reminded me why I want to dedicate my life to education. Now, I’m a proud member of the Alabama State University Marching Hornets and an aspiring music educator with plans to earn my degree by 2029. As a first-generation college student and a young Black man in the arts, I carry not only my dreams—but those of my family, my community, and every child I hope to teach one day. I want to create safe, inspiring band rooms in underfunded schools—spaces where kids can unlock their potential just like I did. Music saved me, and I want it to be a lifeline for others too. What drives me is more than ambition—it’s purpose. I know what it means to struggle and to still show up, to want more but have less, and to believe in something no one else can see yet. It’s not just about becoming a teacher or band director; it’s about being the mentor, the motivator, the beacon that reminds students they are more than their zip code or their test scores. Sloane Stephens’ story resonates deeply with me. Her ability to rise to the top of her sport while still staying rooted in community speaks to the kind of legacy I want to build. Like her grandparents did for her, my grandmother helped raise me with compassion, dignity, and the belief that kindness is a form of strength. That belief has guided every step of my journey. This scholarship would not only help lighten the financial burden that often threatens to derail students like me—it would affirm that my story matters. And I plan to turn that support into a symphony of change for the next generation. Thank you for considering me. This is just the beginning, and I am determined to rise.

Growing up in a low-income household in North Charleston, South Carolina, I learned early that dreams often cost more than money—we pay for them in sacrifice, resilience, and unwavering faith. For years, I watched my family work tirelessly to provide the bare minimum, yet they gave me the most powerful tool of all: belief in my potential. Despite financial limitations, I found purpose and pride in one place—music. My greatest achievement to date wasn’t just about winning an award or earning a title—it was earning a full spot in the prestigious Alabama State University Marching Hornets band, a symbol of everything I’ve overcome and everything I plan to build. Being selected for the Marching Hornets wasn’t easy. As a tuba player, I dedicated hundreds of hours to my craft, all while maintaining a 4.0 GPA at Military Magnet Academy. I practiced early in the mornings and late into the nights, studied while working part-time, and held leadership positions in my school’s student government. I became a three-time band MVP, All-Region and All-State musician, and served as a mentor to younger students in both academic and musical development. I did this while navigating the real challenges that come with being a first-generation college student from a low-income background. Earning my spot at ASU, especially within a nationally renowned HBCU band program, taught me that greatness isn’t reserved for those with privilege. It’s available to those who are willing to work hard, stay disciplined, and believe in something greater than their current circumstances. It proved to me that I am more than a statistic—that even though only 14% of low-income students earn a degree within eight years, I am determined to be in that number and help others do the same. Through this journey, I discovered that my true passion lies in education—specifically music education. Music gave me an identity, a purpose, and a platform. It helped me navigate the trauma, self-doubt, and pressure that often accompany financial hardship. Now, I want to give that same sense of direction to students who feel invisible or unsupported. My goal is to become a high school band director and, eventually, a college professor of music education, especially at institutions that serve underrepresented and underserved populations. But I don’t just want to teach music—I want to teach resilience. I want to show students from low-income neighborhoods that they can dream audaciously and live intentionally. I plan to launch music outreach programs in Title I schools, create scholarship funds for low-income musicians, and partner with local nonprofits to provide instruments and lessons to students who can’t afford them. The truth is, my greatest achievement isn’t behind me—it’s the foundation I’ve laid for everything to come. It’s the ability to walk into classrooms and band rooms knowing I’m equipped not just with knowledge, but with lived experience. I’ve been the kid without resources, without connections, but not without hope. And it’s that hope that drives me forward every day. Receiving the WCEJ Thornton Foundation Low-Income Scholarship would be more than financial support—it would be a message that my journey matters. It would empower me to continue my education without sacrificing essentials, and to pour even more energy into becoming the kind of educator, mentor, and leader I needed when I was younger. This is not just about me—it’s about everyone who’s been told that where they come from determines how far they can go. I’m here to prove them wrong.

My name is Jayden Delaney, and I am a proud Black male educator in the making. Born and raised in North Charleston, South Carolina, I carry with me the voices of my community—voices often unheard, overlooked, or misunderstood in the spaces that shape young minds. I am currently a Music Education major at Alabama State University, and my dream is to change the face of education—one student, one classroom, one rhythm at a time. My journey hasn’t been easy. As a first-generation college student, I’ve faced the weight of financial hardship, societal doubt, and systemic underrepresentation. Yet, I’ve never let any of those barriers silence my purpose. What has kept me grounded and driven is one truth: representation matters. Seeing someone who looks like you, talks like you, and comes from where you come from—especially in a space as transformative as a classroom—can mean the difference between potential discovered and potential buried. As a student, I was often the only Black boy in gifted classes, the one who spoke differently, the one who thought musically. Music became my sanctuary, my form of expression, and eventually, my compass. I learned to lead as a tuba player, marching band MVP, and All-State musician, but more importantly, I learned to teach. From mentoring young students at Chicora Elementary to organizing student government initiatives like the Compassion Closet, my life has been centered around service and guidance. These experiences revealed that my influence doesn’t start and end with music—it expands into identity, confidence, and opportunity. That’s why I’ve chosen to become an educator—not just to teach notes and rhythms, but to teach resilience, creativity, and self-worth. I want to build band rooms where every student, especially young Black boys, can walk in and feel like they belong. I want to teach in schools where culture is not erased but embraced. I want to create spaces where excellence isn’t a surprise—it’s the expectation. We often talk about changing the system, but real change happens at eye level—in those moments when a student feels seen, heard, and believed in. As a Black male educator, I will be that mirror for my students. I will be the example that you can come from humble beginnings and still dream loudly. That you can face trauma and still build peace. That your story doesn’t disqualify you—it qualifies you to lead. My impact won’t end at the classroom door. I plan to initiate after-school mentorship programs for young men of color, partner with local arts organizations to bring cultural enrichment into schools, and advocate for equity in education policy. Long-term, I want to become a district-level arts administrator and education consultant, amplifying the voices of underrepresented educators and students alike. Receiving the Mark A. Jefferson Teaching Scholarship would be more than financial support—it would be a confirmation that my voice and my vision matter. With your help, I will continue blazing this trail, breaking generational ceilings, and showing every student—especially those who look like me—that the classroom is not just a place of learning, but a launchpad for legacy.

