1. Twin Cities
Mobile Jazz Project
Mission & Program Overview
www.mobilejazzproject.org
www.twincitiesmobilejazzproject.org

2. Mission
TO UTILIZE JAZZ MUSIC, ALL ITS DERIVATIVES,
HISTORY, ART, MEDIA, SOCIOLOGY AND
TECHNOLOGY AS A MEANS TO PROMOTE
LEARNING, COMMUNICATION AND SELF-
EXPRESSION.
TO PROVIDE FREE CONCERTS, AFTER
SCHOOL PROGRAMS AND PARK
WORKSHOPS AS SAFE AND DIVERSE
FORUMS FOR CIVIC ENGAGEMENT AND
CULTURAL ENLIGHTENMENT FOR ALL AGES
AND NATIONALITIES.

3. A positive change in the life of one child
Validates the entire program
Robert Junghans
Principles
¡ We believe creativity is as important in
education as literacy and we treat it with
the same respect.
¡ We believe by encouraging creative
expression and opportunities to learn;
those opportunities become real and
inspired through direct involvement and
mentoring.

4. Community
(Common – Unity)
Community youth, music and arts research
has increased the value of learning outside
of school time. Rather than viewing youth
as high-risk, dangerous and in need of
reform, researchers explain that quality
programs view youth as co-creators and
resources, they specifically recommend
providing intentional leadership and
learning opportunities and a creative
loving and nurturing environment.
The Twin Cities Mobile Jazz Project is in
true accord with these principles.

5. Community Partners
¡ Saint Paul Public Schools
¡ Youthprise
¡ Minneapolis Park & Recreation Board
¡ Saint Paul Parks & Recreation
¡ The Dakota Club
¡ KBEM 88.5 FM
¡ KMOJ 89.9 FM
¡ Cahill Marketing Group
¡ Bryant Public Relations

6. Sponsors
¡ KFAI - FM
¡ Wells Pianos
¡ BMA Networks
¡ Stewart R. Fischer Trust

7. Advisors & Program Consultants
Professor, Ross VeLure Roholt, Ph.D.
Director, School of Social Work and Youth Studies
College of Education and Human Development
Twin Cities Campus
University of Minnesota
Ms. Dani Riester, MSW, LICSW
School Social Worker
Special Education
Mr. Brian Nielsen, MA
Communication Disorders
Speech And Language Pathology
Special Education
Professor, Monique Ambrester, MA, LMFT.
Clinical Supervisor, Clinical Research Director
Five Acres Boys & Girls Aid Society
Attorney, Robert W. Junghans Esq.
Legal Council for Twin Cities Mobile Jazz Project
Professor, Richard McIlvery
Professor of Music Industry, Department Chair
Thornton School of Music, USC, University of Southern
California
Associate Professor, Steve Cunningham
Associate Professor of Music Technology
USC, University of Southern California

8. Cordell Wiseman
Community Outreach Director at Minneapolis Park
and Recreation Board
Keith Parker
Central Region Director at Minnesota Department of
Natural Resources, Board of Directors, Minnesota
Council of Nonprofits
Pete Rhodes III
Chairman, Urban Mass Media Group. BMA Network
Cecily Hines
Attorney, former President and Executive Director
Minneapolis Parks Foundation
Lowell Pickett
Artistic Director, MIM Music Theater and founder,
owner of the Dakota Jazz Club in Minneapolis,
Minnesota
Kathy Korum
Deputy Director, Saint Paul Parks and Recreation
Tyrize Cox
Director, Office of Family Engagement and
Community Partnerships at Saint Paul Public Schools
Jon Peterson
Director, SPPS - Office of College and Career
Readiness, Principal on Special Assignment Office of
Alternative Education

9. Creating A Class That’s A Celebration
Park Workshop
&
After School
Program

10. Park Workshop & After School
Curriculum
¡ Learn Jazz history and other genres of music
derived from Jazz and its importance as an
American Art form.
¡ Learn core music concepts, instruments and
great performers.
¡ Learn the basics of reading, playing and listening
to music through unique techniques
¡ Participate in group building projects and social
work with qualified instructors and youth workers.
¡ Hands on demonstration of all types of musical
instruments and musical technology.
¡ Introduction to i-Pad’s and multimedia
projects that explore creativity, musicality,
communication and the digital archiving and
recording of music and content.
¡ Teach basic competences in innovation,
collaboration, self-expression, utilizing
music, multimedia tech & social work.
¡ Learn the basics of spoken word, poetry, song
writing and creative writing techniques and their
application.

