All language subtitles for Crescendo.The.Power.Of.Music.2014[YTS.MX]

Downloaded from
YTS.MX

Official YIFY movies site:
YTS.MX

[TRUMPET PLAYING SOMBER MUSIC]

MAN: When I was in school,
we worked with Simon Rattle
three times.

One of the times
that Simon Rattle came to
Curtis...

he was conducting us
in Mussorgsky's "Pictures at an
Exhibition."

But he stopped the rehearsal
and he said:

"You guys sound like robots.

And there's a group of kids in
Venezuela
that would out-play you."

Of course I'm sitting there
thinking, you know...

if these kids are so good,
then they would be here at
Curtis.

And I didn't think anything of
it at all.

[APPLAUSE]

[ORCHESTRA PLAYING
DRAMATIC MUSIC]

We have the opportunity to have
this angel in the world.

Not only in our country,
Venezuela,
in our world.

ABRUE [IN SPANISH]: From the
moment
a child picks up an
instrument...

she's no longer poor.

She's a child on the rise...

on her way to becoming
a fully-formed citizen.

MAN: I knew something special
was
happening in Venezuela with
those kids.

And you look at the resources
that Philadelphia has...

and you say, "Why can't we
do this?"

WOMAN: How you doing? Starting
today?
- Good morning. Yeah.

WOMAN: We're probably
the largest urban, inner-city...

Catholic school in Philadelphia.

Last week, our school nurse...

she came to me on Friday and
she said,
"Sister, I want you to know...

that in the past 48 hours,
there have been 10 shootings.

And you know this is going
to affect our children."

We have to give
the children something better.

Should we line them up outside?

WOMAN:
Line them up in the hallways.

- Okay, second graders?
- But keep them separate.

BOY 1: Third.
BOY 2: We're in second.

- Second or third? Third is here.
- This line is third.

-Third is here? No, second is
here.
BOY 3: Second.

[INDISTINCT CHATTER]

[WHISTLES]

Am I talking or are you talking?
I'm talking?

Hey, guys.

Um... Wow.

The music program's finally
here.

It's really, really good to see
all of you.

I want to briefly introduce our
teachers.

[APPLAUSE]

THOMPSON:
You give a kid an instrument...

especially a kid
that comes from a culture...

I call it an immediate culture.

Where they don't understand
the value of their kid...

holding a violin under their
chin
for a couple of hours every
single day.

So we're trying to build
this new culture.

[PLAYING DISCORDANTLY]

MAN:
Closer together, the fingers.

So, what was it again, the
rhythm?

[BOTH SINGING NOTES]

My name is Raven. Um...

Um, I play the violin.

- This is my best friend.
- Yeah, we homeys.

[SINGING SCALES]

-Oh, no.
WOMAN: Try one more time.

No, you did it, which makes me
know
that you can. Try it again.

No? Okay, I pushed you a little
too far.

I'm gonna make you a soprano,
though.

[PLAYING HARMONIOUSLY]

Beautiful. You do the harmony
first
and make sure you count two
beats...

and then look, make sure
your bow ends together.

ZEBADIAH: I like playing it,
and I'm
used to it because I play
guitar already.

The only thing that's really
hard about it
is memorizing a new
instrument...

because the notes are in
different places
and we have to memorize a new
clef.

So it's gonna be hard to read
the music.

MAN: Do you take the viola home
and practice?

We're not allowed to yet,
and we're not allowed to ask.

We're not allowed to ask when.

GIRL: Whoo! Ready, set...
- Wait... Okay, ready, set...

WOMAN: You can actually see the
social
benefit that learning to play
music has.

You know, there's a lot more
going on
than simply learning to play
the instrument.

I think it's a great tool for
them.
They're still learning to be
people.

- You know what that little V
means?
- Up-bow.

Yeah, it's an up-bow.

Three and...

WOMAN:
She loves the violin.

I know Raven's mom would be
happy.

Because, you know,
Raven's mom is not with us
anymore.

So I think she's proud of
Raven, I think.

And I hope I'm doing a good job
with her.

WOMAN: Vania knew
that her children were in good
hands.

She knew that they would be
taken care of...

and Terry and I do that.

I wish she was here.
She would be proud of her.

Her mother wanted to play the
violin.

That's why I wanted to play the
violin.

I wanted to, like, do it
because my mom,
she never got to do it.

So that's why I wanted to do it,
to make her happy.

MAN: Good afternoon, everyone.
ALL: Good afternoon, Mr.
Nicholas.

We need to talk.

Listen, listen, listen.

As from today...

before every rehearsal
and every concert...

Raven will stand up either
in here...

Go with me, go with me, go with
me.

Or in here.

So everyone should
immediately stop playing and
talking.

So, what's next?

- Raven?
- I cue clarinet.

[PLAYING NOTES]

[ORCHESTRA WARMING UP]

WOMAN:
Ready, lift your bows.

THOMPSON: I have this commitment
to these 80 kids.

I know that if we can keep
this program in their lives...

we can literally save their
lives.

I mean, the world is real.

And they're gonna hit it really
soon.

I want Mohamed to get his
trombone
and put it together slowly.

And talk about how you put it
together.

You need to take out your slide,
and then this...

-What is it called again?
MAN: The bell.

- The bell.
- Nice and slow, so that they
can see.

So then you have to slowly put
it inside
right here on the slide.

The trombone stick with the
slide.
If you put it on this side, it
won't work.

And then you take out your
mouthpiece.
Be careful, always be careful...

because if you drop it,
it's gonna make a damage.

[INDISTINCT CHATTER]

Okay, because the principal
just said
to me earlier, she said:

"We took care of snack time,
everything will be fine."

- I'm playing the clarinet.
- Okay.

One at a time. All right.
So you are Nathaniel, is that
right?

- Yes.
- Okay. So we have your
application.

-What instrument do you wanna
play?
-Well, I wanted the trombone,
but...

FITZGIBBON:
Basically, I just packed
everything in...

and I moved in 2007
to Caracas, Venezuela.

And that changed the trajectory
of everything I was doing.

You know, in Venezuela, El
Sistema
is talked about as a social
program.

And I think what Venezuela did
for me
more than anything else...

is it broadened my
understanding...

of what could be accomplished
through music.

[ORCHESTRA PLAYING
DRAMATIC MUSIC]

Day-to-day when I would visit
these various instructional
centers there...

often I would travel into
the barrio in
an armored vehicle. It was that
dangerous.

You'd see a lot
of disturbing day-to-day
realities...

but then you would hear this
music...

spilling out of the windows
of a school there.

And it was the experience
that I think I was hoping to
have.