Music didn’t just change my life—it saved it. I grew up in a community where hope wasn’t always loud enough to be heard over struggle. My family did everything they could to support me, but the reality of financial instability often threatened to drown out my dreams. I didn’t grow up with expensive instruments or private lessons. What I did have was a battered school-issued tuba, a growing sense of rhythm in my chest, and an unshakable desire to be heard. The first time I played a note on that tuba, something shifted. I found peace in the chaos. For the first time, I felt like I had something powerful to say—even without words. Music gave me the ability to process emotions I didn’t know how to talk about. It helped me rise above self-doubt, economic hardship, and the pressure to be someone I wasn’t. In music, I found myself. As my skills grew, so did my ambition. I earned All-Region and All-State honors, became a three-time MVP in my high school marching band, and dedicated hundreds of hours to perfecting my craft. But it wasn’t just about the notes—I was also learning discipline, leadership, and the importance of showing up for others. My proudest moments came when I helped younger bandmates find their own confidence, or when I mentored elementary school students through music education programs. In those moments, I realized that music isn’t just my passion—it’s my purpose. Today, I am pursuing a degree in Music Education at Alabama State University, a historically Black institution with a powerful legacy in the performing arts. Being a first-generation college student hasn’t been easy. Financial need is a constant weight, and there are days when I wonder how I’ll afford the tools I need to keep up in such a competitive program. But what keeps me going is the memory of that first note I played years ago—the note that told me I mattered. That sound is now a symphony of resilience that plays every day in my heart. I don’t just want to succeed for myself. I want to become the kind of music educator who opens doors for the next generation—especially students who don’t feel seen or supported. I want to start music programs in underserved schools, provide mentorship, and show kids that their story is worth being heard. Music changed my life by helping me believe in myself. Now, I want to use it to help others do the same. Receiving this scholarship would help me continue my education without the fear of being silenced by financial limitations. More than that, it would be an investment in a future where I can pour into others the way music poured into me. My journey hasn’t been easy, but music has taught me that beauty can come from brokenness, and that the most powerful melodies are the ones born from struggle. My life is a song still being written—and thanks to music, it’s one worth listening to.

For most of my life, I’ve stood out without trying. I’ve been the student who plays tuba when most didn’t even know what a tuba was. I’ve been the leader in the back row, the quiet storm who leads loud bands. I’ve been the one who could shift a room with a smile—or a solo. But more importantly, I’ve been someone who embraced what made me different and turned it into purpose. I am proud to say that I am not only an African American and a first-generation college student—I am unapologetically me, and I serve others from that space of truth. Growing up, I didn’t always have role models who looked like me or came from where I came from. My family worked hard, but college wasn’t always a given. I had to break barriers just to see the door—let alone walk through it. That’s why I’ve poured myself into service. From mentoring elementary school students in underfunded communities, to organizing drives for students in need at my high school, to completing over 200 hours of community service across Charleston, I’ve found that the best way to feel powerful is to make someone else feel seen. But I don’t serve because it’s expected—I serve because I know someone out there is watching. That younger student on the playground? They saw me show up in full band uniform and realized that music could be cool. That shy fifth grader I mentored at Chicora Elementary? She lit up when I remembered her name a week later and asked about her science test. That student at my high school who didn’t have clothes that fit? They found what they needed in the Compassion Closet I helped create through student government. Most of them never said “thank you.” Some of them probably don’t even remember my name. And that’s okay—because I didn’t do it for the recognition. I did it because I remember what it felt like to have no one looking out for me. What makes me different isn’t just the fact that I can play complicated brass parts or write leadership plans—it’s that I bring my whole self into everything I do. I’m not afraid to show up with my locs, my culture, my rhythm, my voice. I bring the fullness of my experience and use it to challenge stereotypes, lift others, and lead with boldness. I believe deeply in the power of being real. I’ve been told I’m “too much”—too focused, too ambitious, too expressive. But I’ve learned that being too much just means I’m more than enough. I’m currently attending Alabama State University, majoring in Music Education with dreams of becoming a high school and collegiate band director. I want to create programs where kids who feel different—because of how they look, speak, feel, or think—can walk into my band room and feel seen, valued, and powerful. I want to use music to help students understand that their uniqueness is their superpower. Receiving the Gladys Ruth Legacy “Service” Memorial Scholarship would not only help ease the financial strain of being a first-gen college student—it would validate the very thing I’ve built my life on: service through authenticity. I live by the belief that who you are is exactly who the world needs. I’ve seen how just being myself has inspired others to be themselves. That’s a legacy worth continuing.

From a young age, I discovered that music wasn’t just a sound—it was a story, a lifeline, and a bridge. Growing up in North Charleston, South Carolina, I often found myself searching for deeper ways to connect with my culture and express myself. It wasn’t until I picked up the tuba in middle school that I realized I had found my voice. Since then, music has become my vehicle not only for personal expression but for cultural literacy, community empowerment, and educational impact. I am pursuing a degree in Music Education at Alabama State University with the ultimate goal of becoming a band director and educator at both the high school and collegiate levels. I want to do more than teach music—I want to teach students how to think critically, embrace diversity, and find pride in their heritage and abilities. I believe that education, when grounded in culture and creativity, empowers students to see the world with empathy, curiosity, and resilience. My passion for cultural literacy goes beyond the stage and the classroom. Through over 200 hours of community service with organizations like the Ronald McDonald House of Charleston and the Medical University of South Carolina’s Children’s Hospital, I have learned that true impact happens when we engage with our communities. As President of my school’s Student Government Association, I co-founded the Compassion Closet, a resource hub for students in need. That initiative helped me see how art, service, and advocacy can work hand in hand to uplift others. What inspires me most about Alice M. Williams is that she didn’t just teach—she transformed. Her students left her classroom not just academically prepared, but inspired to rise above expectations. I strive to follow in that legacy. As a mentor and intern at Chicora Elementary’s Music Department, I’ve had the honor of guiding young students through both academic challenges and creative exploration. Many of them now see me not just as a teacher, but as a reflection of what’s possible for them. The arts are often dismissed as secondary to core subjects, but I believe they are essential to building critical thinking, confidence, and cultural pride. By becoming an educator, I plan to challenge systemic barriers, increase access to arts education in underserved schools, and create programs that celebrate the diverse cultural narratives of my students. Whether it’s through teaching music theory, directing a marching band, or creating community arts initiatives, I want to ensure that every student I encounter understands their value and their voice. Receiving the Alice M. Williams Scholarship would not only support my education—it would fuel my mission to transform lives through the arts, just as Ms. Williams did. With this opportunity, I will continue to pour into my studies, lead with compassion, and build programs that connect students to the power of their own potential. I’m not just pursuing a degree; I’m pursuing a purpose—to educate, inspire, and honor the stories that deserve to be heard.