11. Anticipated Outcomes
The Twin Cities Mobile Jazz Project acknowledges the
importance of initiative in adolescents – particularly
in the development of 21st century skills and the
effectiveness of innovative after school activities.
The Twin Cities Mobile Jazz Project promotes positive
youth development, creativity and entrepreneurial
skills and has the capability to give after school
youth-activities an equivalent status to school, family
and peers as an effective context for development.
The project works to achieve a level of “critical
consciousness” allowing youth of all backgrounds,
the opportunity to openly explore their own potential
using music, the arts and technology as tools for
communication and their enrichment.
Educational Areas The Program
Engages In
¡ Music Appreciation
¡ Cooperative Learning
¡ Cultural Relevance
¡ Critical Thinking
¡ Social Emotional Learning
¡ Violence Reduction
¡ Closing The Achievement Gap

12. Program Benefits
¡ Motivating and emotionally relevant for youth and
appeals to those students not interested in certain
aspects of school because they state there’s
nothing in standard curriculums that reflect their
Interests.
¡ Truly serves all participants through appealing to
differentiated learning styles and creative potential
¡ Increases achievement in all fields of study
¡ Students are instructed and mentored by master
musicians, educators, engineers, producers and
Youth workers from the School of social work and Youth
Studies, University of Minnesota
¡ Provides students with the opportunity to choose
and participate in multiple disciplines and
capacities daily
¡ Will improve grades and most standardized test
scores
¡ Weekly Live performances and talks by master
musicians, singers, dancers, unique artisans’ and
spoken word artists
¡ Engages participants in multimedia, musical, artistic
endeavor and technological activities daily
¡ Develops a foundation for critical thinking.

13. Resources & References
¡ Harter, S. (1981). A new self-report scale of
intrinsic versus extrinsic orientation in the
classroom: motivational and informational
components. Developmental Psychology,
Vol 17(3), 300-312.
¡ Lepper, M.R., Corpus, J.H., Iyengar, S.S. (2005).
Intrinsic and extrinsic motivational orientations in
the classroom: Age differences and academic
correlates. Journal of Educational Psychology,
Vol 97(2), 184-196.
¡ Makri-Botsari, E. (1999). Academic intrinsic
motivation: Developmental differences,
relations to perceived scholastic competence,
locus of control and achievement. Evaluation
and Research in Education, Vol 13(3), 157-171.
¡ Kraus N, Slater J, Thompson E, Hornickel J,
Strait D, Nicol T and White-Schwoch T (2014).
Music enrichment programs improve the neural
encoding of speech in at-risk children. Journal
of Neuroscience. 34(36): 11913-11918.
¡ Skoe E, Krizman J, Kraus N (2013) The
impoverished brain: Disparities in maternal
education affect the neural response to sound.
Journal of Neuroscience 33(44):17221–17231.
¡ Slater J, Tierney A, Kraus N (2013) At-risk
elementary school children with one year of
classroom music instruction are better at
keeping a beat. PlosOne. 8(10): e77250.
doi:10.1371/journal. pone.0077250.

14. ¡ Campbell, Don and Alex Doman. Healing at
the Speed of Sound: How What We Hear
Transforms our Brains and Our Lives. New York:
Plume, 2012.
¡ Chen, Joyce L., Virginia B. Penhune and
Robert. J. Zatorre. When the Brain Plays Music:
Auditory-Motor Interactions in Music Perception
and Production. Nature Reviews, Volume 8,
July 2007.
¡ Cardillo, Joseph, Don DuRousseau and Galina
Mindlin. Your Playlist Can Change Your Life: 10
Proven Ways You Favorite Music Can
Revolutionize Your Health, Memory,
Organization, Alertness & More.
Sourcebooks, Inc., 2012.
¡ Applied Clinical Research: Auditory
integration, music-supported training of motor
functions, Institute of Music Physiology and
Musicians' Medicine at Hanover University.
¡ Jazz At The Lincoln Center, programs for
children and families
¡ Jazzmobile, New York
¡ Pip Jazz Foundation
¡ Grammy In The Schools
¡ Center for Democracy
¡ LA High School For Performing Art