I think maybe
the jaded New Yorker in me
thought:

"Am I really gonna be that
impressed
when I get there?"

But it's pretty amazing.

[PLAYING NOTES]

MAN: All right, so we're gonna
start it off.
You guys have different parts,
okay?

[MAN SINGING NOTES]

One, two, ready, go.

[MAN SINGING NOTES]

Good, try it again. And really
swing that...
Groove those eighth notes.

[PLAYING NOTES]

You ready? One, two, ready, go.

-B flat, A, G, A. Good, yeah,
yeah.
NATHANIEL: What note is this?

So, Mohamed, play for Nathaniel
the first bar over here.

One, two, three, four.

[MAN SINGING NOTES]

Yeah, there you go. Good.

FITZGIBBON:
What I think is beautiful...

is that we're teaching
children
to discover their capacity.

We're not just telling them,
"Believe me. I'm older than you
are."

We're putting an instrument
in their hands...

we're teaching them
some really complicated stuff...

and they're discovering
how capable they are.

MAN: Mohamed, play...
Teach Nathaniel these notes
over here.

[DOOR BUZZES]

MOHAMED:
Think it's about done.

DAD:
It's hot?

I'm in fifth grade now,
and, uh, I'm just learning.

[DAD SPEAKING INDISTINCTLY]

DAD:
Fifth grade is not your real
grade, right?

-I know. Sixth grade is
supposed to be.
DAD: Okay.

-But...
DAD: We hope that'll never
happen again.

I got left back in second grade
because maybe I forgot one
subject.

I forgot one subject.

And that was, like...

That was a little bit of math
and a little bit of reading.

No, that was a little bit of
math.

Oh, I... The big problem was
he was
not listening at all in the
classroom.

So he was playing around a lot.

He was not even able to do
his homework alone.

This is my big concern.

I don't want any of my kid
to stay back any year at any
time...

because whoever doesn't stay
back...

they will finish,
they will be in life before you.

So it's very hard to...
We don't know when we're gonna
go...

and we want to see them
successful
before that time has happened.

I think it's helpful for me,
so next time I won't have to
stay back...

be held back...
Um, be held back again.

So I'm just gonna have to try...

Try to stay on the same level...

so I won't go down again.

Did you miss your instrument...

- over the holidays?
- Yes.

- What's your instrument?
- Violin.

What was it like not to have it
for all those days?

Lonely.

Time away from it was kind of
horrible
in my book.

- Was it? It was the holidays.
- As far as things go...

It was the holidays.

- Horrible.
- Were they? Why?

- Just horrible. I missed it.
- You just missed it.

I did not want to be
without my instrument.

- I did not.
- Well, that's great.

What are you gonna do now with
it?

I'm gonna wait until they tell
me
I can take it home.

Then I'm gonna play it when I
get home.

What?

On the first part,
you were doing staccato.

That was all legato.

And then the next time,
it was staccato.

One, one, E, A, one, one, E, A.

So now let's do the regular way,
because you seem to get really
mixed up.

- Do you know how to do this?
- Yes.

- You have to go back here,
then...
- You have to go play this.

Then you play one,
then you go back to this...

then you skip one and go to two.

- So you go...?
- First you do A, you play the
first...

- then you go to A, then you
play two.
- Oh!

[PLAYING
BEETHOVEN'S "ODE TO JOY"]

But they're still:

[SINGING NOTES]

You did: bah!

[SINGING NOTES]

Oh, we're gonna get this D.
We're gonna get this D.

I want you and Matthew to play
at G.

[SINGING NOTES]

Okay, and then I want you
to play the melody...

the melody at the beginning:

[SINGING NOTES]

And...

THOMPSON: When you're 5 or 6
years old,
you can't say, "I'm a doctor."

"I want to be a doctor.
I want to be an astronaut."

It's something that these kids
at their young ages...

they can hold and they can
say,
"I'm a musician."

They're part of this
orchestra...

and that sense of community,
of striving together...

um, and that's what this
whole
El Sistema philosophy is about.

-I love my violin.
GIRL: Heh-heh.

It's my everything. It's my
baby.

- I like my tie, okay?
- You like your tie, but I like
his better.

But, see, there's a difference.
He has to be like that.

- I can be like this.
- Yeah, you're weird.

- Okay, I feel the love.
- Why is yours so plain?

- This is the million-dollar tie.
- Where's my pony?

I'm done talking to y'all.

[APPLAUSE]

THOMPSON:
Look at this community.

Look at my cellos, look at my
violas...

look at the winds and the brass.

What this all represents are
different parts
of a community that come
together...

and the only thing that
they're here
is to agree with one another.

Because if they take their mind
off
of what they're doing for five
seconds...

that could ruin what happens
to the entire group...

and this is all a metaphor
for their life.

For this last one, I wanted to
ask
for a little bit of help, so...

[APPLAUSE]

Just "one, two, three, four."

Just give them
a big "one, two, three, four."

Okay? One, two, three, four...

-You guys ready?
THOMPSON: Okay?

-One, two, three, four.
THOMPSON: Three, four.

[ORCHESTRA PLAYING
ROCKYTHEME SONG]

[CROWD CHEERING]

THOMPSON:
The mayor did a great job.

But it was a little too slow.

[CROWD LAUGHS]

Ready? Ready? Ready?

One, two, three, four.

[ORCHESTRA PLAYING
ROCKYTHEME SONG]

One, two, three, four.
One, two, three.

And one, two, three, four.
One, two, three.

[CROWD CHEERING]

WOMAN:
Very beautiful.

- All right, does this sound
familiar?
- Yes.

WOMAN: She was actually not
one of the strongest players
like right away.

She wasn't on of those
kids who picked it up like
she played the violin in a
past life...

but what happened with her
was
when the concerts happened...

she had this...

Something happened for her
when she got on-stage.

She's one of those people
who gets on-stage and she
changes.

She has this whole
transformation
when she steps on-stage.

And, from that, she's flying
now.

She gets up at 6 in the morning
and she's playing the violin.

She comes home from practice
and she plays the violin.

RAVEN:
I like to practice a lot, a
lot, a lot.

Sometimes I stay up till like
12, heh...

and J'son, he'd be asleep,
and then
I just keep on playing and
playing.

And sometimes he gets an
attitude.
Well, not an attitude. He get
upset.

He come to my room and tell me
to stop,
and I just keep on going.

[RAVEN LAUGHS]

He can put a pillow over his
face.

[RAVEN LAUGHS]

And you're here.

Okay, so now last thing that we
need to do
is practice the jump. That.

Shh.

Two, three, four... I got you.

So we have, one, two, three,
four, five.