If given the opportunity, I would improve my community by creating sustainable, student-centered music and mentorship programs in underserved schools. Many students in low-income areas do not have access to quality music education, reliable instruments, or mentors who see their full potential. I’ve seen how powerful music can be—not just as a form of expression, but as a path toward discipline, self-confidence, academic improvement, and emotional healing. Through structured programs that combine music instruction, leadership development, and peer mentoring, I would help young students feel heard, empowered, and connected. This mission is personal to me. I’ve worked directly with elementary students as a former intern with the Chicora Elementary Music Department. While helping my third and fourth grade students grow musically and academically, I also built strong relationships with students from first through fifth grade. Many of them looked up to me—not just because I could play an instrument or perform on stage, but because I consistently showed up and treated them with care. Those experiences showed me that meaningful change begins with presence and purpose. During my time in high school, I served as both Vice President and President of the Student Government Association at Military Magnet Academy. In those leadership roles, I helped launch major service initiatives like the Compassion Closet, which provides free clothing and hygiene supplies to students in need. I also worked closely with the Chicora Changers program to promote positive behavior and academic accountability. I learned how to take ideas from vision to reality by listening to students, organizing volunteers, and following through with action. That kind of community work is something I plan to continue long-term. With over 200 hours of service through organizations like the Ronald McDonald House, MUSC Children’s Hospital, and Neighbors Together, I’ve seen many sides of community care—whether preparing meals for families in crisis, cleaning neighborhoods, or assisting in schools and hospitals. All of this has shaped my belief that strong communities start with strong support systems, especially for our youth. As an All-State tuba player and current member of the Alabama State University Marching Hornets, I’ve also experienced the way music can unify people across backgrounds. I want to become a high school and collegiate band director so I can use music to uplift students who, like me, are searching for their voice and purpose. In the same way Henry Walker Sr. chose to serve something greater than himself, I want to serve students and families who deserve opportunity, recognition, and growth. Improving my community is not just a goal—it’s a responsibility I feel deeply. I’ve been blessed with guidance, leadership opportunities, and a gift I want to share. I want to be that consistent figure in a student’s life who reminds them they are capable of greatness. With education, music, and compassion, I believe I can help shape a better, more connected future.

I believe music has the power to uplift, heal, and connect—and that’s exactly how I plan to use my art to make a positive impact on the world. As a future music educator, I am committed to using my passion for music not just to perform, but to empower the next generation of students, especially those from underserved and underrepresented communities like my own. Growing up in a lower-income household in South Carolina, I didn’t always have access to private lessons, expensive instruments, or professional performances. But what I did have was a school music program that became my safe space—a place where I could express myself freely and feel supported. That space changed my life, and I want to provide that same kind of transformative experience for others. My goal is to become a music teacher who builds inclusive classrooms where students feel seen, heard, and valued. I want to teach them not just how to read music, but how to find their voice through it. I plan to incorporate diverse musical styles into my curriculum—from gospel and jazz to global music traditions—to reflect the cultures and experiences of all students. Representation matters in the arts, and I want every child to know that their background is not a barrier to creativity, but a source of strength. Outside of teaching, I also want to use music to bring people together in the community. I envision organizing student-led performances, collaborative workshops, and outreach programs where music becomes a tool for unity and healing. Music has helped me through personal struggles, and I know it can do the same for others. I've already taken steps toward this dream—completing dual enrollment education courses, student teaching, organizing music-themed events, and volunteering in my community. These experiences have reinforced my belief that art is most powerful when it serves others. By supporting my journey, the WCEJ Thornton Foundation would not only be helping me continue my education but also investing in the future of countless students I hope to inspire through music. I am committed to making a difference—one note, one student, and one classroom at a time. Thank you for this opportunity.

“The two most important things are to be nice and hard working.” This simple yet powerful motto perfectly reflects the values I strive to live by every day—especially as a high school senior balancing advanced coursework, a student teaching internship, and the pursuit of a college education despite financial challenges. Taking dual enrollment courses has been one of the most impactful academic decisions I’ve made. These classes have not only prepared me for the rigor of college but also taught me the discipline, patience, and kindness required to thrive in any environment. In my dual enrollment education classes, I worked closely with both professors and younger students during my internship. I learned how to communicate with empathy, how to support students from all backgrounds, and how to manage my time wisely to meet high academic expectations while serving others. Working in classrooms through my education courses showed me how important it is to be both kind and hardworking—not just in words, but in actions. Whether I was helping a student with their music assignment or preparing materials for a lesson, I always made sure to lead with compassion and give my best effort. That commitment to kindness and hard work isn’t just something I practice at school—it’s who I am, shaped by my experiences and the obstacles I’ve had to overcome. Coming from a lower-income background, I’ve faced significant financial limitations that have made the path to higher education much harder. Despite having a 3.8 GPA, I’ve struggled to qualify for major academic scholarships due to a low SAT score. The cost of college tuition, application fees, and even transportation to out-of-state schools often feels like a barrier that I cannot overcome alone. I’ve had to watch my family carefully budget for basic needs, which makes dreaming about college feel like a luxury at times. Still, I’ve remained focused, determined, and optimistic—because I know that education is the key to breaking cycles and opening doors. I want to attend college to major in music education, not only to follow my passion for music but also to inspire and teach future generations. I believe that education, especially when led with kindness and hard work, has the power to uplift communities. My dream is to become a music teacher who not only educates but mentors—especially students who, like me, are navigating financial hardships while trying to achieve something bigger for themselves and their families. The Giles family motto resonates deeply with me because it’s how I’ve gotten this far. My dual enrollment experience helped prepare me academically, but it also showed me how far kindness and perseverance can take you. Receiving this scholarship would not only ease the financial burden I carry—it would also be an investment in someone who is ready to work hard, give back, and always lead with a kind heart. Thank you for considering my application.

Education is one of the most powerful tools we have to reduce intimate partner violence. It builds awareness, challenges harmful norms, and empowers individuals with the knowledge to recognize warning signs, set healthy boundaries, and seek help. When people are educated about what abuse looks like—whether physical, emotional, psychological, or financial—they are more likely to protect themselves and others. Education also helps reduce the stigma that often silences survivors, replacing shame with support and fear with strength. As someone pursuing a degree in music education, I believe that education doesn’t just happen in traditional classrooms. It happens in rehearsal spaces, performance halls, and community settings. As a future teacher, I plan to create a safe and inclusive learning environment where students are encouraged to express themselves, learn about empathy, and respect one another’s boundaries. Music is a powerful emotional outlet—it gives people a voice when they feel unheard. I want to use my platform to help students develop self-confidence and build positive relationships through collaborative music-making. I also believe that part of reducing intimate partner violence is addressing it early, and that starts with young people. Many teens don’t recognize the early signs of controlling or abusive behavior. Through my teaching, I plan to integrate discussions about teamwork, trust, and communication. While my focus will be on music, I know that educators often serve as role models and safe adults for students. I plan to be someone who listens, advocates, and helps connect students to resources when they are struggling. My personal experiences have shaped my passion for making a difference. I’ve seen friends and classmates endure unhealthy relationships, sometimes in silence, because they didn’t feel supported or educated enough to take action. Those moments made me realize that many young people don’t have access to safe spaces where they can open up without judgment. I want to change that by being a teacher who not only teaches music but also shows students they matter and that their voices deserve to be heard—in music and in life. Beyond the classroom, I hope to collaborate with school counselors, social workers, and community organizations to promote healthy relationship education. I also want to be involved in after-school programs and workshops where students can express their emotions through music and creative arts. By combining education and art, we can reach students in ways that resonate deeply and give them tools to cope, communicate, and grow. In the long term, I see myself as more than just an educator—I want to be a change-maker in my community. I am committed to using my education, my experiences, and my passion to create safe, empowering spaces where young people can thrive. Reducing intimate partner violence begins with awareness and prevention, and I believe that starts with education, empathy, and the arts. Thank you for considering my application. I am honored to share my goals and to contribute to a future free of intimate partner violence.

