UNITED SOUND INC

Peer mentoring program: Production of method training materials (music, books, and other teaching materials) for teachers and students in the United Sound program. We currently have method books available for flute, clarinet, saxophone, trumpet, trombone, euphonium, mallet percussion, rhythmic percussion, violin, viola, cello, and guitar. The curriculum was created with research-based principles in mind. Using colors and foods, the abstract concepts of music (rhythm and pitch) are transformed into concrete steps. The method books include flash cards and other materials useful in helping New Musicians be successful on their chosen instrument. For example, the flute book would include textured stickers that can be placed on a New Musician's instrument to help them feel as well as see the hand position for each note. The Peer Mentors use these method books, along with the training they receive to create a modified, individualized plan for each New Musician. For the 24-25 academic year, 687 New Musicians (students with disabilities and special needs) and 1627 Peer Mentors (general education band and orchestra students) participated in United Sound. Training 1850 volunteers, teachers, students, and aides from participating United Sound schools who donated more than 55,500 hours during the fiscal year for the United Sound program. This training includes the production of training videos that are made available to teachers and students and conference calls with schools to discuss not only the implementation of a United Sound chapter but also on-going support as needed. In addition, our founder and executive director travels to various programs throughout the country to offer support and training. For the 24-25 school year, United Sound had 88 peer mentoring programs throughout the United States. In addition to this, we also give New Musicians and Peer Mentors the opportunity to perform together at local and national events and conferences/conventions.

Composer project - we worked to form strategic alliances with teachers, students, and composers. For teachers, we are working on making the process of finding and obtaining diverse new music easier. For students, we are working on increasing access and opportunity, enabling more young people to play more diverse music at much younger ages. For composers, we are building structure to support the writing and distribution process.