[SINGING NOTES]

- Okay? From...
- Eh?

This is worth four eighth
notes...

and we have one more beat.

One, two, three, four, five.

And then here we go, okay?

So, now, this is how we're
gonna learn it.

I want you to go:

B flat to D and then four.

So up, up, down.

One and then... And then four.

Now you gotta learn the
distances.

[PLAYING NOTES]

One.

There we go.

Uh-huh.

It's not easy. This is how I
pick pieces.

Each piece has a technique
thing,
that once you learn how to do
it right...

then you're at a different
level.
That's this.

I can't wait for you guys
to tackle this part.

Wait a second. Where are you?

GONZALEZ: I'm okay, I'm okay.
GIRL: It's so awesome.

GONZALEZ: That's okay.
Don't have nightmares at night.

-I wanna do that. I wanna do
that so bad.
GONZALEZ: You are so gonna do
that.

FITZGIBBON:
I studied the clarinet.

I'd never wanted to be
a professional musician...

but I loved the camaraderie,
the community of musicians...

and I loved making music.

WOMAN:
D-major?

Let's do it. E-major, D-major.

I'm in zero.

I'm sorry, that's way too slow
for me.

Wake up, people.

Careful, I'm coming.

[GIRL LAUGHS]

We're gonna play whole notes
as a warm-up.

The entire scale, now.

One, two, three...

Hey. Heh.

How are you?
You're all dressed up. You good?

- Yeah, I gotta go...
- You gotta go?

MOHAMED: Yeah, lock the door
and...
- All right. Take your time.

-Do you need my help?
MOHAMED: No, it's okay.

DESBORDES:
So you take everything you
need, huh?

And it's cold outside.

- Everything you need?
- Yes.

- Trombone? Mouthpiece? Music?
- I have everything. Mm-hm.

[BAND PLAYING JAZZ MUSIC]

DESBORDES:
Whoo!

All right, let's go. Ha-ha-ha.

They're good there.

- Wow, this is nice.
- It's already night.

I've never...

I've never been here before.

We're right here.

-Right here. Look.
MOHAMED: Wow.

Like, here right now I see a
million...

Like, 99 million cars driving
in the city.

FITZGIBBON: You guys know
what's happening tonight?

Do you know we have
special visitors coming?

Do you know the name of the man
that we're honoring tonight?

- Starts with an H?
- It starts with an A.

Maestro Abreu.

-He's a special person in my
life...
-He's the one who made an
orchestra?

He did, he made an orchestra.

Yeah, and in fact,
he's made hundreds of
orchestras.

So he's taught a lot of kids,
not only in Venezuela...

but he's inspired, um,
the teaching of music all over
the world.

And he's inspired our work,
so I'm having him to this
party...

so that the Harmony Program
could introduce him to you...

and you can play for him and
thank him
for what he's done for us.

What do you think, Ari? Good?

[SPEAKING IN SPANISH]

- That's good.
- So that's good.

FITZGIBBON:
Bienvenido. How wonderful to
see you.

[FITZGIBBON SPEAKS IN SPANISH]

[TROMBONES PLAYING
"FROSTY THE SNOWMAN"]

Congratulations. Excellent.

[SPEAKING IN SPANISH]

The children
that have performed tonight...

show a very serious work...

solid pedagogy...

and enthusiasm and mystique
that is tremendous...

one that deserves
a wholehearted applause.

[INDISTINCT CHATTER]

Maybe tomorrow would you mind,
actually...

if, uh, I give you my kids
and you do like a workshop?

MAN: Yeah.
DESBORDES: Nathaniel is playing
it too?

CAMARA:
You wanna do music? Fine.

But try to forget your toys...

when you are in math class.

I always... I said that one last
time...

today, again, I'm gonna
repeat to you:

Stop play too much.

It's no good for you.

You're not getting younger.

You're getting older every day.

That's my big concern for you.

I know you play good music.

I've never had the chance
to go to your play place.

But one day I will be...

and it will be my pleasure
to be there and...

you know, see what you are
doing.

But to help me go there
and be happy to go there...

I want to see on your report
card
something that I can show to
anybody:

"Oh, this is my son's report
card.
I am happy."

I see people who are playing
what you play right now...

they have big things like
this
because you need...

To play this one, you got to be
strong...

and you're not strong.

DESBORDES:
Two, three.

Two, three.

Two, three. Two, three.

MAN:
I mean, he's really super
talented.

I've never seen a kid with
so much potential right at the
beginning.

Really natural trombone player.

I really, really think he could
go
all the way to being a
professional...

no question about it.

[ORCHESTRA PLAYING]

DESBORDES:
Beautiful.

RAVEN: Mr. Gregorio, he knew how
to play "Thriller" on his
violin.

BURCKHALTER:
Raven's dad, he went to
Tennessee.

He has a child down there now.

He comes back in their lives
and leaves again.

Raven is coping.

She says to me she doesn't care.

And how long is
your toes gonna get done?

Mmm. Two minutes.

It depends because she gotta
soak
my feet, clean it.

- Your mom used to always do
that too.
- Heh.

Then when I pick her up...

she's there talking to the
stylist
and all that stuff...

and I'm looking at my watch:

"Come on. Let's go, let's go,
let's go."

-Hey! What's going on, big guy?
MAN: I'm all right.

Relax, Kendall.

[RAVEN SINGING NOTES]

[ENSEMBLE PLAYING
BEETHOVEN'S "ODE TO JOY"]

Thank you, people!

[LAUGHING]

Five, six, seven, eight.

[SINGING NOTES]

-I need fortissimo, yo!
BOY: Wait...

GIRL:
It's piano!

RAVEN: Oh, I'm sorry.
The tempo's one, two, three,
four.

BOY: Yes.
- One, two, three, four.

Do I look like Mr. Stan, Mrs.
Lisa?

RAVEN:
I'm doing this, okay?

You're just doing this.

I need a violin, I need a
violin.
Can I get a violin?

I'm-a show you how it's done.
I'm-a show you.

You wanna do 97?

-That's good. Yeah.
GIRL: Oh, that's your part.
Okay, okay.

Five, six, seven, eight.

[INDISTINCT CHATTER]

- What's my name, Craig?
- Her name is Mrs. Perfect.

-What's my name, what's my name?
-This is Mrs. Perfect. Mrs.
Perfect.

Ooh, I made trigger.
Look, I made a trigger.

We're playing...
We're playing "Deer Hunter."

CRAIG: That's your future.
- No, I'm gonna be a soccer
player.

- Soccer player?
- Are you serious?

I'm gonna go all around the
room.
What are you...? Soccer player?

- I don't know.
- A designer.