For me, collaboration is the heartbeat of the fine arts. It is the connection between people, the exchange of ideas, and the unity that forms when artists work together toward a shared vision. As someone pursuing a career in music education, I believe that the most powerful creative experiences come from teamwork. Whether performing, teaching, planning events, or serving in my community, I’ve found that the true beauty of the arts is rooted in relationships—just as Pamela Branchini demonstrated throughout her life. My love for music began early, but it was in high school that I truly experienced the impact of collaboration. As a student leader involved in planning our senior prom, I helped organize a “Grammys” themed event that honored musical excellence while creating an unforgettable night. I worked with teachers, vendors, and peers to coordinate decorations, design the red carpet entrance, curate the playlist with a DJ, and develop a soul food menu. Every step required communication, compromise, and creativity. Seeing the event come to life reminded me how collaboration allows a group to turn an idea into a fully realized, joyful experience. In the classroom, I’ve had the privilege of working as a student teacher, which gave me a new perspective on collaboration in music education. Teaching young musicians requires patience, adaptability, and empathy. I learned that music education isn’t just about technical skill—it’s about encouraging growth, building trust, and helping each student find their place within an ensemble. I supported lesson plans, worked one-on-one with students, and contributed to classroom performances. These moments taught me that collaboration in education means lifting others up while continuing to learn myself. My theater experience also showed me the emotional depth of creative collaboration. In my Introduction to Theater course, I performed both a haiku and a dramatic monologue. While preparing, I leaned on feedback from classmates and guidance from my instructor. Together, we shared vulnerabilities, celebrated each other’s strengths, and grew as performers. Those rehearsals reminded me that the fine arts thrive on support and shared growth—not competition. Outside of school, I’ve contributed to collaborative efforts through community service. I served meals at the Ronald McDonald House, helped administer physical exams at Military Magnet Academy, participated in local cleanups, and tutored fellow students. While these activities weren't directly tied to music or theater, they taught me the value of teamwork and giving back—values I will carry with me into my career. Collaboration, to me, means more than just working with others. It means respecting every voice, valuing each contribution, and building something beautiful together. Pamela Branchini’s legacy inspires me to continue working with generosity and passion, using my creativity to build community and uplift others. I am committed to becoming an educator and performer who, like her, leads with heart and collaborates with purpose. Thank you for considering my application. I would be honored to carry on Pamela Branchini’s legacy through my journey in the fine arts.

One person I deeply admire is my band director. Their dedication to music education and mentorship has played a huge role in my decision to pursue further education. From the moment I joined the band, they saw potential in me and pushed me to grow as both a musician and a leader. Whether it was staying after school to help me perfect my technique, giving me opportunities to take on leadership roles, or simply providing words of encouragement when I needed them most, they showed me the impact a great educator can have. Their passion for teaching and commitment to their students go far beyond just music. They have instilled in me the values of discipline, perseverance, and teamwork. Through my experiences in band, I have learned that success does not come overnight—it takes dedication, patience, and a willingness to learn from both mistakes and successes. These lessons have carried over into other aspects of my life, shaping the way I approach challenges and opportunities. Seeing my band director’s unwavering commitment to helping students succeed has inspired me to follow in their footsteps. I want to become a music educator so that I can provide the same support, encouragement, and inspiration to future students, just as my band director has done for me. I also understand that, as a music educator, I will need strong communication and leadership skills to effectively teach and inspire my students. This is one of the reasons I am motivated to participate in speech and debate or mock trial. These activities provide an opportunity to develop confidence, critical thinking, and the ability to articulate ideas clearly and persuasively. In the field of music education, communication is just as important as musical talent. I will need to be able to explain concepts to students in a way that they can understand, advocate for music programs in schools, and work with administrators, parents, and fellow educators to ensure students have access to quality music education. Speech and debate, as well as mock trial, challenge students to think quickly, analyze information, and present their thoughts effectively—all skills that will be valuable in my future career. Additionally, participating in these activities will help me become more comfortable speaking in front of an audience, a skill that will be necessary when leading a classroom or directing a band. Through these experiences, I will be better prepared to engage, motivate, and educate students while also being an advocate for the importance of music education. Ultimately, my journey in music and education is fueled by my admiration for my band director and my desire to make a difference in students' lives the way they have in mine. By furthering my education and taking advantage of opportunities like speech and debate or mock trial, I am equipping myself with the skills, knowledge, and confidence needed to become an effective and inspiring music educator.

My name is Jayden Delaney, and I am a high school senior from South Carolina with a deep passion for music education. From an early age, music has been my way of expressing myself and connecting with others. As a dedicated student and musician, I have worked hard to maintain a 3.8 GPA while actively participating in my school’s band program. My goal is to attend an out-of-state HBCU with a strong band program, where I can continue to grow as a musician and, eventually, inspire the next generation as a music educator. However, my journey has not been without challenges. One of the biggest obstacles I have faced is the financial burden of higher education. While I have excelled academically, my SAT score of 830 has limited my eligibility for certain merit-based scholarships. This has forced me to search for alternative funding opportunities to make my college dreams a reality. Attending an HBCU is more than just a goal—it is an essential step toward achieving my aspirations and giving back to my community. Without sufficient financial aid, affording tuition, housing, and other expenses would be an overwhelming challenge. That is why I am seeking scholarship support—to relieve some of this financial stress and allow me to focus on excelling academically and musically. Beyond my own education, I am deeply committed to making a difference in my community. I have spent time mentoring younger students, introducing them to the power of music and the confidence it can instill. Music has the ability to transform lives, and I want to help young people discover that potential within themselves. I also actively volunteer at local events and youth programs, ensuring that children have access to safe, creative, and engaging activities that keep them on a positive path. Part of my commitment to youth includes addressing the challenges of bullying and cyberbullying. In today’s digital world, many young people struggle with online harassment, which can have a lasting impact on their self-esteem and well-being. I make it a priority to educate younger students about responsible social media use, encouraging them to think before they post and to speak up if they or someone they know is experiencing bullying. Additionally, I promote a culture of kindness and inclusion in schools and community programs, reminding others that small acts of support and advocacy can make a huge difference. I believe that by fostering a safe and respectful environment—both in person and online—we can help young people thrive. My journey has been filled with obstacles, but I have learned that setbacks do not define me—my response to them does. I refuse to let financial hardship or standardized test scores dictate my future. Instead, I choose to persevere, work hard, and seize every opportunity available to me. With the support of this scholarship, I will be able to focus on my studies, refine my musical abilities, and continue my commitment to uplifting others. I am determined to turn my dreams into reality and, in doing so, inspire the next generation to believe in themselves and their potential.

Growing up in South Carolina, I always knew I wanted to pursue music. From the moment I picked up my first instrument, I felt a deep connection to the rhythms and melodies that told stories beyond words. Music became more than just a hobby—it became my purpose. However, as I set my sights on a future in music education, I quickly realized that my journey would not be easy. One of the biggest challenges I faced was the financial burden of higher education. With a 3.8 GPA, I worked hard academically, but my SAT score of 830 limited my eligibility for certain scholarships. Despite this setback, I refused to let a test score define my future. I sought alternative opportunities, applied for every scholarship I could find, and took advantage of every resource available to me. I also dedicated myself to excelling in my high school’s music program, knowing that my talent and hard work would pave the way for my dreams. Beyond financial obstacles, I also faced self-doubt. Seeing others earn high test scores and gain immediate access to scholarships made me question whether I was good enough. But instead of allowing discouragement to take over, I used it as motivation. I poured my energy into my craft, practicing tirelessly and studying music theory to strengthen my skills. I found mentors who believed in me and pushed me to be better, reminding me that my value wasn’t determined by a standardized test but by my passion, work ethic, and dedication. My love for music also extended beyond personal growth—I wanted to inspire others. As a future music educator, I know that many students, especially those from underrepresented backgrounds, face barriers that make them question their potential. I want to be the teacher who reminds them that their dreams are valid and achievable. Overcoming my own struggles has prepared me to uplift and encourage the next generation of musicians. Now, as I prepare to attend an out-of-state HBCU with a strong band program, I reflect on the obstacles I’ve faced and the lessons they’ve taught me. I’ve learned that setbacks do not define me—my response to them does. I am determined to continue pushing forward, using every opportunity to grow and succeed. With the support of scholarships like this one, I know I can turn my dreams into reality and use my passion for music to inspire others in many ways.

Music has been the driving force in my life throughout high school, shaping me both as a musician and as a person. My journey began with the trombone, an instrument I played for five years before transitioning to the tuba, which I’ve now played for two years. These experiences have instilled in me discipline, perseverance, and the importance of teamwork. Music has never been just an extracurricular activity—it has been my passion, my outlet for self-expression, and a source of personal growth. Through hours of practice, I’ve learned patience and resilience, pushing myself to master difficult pieces and refine my skills. Music requires dedication, and I have spent countless hours rehearsing, striving to improve my tone, technique, and overall performance. The challenges I have faced—whether learning complex rhythms, perfecting my embouchure, or preparing for auditions—have strengthened my work ethic and taught me the value of persistence. When faced with a challenging passage, I have learned to break it down, practice methodically, and push forward, a lesson that has extended far beyond the band room. Being part of my school’s band has also taught me leadership. I have had the opportunity to mentor younger musicians, helping them find their confidence just as my mentors did for me. Guiding others through difficult pieces, offering advice, and supporting my peers have shown me the importance of teamwork and encouragement. Leadership in music is about more than just skill—it’s about fostering a sense of unity and camaraderie, ensuring that every musician feels valued and capable. These lessons have extended beyond music, allowing me to excel academically, build confidence, and form meaningful connections with others. Music has also been a way for me to connect with people on a deeper level. Whether through performances, rehearsals, or simply playing for enjoyment, I’ve experienced the unspoken bond that comes from making music with others. The shared experience of creating something beautiful together has allowed me to form lasting friendships and develop a deep appreciation for collaboration. Music has given me a voice when words weren’t enough, and it has shown me the power of music to uplift and inspire. Playing in concerts and competitions has been an exhilarating experience, allowing me to communicate emotions and tell stories without saying a word. As I prepare to pursue a performance degree and a future as a band director, I carry these lessons with me. High school has solidified my desire to not only continue growing as a musician but also to inspire and teach others. I want to create an environment where students can discover their own love for music, develop their skills, and experience the same sense of passion and purpose that I have. Music has shaped my high school experience in every way, and I know it will continue to guide me in the years to come. It has been more than just a part of my life—it has been the foundation of my growth, my aspirations, and my future.

My name is Jayden Delaney, and music has been the driving force in my life. I first discovered my love for music when I started playing the trombone, an instrument I played for five years before transitioning to the tuba, which I’ve now played for two years. These experiences have shaped who I am today, teaching me discipline, perseverance, and the importance of teamwork. Music is more than just an activity for me—it’s a passion that has helped me grow and discover my purpose. Playing music has taught me so much about myself. I’ve learned patience during hours of practice, resilience when facing challenging pieces, and the value of leadership when mentoring younger musicians in my band. These lessons have extended far beyond music, helping me excel in academics, build confidence, and form meaningful connections with others. Music has given me a way to express myself and connect with people on a deeper level, and it’s a language that transcends words. As I pursue a performance degree, my goal is to not only continue developing my technical skills but also to inspire others through my music. I want to be a performer who communicates emotion, connects with audiences, and shares the joy of music with people from all walks of life. Music has such power to heal, uplift, and bring people together, and I want to be part of that transformative experience. Beyond performing, I am passionate about passing on my love of music to others. I plan to use my gifts to teach, inspire, and mentor students, just as my band directors and mentors have done for me. As a future band director, I hope to create an environment where students can discover their own love for music and develop skills that will serve them throughout their lives. My goal is to nurture not only their musical abilities but also their growth as individuals, teaching them the importance of hard work, collaboration, and creativity. I want to help them see the power of music as a tool for self-expression and personal growth, just as it has been for me. Through every performance and every lesson I teach, I hope to inspire others to embrace the transformative power of music and pass it on to future generations. Music has shaped me in so many ways, and I can’t wait to share that gift with the world and make it a better place for all.

Throughout my life, I have actively sought opportunities to contribute to my local community through music and mentorship. One of my most meaningful experiences has been volunteering as a mentor for younger musicians in my school’s band program. Assisting middle school students with their instruments and guiding them through their early musical journeys has not only allowed me to give back but also reinforced the importance of patience, encouragement, and creating a welcoming environment for all. Additionally, I have participated in organizing community concerts, which brought people together and showcased the talents of young musicians, fostering a sense of unity and pride within our community. Looking ahead, I have several ideas to help make my community even better for future generations. One of my goals is to establish a free music workshop series for underserved youth. These workshops would provide access to instruments, lessons, and guidance from experienced musicians, ensuring that every child, regardless of their financial background, has the opportunity to explore their musical potential. Music has been a transformative force in my life, and I believe it can serve as a powerful tool to inspire and empower others. Furthermore, I hope to advocate for more inclusive music programs in schools. By collaborating with local educators and community leaders, I want to help create initiatives that celebrate diversity and provide a platform for students to share their unique cultural perspectives through music. These efforts would not only enrich the community but also foster mutual understanding and respect among future generations. Through these initiatives, I aim to ensure that music remains a unifying and uplifting force within my community for years to come.