- A pediatrician.
- A pediatrician?

I love babies.

- You mean a nurse, right?
- A pediatrician.

- You mean a nurse, right?
- I mean a pediatrician!

- You mean a doctor?
- I mean a pediatrician!

MAN:
Kevon.

Here you go. Sing this with me,
one.

GIRL:
One, three, five.

WOMAN: You're fine.
You always act like you can't
do it.

Now we're gonna be doing
more complicated stuff.

That's the easiest... Those are
some
of the easiest intervals to
hear.

One, three, five
because it's part of a chord.

You guys keep the talking down.

A lot of these rhythms are...

Raven, I will pull you out.

I don't care. I don't care.

If you have a problem, raise
your hand...

you do not speak out of turn.

-Have we gotten very much done
today?
ALL: No.

- Why is that?
- Playing around?

Okay, well, playing around...
Zebadiah.

Too much messing around,
too much nothing.

So wasting 10 minutes of our
class
or the 10 minutes we're wasting
now...

from the stupid talk we're
having...

that I wish we didn't have
because we're rehearsing...

that is not a way that you
are
taking advantage of this
program.

You understand?

MAN: When somebody is having
a bad day and hurting the whole
class...

how can I deal with the class
and them at the same time?

Okay, and I don't think
the solution is, uh,
necessarily...

go sit in the corner or go
leave the room
and sit with Mr. Stan...

-Or you can't take home your
instrument.
MAN: The solution, maybe is...

THOMPSON: We start taking away
from the kids and their
experience...

and there's a different way
to channel
the problems within the
classroom.

Stanford, I think you should try
to teach one of these classes.

[PLAYING OUT OF RHYTHM]

WOMAN:
I'm sorry, it's not good enough.

There were how many of you,
three...

who should be playing it
perfectly.

I know you were absent last
time.

We went through this in class.

Again. One, two, three and...

MAN [SOFTLY]:
What are you guys doing out
here?

I said, "What concerts are we
putting on?"

She said, "When are we going?"

And he said, "Get out."

THOMPSON:
The reason we do this every
day...

is to give you guys the
opportunity
to sound as good as possible.

And I refuse to put you guys
on any stage, anywhere...

in front of an audience
that will sit there and say:

"Oh, that's so cute. They're
little black kids
from West Philadelphia...

playing classical music."

I want them to sit
in that audience and say:

"Holy shit, those kids can
play."

[ALL LAUGH]

I'm serious. I'm serious, guys.

So this is my...

This is what I think's gonna
happen.

I think that in this room,
and possibly in this program...

there's gonna be 70 percent
of you guys...

that really take
this opportunity seriously...

and do great in other parts
of your life.

There's gonna be 20 percent
of you guys that give up...

and decide that this is not
for you.

And there's gonna be 10 percent
of you guys...

that will give up and give up
in other parts in your life...

and end up in jail,
and end up with kids when
you're 16...

and have no money.

And you know what,
I wanna prove them all wrong.

I wanna say that 100 percent of
you guys...

are gonna take
this opportunity seriously...

and that you're
gonna be different people.

It's that simple, all right?

And if you guys are not gonna,
uh,
take this seriously...

I want you out of here.

-You ready?
GIRL: Yes.

All right.

One, two, three and...

One, two, ready and...

Shh, shh, shh. Let's try it one
more time,
one more time. Beginning,
everybody!

-Is everybody awake?
ALL: Yes!

THOMPSON: Growing up, what it
was was
that I was playing in groups...

with lots of white kids.

Most of the time I would be
the only black person.

Between me and my brother...

there was hardly any black
students...

in the youth orchestra
and in the all-state bands.

There was this thing
of, like, proving yourself.

That you could actually play
this other art form.

When I see, you know,
my brothers and sisters and I...

go off to great schools of
music...

I look at the kids and
there's no reason
why they can't do it.

But the thing is, that if you
don't
provide them that teacher...

that will help guide them
and teach them
what they need to teach...

then they're not gonna make it.

Just like if you don't have
that parent in their life...

you know, that's popping them
whenever they do something
stupid.

[SINGING NOTES]

Once you give these kids
the frame of mind of doing it...

then it gets a little bit
easier for them...

to make the next decision
they need to make in life.

Hey, trumpets, don't let the
violins play
this better than you, okay?

MAN: It's my great pleasure to
present
the Brass Percussion Ensemble.

WOMAN:
Yes!

[CROWD CHEERING]

MAN: They're playing
a very sophisticated rhythmic
piece...

um, the theme song to
Indiana Jones
by John Williams.

[ORCHESTRA PLAYING
INDIANA JONESTHEME SONG]

FITZGIBBON: I've almost
developed
a taste for that
beginner-musician sound.

They're working so hard,
and it's not perfect...

but I love it because you
hear
the promise in the sound.

It's not quite there
and I like the sound of the
struggle.

[ORCHESTRA PLAYING
DRAMATIC MUSIC]

[CROWD CHEERING]

DESBORDES: We just did for you,
uh,
music entitled "The Great Gate
of Kiev"...

and that was our hello.

DESBORDES: Do you compose?
- No.

- Do you want to?
- Yes.

Here you go.

There's some paper for you
to compose when you want.

Some.

Pick one,
you can compose an orchestral
piece.

- Okay.
- Much bigger than the others.

Moldau. Chamambo.

All right, you want to do
Chamambo?

I'm gonna d Wonderful World.

We're gonna start
by finding all the flutes.

When it's not orchestra,
just give it to me...

- and I'll figure it out,
okay?
- Okay.

All right.

- Did you like the recital last
week?
- Mm-hm.

I think you did a great job.

I liked your solo in the
modal...

you and I looked at each
other,
remember?

You played really loud.

All right. How is school lately?

- Uh, good.
- What do you think about the
tests?

- You think you'll be fine?
- Like, you get like threes and
fours.

That's the work you do, you...

They take you to the next grade.

- Great.
- And if they see ones and
twos...

then you'll have to repeat it.

If it's one and two,
you have to repeat your grade?

How well do you think you did?

Uh... I don't know.

So if you pass your grade,
you can still be with us, right?

- Mm-hm.
- And if you don't, what happens?

I'm not, uh...

I think I'm not gonna be in
Harmony.

Why not?

Because I don't get enough
back...

Who said so?

Well, my dad said that if I
don't pass,
then I'm not going to Harmony.

Here's one more.

ZEBADIAH:
I used to be so anti-social.

I had next to no friends,
no one liked me.

And some things happened,
and my life wasn't exactly all
that easy.

Then we go into this music
program...

RONNELL: We weren't even friends
before, like, 7th grade?

But like last year,
we all hooked up and we liked
each other.

It's like, it's not because of
our...
Of how we acted that brought us
together.

It was the music. It's really
strange.

ZEBADIAH: If I'm not wrong,
why should I admit that I'm
wrong?

-You're definitely wrong.
ZEBADIAH: No, you're wrong.

- You're wrong...
- Women are never wrong.

-Women are never wrong.
ZEBADIAH: You're not, you're a
girl.

-I am a woman, shut up.
ZEBADIAH: No, you're not,
you're a girl.

-I'm a woman. I'm a lady.
ZEBADIAH: You're a girl.

ZEBADIAH: It's almost sort of
like
God wanted me to go to, um,
POP...

because I wasn't gonna go.

I told my mom, I don't want to
do this...

I wanna play guitar...

I don't want to play
classical music,
I don't like it.

If I hadn't joined this
program...

I would be sitting in my
house...

in a corner, being the good
student...

writing my research paper
like I'm supposed to.

- Luke, I am your father. Heh.
- Heh-heh-heh.

Instead, I'm here with my
friends,
doing something fun.

[THOMPSON MAKING
SQUEAKY NOISES]

- Can you do that?
- No.

[THOMPSON MAKING
POPPING NOISES]

Just turn your chair and face
me. Okay.

THOMPSON:
I grew up in a musical
household...

and my parents are both
professional musicians and
educators.

I am the seventh of eight,
and we all played musical
instruments.

You have to work out these
muscles
in your face.

Believe it or not, they can get
stronger.

Try it again. Try it again.
You're not... You're not
stopping.

There was a lot of pressure
mainly because, you know...

my parents started
to develop, literally, a
formula.

We needed to have the best
teachers.

We needed to work hard
consistently
every day.

Uh, we had to develop
the self-discipline.

And they sacrificed a lot.

You know, I didn't get the new
shoes
that was coming out.

I wore my brother's clothes.

[SINGS NOTE]

It helps if you bring your
knees too.
You gotta do the whole:

I'm kidding. I'm kidding.

[BOTH LAUGH]

My parents converted
probably about 30 years ago.

It wasn't popular at all
to be black and Mormon.

There weren't many,
uh, especially in Atlanta.

And because of this
really close-knit community...

when somebody needed
something,
you knew.

You knew when a family was
having
a hard time financially...

and needed groceries.

You also knew
when someone was gonna move.

And half the church would be
there
to help you move.

As I keep talking about
this POP family...

I think a lot of it goes
back to the way
that I was raised in the Mormon
Church.

RAVEN: So, Mom,
what are you wearing tomorrow?

- I was gonna wear my suit
tonight...
- No, please wear the gray?

You can wear that tonight,
and tomorrow the gray.

- What gray?
- With the gray hat and the gray
outfit.

- I like the gray.
- No, but I was saying...

- I wore that last time.
- Oh, yeah.

BURCKHALTER:
I love music, I love talent.

So when I see that my grandkids
are kind of, like, interested
in that...

Why not the pink?

I say go for it.

I try not to think about my
kids.

My son, my daughter.

They left their children.

And I'm still trying to process
that.

And I'm 61 years old
and I'm still trying to process
it.

I took both of my kids,
both of my children...

to court and got custody of
their kids.

I shouldn't have had to go
through that,
but I did.

-Ready?
GIRL: I'm waiting on you.

Okay. I'm ready.

- I bring both.
- All right, where we doing this
at?

Mom's in the bathroom.

BURCKHALTER: Raven is with me,
and Taylor, she has a little
place...

but Taylor is mostly with me
too.

I've had her
since she came out of the womb.

She's never left me.

TAYLOR:
All right, how do you want your
hair?

Just curl like you usually do
it.

- Oh.
- No, you've grown, Raven.

You don't need to stand up
on the thing anymore.

KENDALL: Mom?
- Yes, Kendall?

KENDALL: Where are you?
- I'm in the bathroom doing
Raven's hair.

KENDALL:
Can I come?

You can come in and stand, okay?

RAVEN:
Hi, Kendall.

-Achoo!
TAYLOR: Achoo?

RAVEN:
Bless you.

You're not gonna wear the, uh,
piano tie?

I cannot.
They said, for this one, you
can't.

TAYLOR: You gotta wear
just like a solid black one?

- Mm. Solid white.
- Oh, a solid white tie?

- No. No, for this one...
- I'm talking about what tie
you're wearing.

- No ties.
- No ties?

- Because they said no ties.
- Oh, that blows.

It does. But tomorrow, a whole
new me.

- What tie are you wearing
tomorrow?
- I cannot tell.

Ah, you act...

- What tie are you wearing?
- It's a surprise.

I will find out later tonight.

-Man. You'll go through my
stuff.
-Uh, I don't go through your
stuff.

You just leave your stuff
laying around,
like you usually do.

RAVEN:
Thanks. Excited.

- Oh, my gosh.
- It's beautiful.

Look at that. Whoa, wings.

This is amazing.

What if we lived here?

Look at the goat.

Look at this, Mom.
It'd took probably days to
clean this.

BURCKHALTER:
I love the steps. Gorgeous.

Oh, my gosh. Chandeliers.

THOMPSON: The Philadelphia Youth
Orchestra is hosting their
annual gala...

at the Union League of
Philadelphia.

Uh, which, you know, I've always
kind of felt to be a little
stuffy.

But I think it will be a really
cool venue
for the kids to play in.

WOMAN: As soon as you're back
here,
you are silent.

Get that out of your mouth. Ah!

[KIDS LAUGHING]

- That's how you rosin the bow.
- No.

- Rosin on.
- No, that's not your tongue. Ah!

Mr. Stan licked my bow.

Shh, shh. Raven, you cannot
talk. Okay?

I'm gonna do it. I'm gonna do
it.
I'm gonna do it.

Okay. You ready?

[ORCHESTRA PLAYING
LIVELY MUSIC]

[APPLAUSE]

Is he getting some extra help
in school?

No.

- Not at all?
- No.

Does he have time to do his
homework
at home after his Harmony
classes?

He comes home,
what does he do at home
afterwards?

He's just... He's here. He's...
He must be able to tell us.

- How are you spending your time?
- I'm not home all the time.

Yeah.

Well, at home, I, um...

I do my ho... Um...

First, I take off...

Yeah, first, I take off my
uniform
and put on my regular clothes.

And, you know, sometimes I have
to,
you know, eat...

then watch a little TV,
then I do my homework.

When I am home, if you don't
tell him,
if you don't force him to do
his homework...

his homework is last thing
what he's doing.

He just lied to us here,
that after eating he take...

No.

No, that's lie.