Books have always played a pivotal role in shaping my perspective on life and the impact I want to make in the world. One book that has deeply influenced my outlook is "Get Honest or Die Trying: Why Small Talk Sucks" by Charlamagne Tha God. This book emphasizes the importance of authenticity, self-awareness, and meaningful connections, which resonate deeply with my personal journey and aspirations. Combined with my passion for music, these lessons have solidified my commitment to creating spaces where people can express themselves freely and genuinely. In "Get Honest or Die Trying," Charlamagne Tha God delves into the power of honest communication and the pitfalls of superficial interactions. He argues that small talk, while convenient, often prevents us from forming genuine connections and addressing the deeper truths in our lives. This message struck a chord with me because, as a musician and aspiring educator, I’ve seen how authentic expression can break down barriers and create meaningful connections. Music, much like honest conversation, has the power to communicate emotions and stories that transcend words. This parallel between music and Charlamagne’s insights reinforced my belief that authenticity is essential in fostering understanding and unity. One of the book’s key lessons is the importance of confronting uncomfortable truths to grow as individuals. Charlamagne shares personal anecdotes about his struggles with insecurity, fear, and failure, demonstrating how self-reflection and honesty helped him overcome these challenges. This inspired me to embrace vulnerability in my own life and recognize that growth often comes from facing what is difficult. As I prepare for a career in music education, I want to encourage my students to embrace their own challenges and use music as a tool for self-expression and resilience. By fostering an environment where students feel safe to be themselves, I hope to empower them to grow not just as musicians but as confident, self-aware individuals. Charlamagne’s emphasis on rejecting superficiality also aligns with my vision for the impact I want to make in the world. In a time when many interactions are driven by appearances or surface-level exchanges, I want to use my career to promote genuine connections and inclusivity. As a future band director, I plan to create programs where students from diverse backgrounds feel valued and encouraged to collaborate. Music has the unique ability to bring people together, and by fostering authenticity within my classroom, I hope to help students build lasting relationships and a deeper appreciation for their shared humanity. Through Charlamagne’s book and my own experiences with music, I have come to understand the transformative power of honest expression. Whether through conversations or melodies, authenticity can inspire growth, break down barriers, and create meaningful change. This understanding has shaped my goal of becoming an educator who not only teaches music but also helps students discover their voices and embrace their individuality. By encouraging honesty and self-expression, I hope to leave a lasting impact on the next generation, empowering them to face challenges, connect with others, and make their own mark on the world.

I am passionate about music because it has the power to transform lives. From the first time I picked up an instrument, I felt an undeniable connection to the sound, the rhythm, and the emotional expression that music allows. It is not just an art form for me—music is a language, a way of communicating emotions and stories that words cannot always capture. Music has the ability to unify people, bridge divides, and inspire others in ways few other mediums can. This deep passion for music has shaped my goals, and I am determined to give back to future generations by sharing the power of music in my career. As I pursue my career in music education, I plan to give back to youth by creating inclusive and supportive environments where all students can explore their musical talents, regardless of their background or abilities. My dream is to become a high school and college band director, where I can mentor and guide students, not only in technical skill but in building confidence, discipline, and teamwork through music. I want to be the kind of educator who makes every student feel valued, whether they are picking up an instrument for the first time or already have years of experience. For me, teaching music is not just about perfecting notes or rhythms—it's about helping students discover their potential, both as musicians and as individuals. I also believe that music education can have a profound impact on a student’s personal development. Through music, students learn how to collaborate, solve problems, and persevere through challenges—skills that are essential in every area of life. I plan to create music programs that foster these skills, where students feel encouraged to take risks and express themselves in a safe and supportive space. Music has given me so much throughout my life, and I want to pass that gift on to others by showing them how it can help them grow, both personally and academically. By providing young people with the opportunity to explore music, I hope to ignite the same passion and drive I have. My goal is not only to teach music but to use it as a tool for empowerment, self-expression, and connection. I want to help students build their confidence and inspire them to follow their dreams, whether those dreams are in music or elsewhere. Music has the unique ability to shape lives in ways that go beyond the classroom, and through my career, I aim to leave a lasting impact on the youth I teach, helping them become well-rounded individuals who understand the importance of persistence, collaboration, and creativity. Ultimately, my mission is to ensure that every student who enters my classroom not only learns about music but feels empowered by it. Music has the potential to change lives, and I want to be a part of that change by inspiring the next generation of musicians, leaders, and creators. Through my work as a band director, I plan to give back to the youth by using music as a tool to help them grow, overcome obstacles, and achieve their goals—just as music has helped me achieve mine.

My name is Jayden B. Delaney, and music has been a transformative force in my life. From my first experiences playing an instrument in middle school, I knew that music was something special—something I wanted to pursue long-term. Over the years, my relationship with music has evolved from a simple hobby to a profound passion that shapes my goals and ambitions. I plan to use music as a foundation for my future, particularly through a career in music education, where I can inspire, teach, and empower future generations. Music has influenced my beliefs by teaching me the value of discipline, perseverance, and the importance of community. It has helped me understand that success doesn’t come overnight but is the result of dedication and hard work. Through music, I’ve learned to embrace challenges and view them as opportunities for growth. These lessons have shaped my approach to life and have influenced how I interact with others. For example, I’ve learned the power of teamwork in a band setting—how working together toward a common goal brings people closer and fosters a sense of unity. This belief in the strength of collaboration has influenced my relationships, both with peers and mentors, and drives my desire to build inclusive, supportive environments in my future career. My experience with music has also been pivotal in shaping my career aspirations. I’ve seen firsthand the positive impact music education can have on students, especially those from underrepresented communities. As I progressed in my musical journey, I became increasingly aware of how music can serve as an outlet for expression, a source of confidence, and a way to build resilience. I’ve decided that I want to become a high school and college band director, where I can share this gift with others. By teaching music, I hope to help students unlock their potential, build discipline, and connect with their peers in meaningful ways. Music has shown me the power of education to change lives, and I want to be part of that process for others. My passion for music is rooted in its ability to communicate emotions and bring people together. There is something deeply powerful about the way sound can convey what words sometimes cannot. Whether through an uplifting melody or the shared experience of performing in an ensemble, music creates connections that transcend barriers. It has the power to foster empathy, challenge preconceived notions, and inspire action. This is why I am so passionate about music—not just as a personal pursuit, but as a tool for creating positive change in the world. In the future, I plan to use my love for music to not only teach but to create spaces where students of all backgrounds can come together, express themselves, and grow. Music has the power to change lives, and I believe that through education, I can help others discover its transformative impact, just as I have. Whether it’s in the classroom or the community, I want to share the gift of music and inspire others to realize their own potential. Music isn’t just a career for me—it’s a way to make a lasting difference in the world.