FITZGIBBON: I think your dad is
saying
you have to spend more time...

on your homework
and your school work.

What do you think about that?

At home, does your brother make
you do
your homework?

- Yes.
- Yeah?

CAMARA: It's not just homework.
He's not listening in the
classroom.

That's the bottom line.

- Not paying attention? Mm-hm.
- No.

FITZGIBBON:
Um...

Well, one of the things that we
believe
is that the music education...

can actually help him with
some
of the things he's struggling
with...

like his ability to pay
attention
and to focus and to listen.

Those are the things
that we work with him in
Harmony on.

In fact, I brought his
evaluation
from the Harmony Program.

You've probably seen this.

I mean, he's an exceptional
musician.

His teacher writes
that he's especially advanced
for his age.

In order to be successful as a
musician,
you have to be able to focus.

Right, Mohamed? And pay
attention.

So what we would hope...

is that, by practicing his
music,
he's learning to focus.

- He's just playing, that one.
- Mm-hm.

Just playing.

Same thing I've told you before.
Is same problem he's doing.

I wonder, you know,
if his teacher is willing to
say...

that she'll spend some time
with him after class...

he can spend... Maybe he can
spend
an extra hour after class...

getting some help and come
late to us.

I mean, I appreciate how
important
his academics are.

What do you think?

Yeah, I think I can do that.

Do you think you can apply
yourself
a little more in the classroom?

Spend more time on your
homework?

If you knew you could stay
in the Harmony Program...

only if you did better in
school...

you think you could apply
yourself
a little more?

We don't wanna lose you, right?

Violas?

Okay, do your thing,
you know what I mean, chicken
wings?

GIRL: What?
- Chicken wings. Mm-hm.

Do your thing, eat some chicken
wings.

We have folks that have visited
this program from South Korea...

from Canada, from the U.K...

as far as Northern California...

up to Syracuse, New York,
Miami, Florida.

If you haven't seen the
front-page article
in The Philadelphia Inquirer...

come talk to me.

I mean, people are writing about
what your kids are
accomplishing.

[PLAYING
BEETHOVEN'S "ODE TO JOY"]

It was awesome. It was epic.

And you know it was good
because I was saying "epic."

No one knows how
to use that word anymore.

[SCREAMS]

"I'm so proud of your success
with the violin.

Keep following your dreams.

To Raven, Love, Mama." Aw.

Thanks, Mama.

Yes!

ZEBADIAH: I believe that
everyone
should be their own independent
person...

and whenever I stop being
my own independent person...

I say, "What are you doing?
Stop it.
Stop it now."

Not that people should live
life alone.

I believe that every person
should have friends...

and should, like, trust
their family
and their friends and
everything...

but that doesn't mean I have
to become them in order to live
my life.

I just, like... We comfort each
other.

ZEBADIAH: Hey, hon.
- Hey.

Gonna go home, go to sleep.

MOM: Long day?
- You don't know the half of it.

You know what? Forget that.
You don't know any of it.

Music is in everyone's heart.

And if we can find a common
ground,
we can bridge so many gaps...

that keep us separated.

And instead of being separated,
we can become connected.

[STRINGS PLAYING]

Hey! Bravo. Good. Very good.
Romanian.

ZEBADIAH:
Good teachers can bridge the
gap.

They make sure that there's no
gap
between teacher and student.

GONZALEZ:
And...

GONZALEZ:
Summer's nice, they don't have
school.

They don't have anything else
to think
about so they can just think
about music.

I do feel a little bit
of a cultural tie to them.

I feel quite at home with how
they are.

I grew up in almost the same
setting...

where it was free tuition.
My mom was poor.

That's how I started the violin.

You know, this music is not
just elite,
for elite people...

or for people who, you know,
take it seriously. It's for
everybody.

I don't know. I just feel like
I understand them really well...

because I kind of get it.

And...

I'm sorry. That was not nearly
as physical as I want.

I wanna see flab flying,
I wanna see: bwah, bwah!

Seriously. Blah, bwah!

ZEBADIAH:
Everyone has a role on this
planet.

Mine is to help people.

The way that I plan on doing it
is music.

Find one person who doesn't
like music
and bring them to me.

If you like cars but you don't
like music,
then the sound an engine makes.

If you like trains,
but you don't like music...

the sound it makes
when it's on the tracks.

There's music in absolutely
everything.

You cannot tell me you don't
love music,
you're lying.

THOMPSON: Uh, I mean, we may be
opening up a couple new sites
in the fall...

and there's gonna be a lot
to manage.

Probably within the next five
years...

I definitely see us having
half a dozen sites.

Yeah, I'm writing a letter
to Gustavo Dudamel.

I mean, we could get the kids
working
with Gustavo when he's in town.

You know, we think of these big
names
like Gustavo and Simon Rattle...

all these big conductors and
soloists
that are coming into town.

And we're sitting here
kind of like picking and
choosing.

- Stanford Thompson?
- Nice to meet you.

- I like that name.
- Heh. Well, thanks.

- Bobby McFerrin, I like that
name too.
- I like that name too.

We see the kids three hours a
day,
five days a week.

Five days a week, three hours a
day.

- For 34 weeks throughout the
school year.
- That's great.

Then we have
a six-week summer session.

This summer,
we'll have them six hours a day.

[SINGING NOTES]

[McFERRIN SCATTING]

[BOTH MAKING RHYTHMIC NOISES]

[CHILDREN CHEERING]

[ALL SINGING]

MAN:
Ready? And there you go.

Mindless Behavior will come to
our school
and we'll play for them.

-What about Mindless Behavior?
GIRL: Can we come?

BOY: They're coming?
- Wait, wait, wait. Who?

ALL: Mindless Behavior.
- What about Mindless Behavior?

THOMPSON: I think that she
thinks that
because she's so good and
talented...

and that she's so likable...

she can get away
with doing just about
anything...

and acting any type of way.

She's just not being the type
of,
you know...

role model that she needs to
be
for some of the younger kids.

And we're hoping that Raven
will,
you know, really warm up...

to the responsibility she has...

as, you know, one of the
best violinists
in the program.

RAVEN: My teacher told me
I had to get a detention.

We was doing spelling bee
and I was bored, so I talked.

-It's gonna be rough.
GIRL: Why?

I don't know,
but to me it's gonna be rough...

because Ms. Naomi is gonna
say,
"You're supposed to be a
leader."

[INDISTINCT CHATTER]

GONZALEZ: It's a little loud.
It's a little loud.

- She playing with y'all?
- Yes.

GONZALEZ: Bring it down.
- She couldn't do the action
sound.

I just said... I just said...

that it's too loud.

You wait, what, like one second
as soon
as I finish talking, then you
talk?

Can you give me silence
for like a second, is that okay?

Thank you.

Three, four, five.

THOMPSON:
Over the past couple of
months...

Raven has been placed
at the back of the first violin
section.

And, I mean, this has been
a good thing for her.

Um, it's been good for the
other kids
to have some time in the
spotlight as well.

Well, Mr. Stan,
like, changed a whole lot.

Yeah, and, like, I'm not the
only person
who says that.

Raven thinks she's the stuff.
Honestly.

Honestly.
The ego has caught up with her.

Um, and it's pretty much
driving us all crazy.

And sometimes
we're ready to body-slam her...

but we don't do that.
Um, when the kids perform...

at the Temple Performance
Arts Center
for TEDx Philly, we told her:

"You're not coming."

RAVEN: I was really upset
when they said I couldn't play.

And, like, I honestly cried for
two days.

But like for other children, if
they do
something bad, they just let it
slide.

But for me, for other kids,
they won't let it slide.

So they're picking their
favorites.

Can I have that triplet faster?
Shot-da-da-dum.

Miss Rebecca told everybody,
"Raven, you're not playing a
solo.

You're not the concert master,
and you're sitting in the back."

And I'm looking at Raven...

and Raven's tears are
rolling down her face.

I'm getting tissues out,
I'm saying, "Raven."

She said, "Mom, I've never felt
so humiliated in all my life."

THOMPSON:
I've told the kids from day one:

"I don't care if you're the
best one.
You're all gonna be part of the
scene.

And you're all going
to put in your fair share of
work."

So I think Miss Raven learned
a really big lesson.

She needs to work her way
back up the section.

We had a family meeting
and I told them:

"I don't wanna quit POP,
because I like music...

but I think that's what I
have to do.

If this is gonna continue like
this,
I think that's what I have to
do.

I said, "Raven, think about it."

And I talked to her,
my mom talked to her.

I said, "You play.
Don't let nobody take that from
you."

RAVEN: Every time I play music,
I feel, like, safe.

So, like, if I did quit POP,
it would be kind of, like,
frightening...

because I don't have nothing
to fall back on.

I can express myself by playing.

If I quit POP,
then I can't express myself
anymore.

BURCKHALTER:
We got it.

Oh, we did have it.

MAN:
Need some help?

-You all set?
MOHAMED: Yeah.

MAN:
Take out your horns.

Make up for lost time here.

MOHAMED: I thought you said,
"Take out your homework."

MAN: Homework?
Yeah, take out your homework.

Your horns are your homework.

MAN:
One, two, three, four.

Yeah, there you go.

I'm thinking, let's put a, um,
decrescendo right here...

so when we...
Like, let's put a little piano
forte.

MAN:
Piano forte?

Yeah, and then we put a
decrescendo...

MAN: A fortepiano.
So start loud, yeah?

[IMITATES VOLUME CHANGE]

MAN: Yeah, let's do it, let's
do it.
I actually like that.

All right. I'm gonna play the
bass line,
you guys can do that.

So you know what you're doing?

One.

[TROMBONES PLAYING]

MAN:
Yeah.

MOHAMED: I know it now.
MAN: Yeah, you got it?

I just want to review...

The only thing I was stuck on
was the F, F, C-sharp.

- Yeah.
- Man, my hands are sweating.

Nice job, guys, nice job.

I feel like I broke my left
hand.
Look at this.

MAN: Guys, yeah, it's been a
great year,
first of all. Right?

You've come a really long way.
It's pretty awesome.

That's cool.
What do you want to finish up
on?

FITZGIBBON: Mohamed was held
back
once when he was in the third
grade...

and over the summer
there was some confusion...

about whether or not he was
going to be held back again.

In the fall we learned that he
was
gonna be in the sixth grade...

but it was clear to all of us
that he was really struggling
academically.

We'll have to see whether or not
his father follows through...

on that threat
to take him out of the program.

It's still uncertain
what his father is going to
decide.

[SPEAKING IN FOREIGN LANGUAGE]

But the thing is, I mean,
oh, it's just so frustrating...

because you know
when you talk to him...

like, you see the light in
his eye...

and you see how excited
he is about music...

you see how animated he is
interacting
with his friends.

I know that his parents want
the best for him.

I know that they are serious
about raising
a child who has opportunities...

and I know that they want him
to succeed.

I just think that what we have
to do
is sell them a little bit
more...

on music's contribution to
that success.

THOMPSON:
It didn't sink in until two
days ago...

when I sat down
with the Philly Orchestra...

to write the press release.

I'm putting Simon Rattle,
Verizon Hall,
Play on, Philly!, concert...

I'm putting all of those
words
in the same paragraph.

That's when it really sunk in,
that this was actually
happening.

[INDISTINCT CHATTER]

Knocking on this thing...

- How much was this bus?
- How much was it?

THOMPSON: It's not Simon Rattle
just coming out to the school...

and conducting the kids...

but it's Simon Rattle
who stood behind these kids...

saying that we're going to
present them,
in Verizon Hall, on that stage.

RAVEN: I'll be in either Hawaii,
or New York City.

- Julliard.
- Julliard.

ZEBADIAH:
Curtis is better, Curtis is
better.

Curtis is much better.

Okay, okay, we know about
Curtis,
but we want to explore the
world.

We don't want to stay in Philly
all our lives.

I'm gonna go to like eight
different
orchestras.

Travel around the world.
One in Europe, one in Japan.

And, quite honestly, I think in
10 years
they might not remember his
name.

You know, those that don't
really go
into music...

I don't think
they'll remember his name.

But I'm sure they're not gonna
forget
walking out onto that stage...

Saturday night, to a sold
out audience.
All these folks that will be
clapping...

hopefully standing on their
feet.

Um, that's gonna be the
experience
that they won't forget.

And those are the types of
experiences
that we claim that saves...

and changes these kids' lives.

I'm interested to see this
Simon guy.

Me and Kimmy looked him up.

He got gray-blond hair.
I mean gray curly hair.

I didn't mean blond, I meant
curly.

THOMPSON:
They have an hour of his time.

We think that he'll only need
half an hour,
because the kids are perfect.

So, you know, I mean,
Rattle's not gonna have to do
much...

but just wave his arms.
Don't tell him I said that.

[APPLAUSE]

RATTLE:
Hi, guys. Hi.

Right, good. Okay, look.

Now, I'd love to do this
not quite so fast.

It's just: da-da-da.
We've got to get on with it.

Let's give it a bit more time.
Let's do the big chorale at 12.

Yeah: da-da-ba, ba-ba.