Music has been the cornerstone of my educational journey, shaping my development and fueling my aspirations. From the very first time I picked up an instrument in middle school, I was captivated by the power of sound to communicate emotions and unite people. I started with the trombone, struggling at first to make any sound at all, but that challenge only deepened my love for music. When I transitioned to the tuba, everything clicked. I was not only able to express myself more fully through music, but I found an outlet for my energy, creativity, and discipline. Music became my driving force, and it has shaped every aspect of my educational journey since then. Throughout high school, I immersed myself in every musical opportunity I could find. I sought out directors across the SWAC, MEAC, and SIAC conferences to expand my network, improve my skills, and learn from those who shared my passion. This proactive approach allowed me to build connections and gain insights into the world of music education and performance. The more I learned, the more I realized how transformative music can be—not just for me, but for others as well. It was through music that I developed skills like resilience, focus, and teamwork—skills that have carried over into every area of my life, especially my academics. Music has also been instrumental in my growth as a leader. I’ve learned to inspire and motivate my peers and younger students in my school’s music program. As I tutored and mentored other students, I began to recognize the profound impact music education can have on a person’s self-esteem and confidence. The lessons I’ve learned from music—such as perseverance through difficult pieces and collaboration in ensemble work—have deeply influenced how I approach both challenges in school and personal growth. Music has also provided me with a way to connect with people from all backgrounds, transcending differences and bringing us together through shared experience. Looking toward the future, my ultimate goal is to become a high school and college band director. I want to create environments where students feel empowered to pursue their musical passions and where they can find their voice through sound. I am particularly driven to work with underrepresented and underserved communities, ensuring that every student, regardless of their background or abilities, has access to a quality music education. Through my studies in music education, I aim to learn advanced techniques for teaching and conducting, as well as how to design inclusive programs that meet the diverse needs of students. I want to be the kind of band director who not only teaches music but also instills confidence, teamwork, and self-expression in my students. Music has been more than just an interest or extracurricular activity—it has been a pathway for me to grow academically and personally. It has taught me the power of persistence, collaboration, and creative expression, and I know these lessons will continue to shape my educational journey. Ultimately, I hope to use my love for music to inspire future generations and leave a legacy that goes beyond notes and rhythms, impacting the lives of students in ways that will last long after the final chord is played.

My name is Jayden B. Delaney, and my journey in music has shaped not only my life but my future aspirations. From the moment I first picked up an instrument in middle school, I was hooked. I was drawn to the way music could unite people, stir emotions, and provide a voice to those who may not always be heard. I started by playing trombone, but it wasn’t until I switched to the tuba that I truly found my calling. This shift in instruments marked a turning point in my musical journey, pushing me to embrace the challenges of learning a new instrument and the joy of becoming a stronger, more dedicated musician. Throughout my high school years, I have consistently sought out opportunities to expand my musical knowledge and experience. I didn’t wait for opportunities to come to me; I reached out to directors across multiple conferences, including the SWAC, MEAC, and SIAC, to learn more about band programs, deepen my skills, and expand my network. This experience has solidified my passion for music and inspired me to pursue a career in music education. My future goal is to become a high school and college band director, where I can inspire and mentor future musicians while creating an environment where all students—regardless of their backgrounds or abilities—feel valued and encouraged. Music is not just an art form to me—it is a tool for empowerment. Through music, I hope to give students a way to express themselves, build confidence, and develop discipline. I believe that music education can be transformative, especially for young people who might not have access to other opportunities for personal growth. My ambition is to create inclusive music programs where students with a wide range of abilities can learn and excel, making music education accessible to everyone, regardless of their challenges or limitations. In addition to my academic and career goals, I am passionate about giving back to my community through music. I currently volunteer as a mentor and tutor for younger students in my school’s music program. I help them with their instrument technique, guide them through difficult passages, and share the joy and discipline of music with them. Giving back in this way not only allows me to help others but also strengthens my own understanding of music and teaching. I also participate in local music events, where I perform and help organize performances that bring people together, fostering a sense of community through the power of music. Ultimately, I want to make an impact on the world by using music as a vehicle for change. I hope to create programs that empower students to pursue their passions and overcome challenges, while fostering a sense of belonging and confidence. By becoming a band director, I aim to instill in my students the same sense of purpose and dedication that music has given me. My goal is to leave a legacy where future generations understand the power of music—not just as an art form, but as a tool for building community, self-esteem, and resilience. Through my work, I hope to change lives, one note at a time.

My name is Jayden B. Delaney, and I am deeply committed to transforming lives through music. Throughout my journey, I’ve faced many challenges, but I’ve also experienced numerous accomplishments that have prepared me for my path toward higher education. As a student with a passion for music, I am determined to use my education and skills to create inclusive environments where all students—especially those with disabilities—can thrive. One of the key experiences that has shaped my journey was my involvement in my school’s music program. Growing up, I saw firsthand the power music had to bring people together and build confidence. This was particularly important for me, as I saw how students with different abilities could still experience success and fulfillment through music. Working with my band director, I witnessed the positive impact music had on students with developmental and intellectual disabilities, and I realized that inclusive music education was a field where I could make a significant difference. I plan to study music education, with a focus on creating inclusive programs for students with disabilities. Music is more than just an art form; it’s a tool for empowerment, creativity, and personal development. As a future band director, I want to foster a supportive and encouraging environment where all students—regardless of their abilities—can explore their musical talents. For students with intellectual or developmental disabilities, music provides a unique outlet for self-expression and teamwork. I believe every student deserves the chance to discover the joy of music, and I want to be the person who helps make that happen. The Joieful Connections Scholarship will play a pivotal role in making my dreams a reality. It will allow me to pursue higher education in music education without the added stress of financial burdens. With this scholarship, I’ll be able to focus on learning advanced teaching methods that cater to students with disabilities, while also gaining hands-on experience in creating inclusive music programs. The opportunities that this scholarship would provide—such as networking with other educators, participating in music masterclasses, and engaging in specialized training—are invaluable for someone like me, who aspires to make a lasting impact in the world of education. Through my studies and future work, I hope to make a tangible impact on my community by creating inclusive music programs that give students of all abilities the opportunity to succeed. I want to be a role model for students who may feel overlooked or discouraged by traditional educational systems. By promoting the power of music as a tool for inclusion and empowerment, I hope to change the narrative for students with disabilities and help them realize that they too can achieve greatness. Ultimately, my goal is to become a band director who fosters a sense of belonging for all students, regardless of their challenges. I want to create a community where students are not just learning music—they are discovering their potential and building confidence. With the support of the Joieful Connections Scholarship, I will be one step closer to achieving that vision, ensuring that music becomes a pathway to success for students of all abilities.