Okay? And...

[ORCHESTRA PLAYING]

All right, okay, good.

Look, look. Let's play...

You got bar numbers, yeah?
Uh, let's go from 92, bar 92.

Do me a favor,
would you just use your whole:
rah!

Use the whole bow.

Like you're taking this
and throwing it at me.

Or just, yeah, take the tree out
from underneath. Yeah?

One, and...

That's it.

Right. Now, look, at the end,
what I really do not want to
see ever is:

Oh! If something goes wrong,
then you look up.

So before the chords, really
look at me
so we've got a bit of contact...

and we can do this: bah.

What's the bar number?

Whoops. I've gotta get glasses.
The numbers are too small.

Okay, that's embarrassing.
Okay, so 18.

[INDISTINCT CHATTER]

ZEBADIAH:
One of the teachers at POP told
me:

"I will never get to do this in
my lifetime,"
so am I dreaming?

We are really, really proud
of what you're doing.

I hope you understand
that what's happening tonight...

it's pretty much never
happened
anywhere else.

It's happening here in
Philadelphia
for the first time.

The performance starts
the moment you walk out there.

So hold your head high...

don't look like you don't
want
to be there...

you ain't got nothing to be
nervous about
because you know this music.

[APPLAUSE]

RATTLE:
They're great kids.

And this is only gonna help
them fly more.

So I'm really proud that it's
happening.

And I've already told them
we're gonna do it again next
year...

or whenever I come,
I will just visit this.

[CROWD CHEERING]

Thank you. Good luck!

Thank you.

[CROWD CHEERING]

Zebadiah, that was epic, man,
epic!

- Right?
- Good job.

I saw these once or twice.

- No, no, good job.
- Thanks.

Good job. Good playing.

Good playing, good playing.
Really good playing.

I ain't gonna go to sleep
tonight
for a while.

It was like so many people,
I almost fainted.

They all stood up. Heh.
It was a standing ovation.

My hands started tingling a
little bit,
and I started getting a
headache.

When I walked on that stage,
I just felt radiant.

And I feel like we're just
like one big musical family.

He was treating us like
professionals.

Like, I thought he would treat
us
like child...

but he felt that we were good
at what we do.

No one wanted to play that
piece.
Everyone was pretty much asleep.

Then he comes out...

and it's almost like he
feeds us
with this energy, this
life-giving energy.

- Epic! Epic!
- My word. My word.

- I stole the word from
Zebadiah. Ha-ha!
- My word. My word.

So...

WOMAN: So where you gonna go
from here, guys?

- High school. Ha-ha.
- Home.

Oh, Applebee's.

- Yeah.
- She's a baby.

FITZGIBBON: Mohamed hasn't
returned
to the program this fall.

His father had made it clear to
us...

that if his son didn't
improve academically...

he wasn't gonna be able to,
uh,
continue with the Harmony
Program.

So we've heard from his
father...

and his father seems
pretty adamant about it.

I like that your class is right
here
and I can say hello when I
arrive.

MOHAMED: Mm-hm.
- That's fun.

So, um...

You gave me your trombone the
other day.
You okay with that?

- Yeah.
- How do you feel about that?

Not having your trombone
anymore?

It feels...

I feel like...

I feel sad.

Yes?

Can I help?

Because, you know,
I really want to play Harmony
again.

Yeah?

Because my...
I want to play Harmony again...

because I want to learn more
about Harmony.

What do you want to learn?

Learn about new notes, new
songs.

Yes?

That will be fun, right?

I understand you feel sad.

It's okay to feel sad, you know.

You're a very, very good
musician...

so it's normal
you want to learn new notes.

When I leave, um...

I kind of want
to have more Harmony...

so I can review what we played.

Mm-hm.

Do you still have the music at
home?

- You can look at it at home?
- Mm-hm.

You know that it's a very
powerful way
to practice...

even if you don't have an
instrument...

to just read the music
and imagine that you're playing
it.

It's a very powerful way
because, while you're doing
that...

your body... You don't see it,
but your body reacts...

just like if you were
actually playing
for real.

It's called mental practice.

Everybody does it,
professionals too, especially.

If...

If only my dad said that I
could come
back to Harmony, then...

That, um, I could, you know...

It helps me, um...

It gives me, um...

- It gives me joy.
- Yes.

But this joy you have, you'll
have it
always with you, you know...

whether you have your
trombone or not.

It's very important
that you understand that, right?

It's always there,
whether you have the trombone
or not.

Yeah?

I just hope eventually he'll
understand
how important it is for his
child...

you know.

It is. Heh.

But, you know.

Hopefully. He's trying to
succeed...

and being happy is part of
succeeding,
in my opinion.

So if he can understand that
and feel that...

then we have a chance, you know?

His mood seems different.

His mood seems kind of sad
because he's not in Harmony.

And he doesn't really talk
that much anymore.

THOMPSON: Zebadiah, it's been
great having him in the program.

I'm really sad that he's
graduating.

ZEBADIAH: This is my last year
and I
really feel like I accomplished
something.

I want to teach, if not teach,
at least help somehow with POP.

I can do that.
I can most definitely do that.

THOMPSON: He's gonna be a
really,
really good mentor for the
kids...

as he comes back next year.

I don't care how talented
Zebadiah gets,
you know.

What I care about is the type
of person
he becomes.

I feel like there should be
a little victory jingle going
on.

[SINGING NOTES]

I'm playing too much video
games.

GONZALEZ: Let's get to work.
We got a lot of work to do.

A lot. We're gonna bust it
out...

so if you're gonna be
sweating and crying,
I'm not gonna stop, okay? Heh.

[SINGING NOTES]

When I go into my audition,
first thing I'm gonna do is
pray.

Um, and the second thing I'm
gonna do
is just take a step back...

and breathe and just say,
"This is my passion."

If I don't make it, I'll try
and try
and try until I just can't try
anymore.

And if I don't make, I don't
make it.
If I do make it, great.

So we have:

It's a 30-second note,
but it really isn't.

If you think about it, it's
more like a...
These are more like eighth
notes.

It's kind of slowed down, a
little bit.

Okay, ha-ha, so... Yeah.

One, two, ready, and...

One, two, ready, and...

Okay. So that's all that is,
that's all she wrote.

When I play any type of music
such as Beethoven's 5th...

which is an angry and
aggressive piece,
I think of all the sad times...

and all the hard times
I couldn't express myself...

and I just let it out in the
music.

GONZALEZ:
Now. Yeah.

RAVEN:
Music to me is the ability to
shine.

Music is like a gateway to life
for me.

This is what I am.

[CROWD CHEERING]

[CROWD CHEERING]