Since middle school, I’ve been captivated by the energy and excitement of high school bands, especially their performances at events like Battle of the Bands. I was drawn in by the music, the unity, and the undeniable spirit that filled the air. From that moment, I knew I wanted to be part of something greater. In my first year, I picked up the trombone, even though I didn’t know how to properly play it. However, I was fortunate enough to receive mentorship from Isaiah T. Simpson, the section leader of the South Carolina State University Marching 101 tuba section. His guidance not only helped me develop my musical abilities but also inspired me to aim higher in life, especially as a young Black man in a world where representation often feels scarce. As I progressed in my musical journey, I transitioned to the tuba, and that’s when my passion truly ignited. I began seeking opportunities to showcase my talent, reaching out to band directors across the SWAC, MEAC, and SIAC conferences. A major source of inspiration has been Jackson State University, one of my top choices for higher education, and I am determined to make it there next year. My ultimate goal is to become a high school band director and, eventually, a college band director. Through this path, I aim to inspire and guide students the way Mr. Simpson has inspired me, helping them unlock their potential and pursue their dreams, just as I have. In my career as an educator, I plan to create a welcoming and motivating environment where students feel encouraged to follow their passions and set ambitious goals. Music has the power to shape lives, and I am committed to using it as a tool for empowerment. Whether in the classroom or through extracurricular programs, I will strive to provide my students with the resources and support they need to excel in music and in life. By receiving the Mark A. Jefferson Teaching Scholarship, I would be one step closer to achieving my dreams. This scholarship would alleviate the financial burdens of tuition, allowing me to focus more on my education and development as a musician and educator. It would also open doors to valuable opportunities for networking, mentorship, and further education that would help me grow in my field. Ultimately, I hope to make a positive and lasting impact in the world, not only through my music but also through the students I mentor, helping to shape future generations of leaders, creators, and thinkers.

During my senior year of high school, our band faced a significant challenge when our beloved band director unexpectedly departed just before a series of important events, including the Battle of the Bands and several parades. The sudden loss left our band members disheartened and uncertain about the future. Recognizing the need for leadership and inspired by the principles of J.O.Y.—Jesus first, others second, and yourself third—I felt compelled to step up and guide my peers through this difficult time. I initiated daily prayer circles before rehearsals, where we collectively sought Jesus’s guidance and strength. We reminded ourselves that, despite the challenges, calling on Jesus would see us through. This spiritual practice not only uplifted our spirits but also fostered a sense of unity and purpose among us. Understanding the selflessness our former band director exemplified—often providing transportation and meals for students without seeking anything in return—I endeavored to continue his legacy. I took it upon myself to drive fellow band members home and used my personal funds to ensure they had meals, even when it meant stretching my resources thin. There were moments when I was down to my last dollar, but through prayer and faith, I trusted that Jesus would provide, and He did. Our collective efforts and unwavering faith were rewarded when the school appointed a new band director who became a pivotal mentor in our lives. This experience reinforced the power of living by the principles of J.O.Y. By placing Jesus first and others before myself, I witnessed firsthand how selflessness and faith can lead to profound positive outcomes. As I transition to college and pursue my aspiration of becoming a band director, I am committed to embodying these principles in all aspects of my life. I will continue to lead with humility, serve others with compassion, and maintain an unwavering faith in Jesus. By doing so, I hope to inspire future generations to live selflessly and trust in the Lord’s guidance, just as I have learned to do.

When I started middle school, I was captivated by the high school bands and their thrilling performances at events like Battle of the Bands. The music, the energy, and the school spirit really drew me in, and I thought, "I want to do that!" In my first year, I picked up the trombone, even though I didn't know how to buzz into a mouthpiece. Thankfully, I received guidance from Isaiah T. Simpson, the section leader of the South Carolina State University Marching 101 tuba section. He inspired me to focus on my future and to strive to make a name for myself, especially as a young Black man. Fast forward five years, I transitioned to playing the tuba, and that's when everything took off. I began to put my name out there for directors across the SWAC, MEAC, and SIAC conferences. Jackson State University has become a huge motivation for me; it’s one of my top three schools, and I’m determined to be there next year. I plan to make a difference in my music career by becoming a high school band director and eventually a college band director. I love motivating others, being a role model, teaching music, and, most importantly, playing music. With the drive, hard work, determination, and dedication I possess, I truly believe anything is possible. I want to inspire others just as my current band director, Mr. Isaiah T. Simpson, inspired me. My goal is to create an environment where students feel encouraged to pursue their passion for music and strive for their goals. By sharing my love for music and supporting my students, I hope to make a lasting impact on their lives. Receiving the Everett J. Collins, Jr. Music Scholarship would be a transformative step in my journey toward college. This scholarship would alleviate some of the financial burdens of tuition, allowing me to focus more on my studies and music without the constant worry of student debt. It would provide me with the opportunity to participate in various music programs, masterclasses, and workshops that can further enhance my skills. Moreover, it would enable me to network with other musicians and educators who share my passion, opening doors to mentorship and collaboration. Ultimately, this scholarship would not only support my education but also empower me to become a positive influence in my community. By pursuing my dream of becoming a band director, I aspire to pass on the inspiration that I received from Mr. Simpson and others to future generations. With the help of the Everett J. Collins, Jr. Music Scholarship, I would be one step closer to making my dream a reality and leaving a lasting legacy in the world of music.

When I started middle school, I was captivated by the high school bands and their thrilling performances at events like Battle of the Bands. The music, the energy, and the school spirit really drew me in, and I thought, "I want to do that!" In my first year, I picked up the trombone, even though I didn't know how to buzz into a mouthpiece. Thankfully, I received guidance from Isaiah T. Simpson, the section leader of the South Carolina State University Marching 101 tuba section. He inspired me to focus on my future and to strive to make a name for myself, especially as a young Black man. Fast forward five years, I transitioned to playing the tuba, and that's when everything took off. I began to put my name out there for directors across the SWAC, MEAC, and SIAC conferences. Jackson State University has become a huge motivation for me; it’s one of my top three schools, and I’m determined to be there next year. I plan to make a difference in my music career by becoming a high school band director and eventually a college band director. I love motivating others, being a role model, teaching music, and, most importantly, playing music. With the drive, hard work, determination, and dedication I possess, I truly believe anything is possible. I want to inspire others just as my current band director, Mr. Isaiah T. Simpson, inspired me. My goal is to create an environment where students feel encouraged to pursue their passion for music and strive for their goals. By sharing my love for music and supporting my students, I hope to make a lasting impact on their lives. Receiving the Corderius M. Webster Memorial Scholarship would be a transformative step in my journey toward college. This scholarship would alleviate some of the financial burdens of tuition, allowing me to focus more on my studies and music without the constant worry of student debt. It would provide me with the opportunity to participate in various music programs, masterclasses, and workshops that can further enhance my skills. Moreover, it would enable me to network with other musicians and educators who share my passion, opening doors to mentorship and collaboration. Ultimately, this scholarship would not only support my education but also empower me to become a positive influence in my community. By pursuing my dream of becoming a band director, I aspire to pass on the inspiration that I received from Mr. Simpson and others to future generations. With the help of the Corderius M. Webster Memorial Scholarship, I would be one step closer to making my dream a reality and leaving a lasting legacy in the world of music.