Kariz Kids Youth Enrichment Services
My journey into the realm of programs began in 2009 with Kariz Kids Youth Enrichment Services (KKYES). Throughout our tenure, we reached out to more than 30 schools spanning Baltimore, Maryland, Washington DC, PG County, Maryland and Rochester, New York. The profound impact of this organization has been pivotal in shaping my present trajectory. KKYES, a beacon of service, catered to over 150 young individuals annually, specializing in out-of-school time enrichment for students from grades 3 to 12. Our flagship initiative, Math + Music = Money (M+M=M), initially launched in Baltimore City schools, expanded its reach across nonprofit organizations, healthcare firms, and creative agencies. We offered a spectrum of services, including video production and evidence-based programs encompassing music production, songwriting, and financial literacy. In 2016, confronting statewide budget cuts, I steered towards the realm of technology, participating in the Baltimore Hackathon. Our brainchild, the M+M=M app, garnered accolades, clinching the 1st prize in the Civil App Design category and the 3rd place Prize in Technical Software Development. Subsequently, in 2018, I transitioned towards establishing an in-studio program, providing young adults and teens with hands-on training in music production and recording engineering. This initiative aimed to bridge the gap in professional support within a city where such opportunities were scarce. The culmination of these efforts bore fruit when I contributed to Jidenna's 2019 Album Release, "85 To Africa," co-producing the single “Sou Sou” alongside KKYES alumni. This endeavor marked the genesis of Blakwater Production House, a brick in mortar facility located in downtown Baltimore where we employ former KKYES students to collaborate on film and music projects. My vision had always been to scale evidence-based programming into sustainable for-profit ventures, offering enduring opportunities within the music and film industry. From Kariz Kids to Blakwater House, this journey stands as a testament to the fulfillment of that mission.
Internal & External
Search Institute has identified 40 positive supports and strengths that young people need to succeed. Half of the assets focus on the relationships and opportunities they need in their families, schools, and communities (external assets). The remaining assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people (internal assets). Kariz Kids Youth Enrichment Services instructors aid students in creative writing and positive song content development.
Dominant Developmental Assets incorporated into programming
INTERNAL ASSESTS
Self Expression (Social Competencies): Young person has empathy, friendship skills, and sensitivity
Group Work (Positive Values): Young person places high value on helping other people
Decision Making (Social Competencies): Young person knows how to plan ahead and make decisions
Practicing Arts/Passion (Constructive Use Of Time): Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
Problem Solving (Social Competencies): Young person seeks to resolve conflict nonviolently.
Cultural Competence: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds
128 youth participated in a pre/post assessment anchored to evaluate their internal and external growth throughout a 12 week program. Students exhibited exponential growth in the categories of Self Expression, Group Work, Role Model Identification, Decision Making, Emotional Outlet, Practicing Arts/Passion, Problem Solving and Cultural Competence.
Support: Family Support Positive Family Communication Other Adult Relationships Caring Neighborhood Caring School Climate Parent Involvement in Schooling Empowerment: Community Values Youth Youth as Resources Service to Others Safety Boundaries & Expectations: Family Boundaries School Boundaries Neighborhood Boundaries Adult Role Models Positive Peer Influence High Expectations Constructive Use of Time: Creative Activities Youth Programs Religious Community Time at Home Commitment to Learning: Achievement Motivation School Engagement Homework Bonding to School Reading for Pleasure Positive Values: Caring Equality and Social Justice Integrity Honesty Responsibility Restraint Social Competencies: Planning and Decision Making Interpersonal Competence Cultural Competence Resistance Skills Peaceful Conflict Resolution Positive Identity: Personal Power Self-Esteem Sense of Purpose Positive View of Personal Future
40 Developmental Assets
Developmental Assets in lyrics
Kariz Kids Youth Enrichment Services instructors aid students in creative writing and positive song content development. The Following songs contain material written by the youth for the youth. All songs created utilized the 'Contructive Use of Time Category' of 'Creative Activities ' listed in the 40 Developmental Assets.
CATEGORY
DESCRIPTION
LYRIC EXCERPT
External:
Empowerment
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Youth as Resources
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Service to Others
Chorus: Reduce! We got to find a solution Reuse! Stop the pollution on our earth Recycle! We got to find a solution Do it for you! Stop the pollution on our earth Verse: The earth is same as turf Where people gave birth We say we're here to stay But we say no way There's so much pollution And there's no solution So this is the end and we depend See what you can do to help the earth stay blue Chesapeake Bay is just so grey With the trash outside we have no where to play No fish in the sea birds can't fly away....
External:
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Empowerment
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Boundaries & Expectations
Internal:
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Positive Identity
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Positive Values
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Social Competencies
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Safety
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Youth as Resources
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Positive Peer Influence
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School Boundaries
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Personal Power
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Self-Esteem
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Equality and Social Justice
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Integrity
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Interpersonal Competence
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Resistance Skills
Chorus: Sometimes I wonder Why it got to hurt this way All this violence I see it everyday To many people Dying to many ways Can somebody tell me/ Why is it this way Verse: Little Jonny never hangs with a crew He got bullied on his way home from school He was smaller than the ballers and the nerds All his books got thrown to the curb Now he’s mad and he wants to get pay back But violence aint the way that we do that ----- 10 Years later Jonny got a job He seemed focused I was hoping that he was And the bully locked up serving 25 to life Thats the consequence when you don’t live right...
External:
Support
Internal:
Positive Values
Social Competencies
Young person:
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feels he or she has control over "things that happen to me."
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reports having a high self-esteem
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reports that "my life has a purpose."
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is optimistic about her or his personal future
Chorus: (Im gone hold you down) We been friends for a while I rather see you smile I dont want to see you frown/ (Im gone hold you down) Cause im gone hold you down yep! Imma hold you down Cause im gone hold you down yep! Imma hold you down -repeat 2X- Verse: 2 friends lets began we gone stay tight until then/ No matter how many times we fight no matter how many times we argue Gone stay true till death And i’m willing to take that quest Gone Hold you down and thats for sure Forgive, forget and let it go We done been through it all and outside we have a ball/ Cause you know we tight like that/ We live our dreams and thats a fact.....
Internal:
Positive Identity
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Family life provides high levels of love and support
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Young person receives support from three or more non-parent adults
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Parent(s) are actively involved in helping young person succeed in school
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Young person experiences caring neighbors
Chorus: I will go far in life No one can bring me down I will stand up in life And try to do whats right Verse: Stay away from trouble No more violence No heres you speak in silence Stay in school, i’ll go far, love is love I’ll get a job, my family I love em all This is proof that i’ll go far exceed the standards, watch your manners Cant hold me back love all that matters Chorus Verse 2: From the to gehtto to Hollywood I did what I said I was gonna do I made my dreams all come true Now you do what your suppose to do Imma get mines to, go to college get some knowledge And imma do what im suppose to do.....
External:
Support
Young person:
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perceives that adults in the community value youth
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people are give useful roles in the community
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feels safe at home, school, and in the neighborhood
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is motivated to do well in school
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is actively involved in learning
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cares about his or her school
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reports that "my life has purpose"
Chorus: Family, Family we are one (X2) Verse: Family we are one nation We stuck together during congregation Having cookouts and here fun We’re around family we aint never done Jermiah and Dana they are my cousins But together we are a core substance have a good attitude don’t be rude And when you see all your cousins, all them dude Eat a good burger with some cheese Have good manners and say thank you and please Family we are one Being together and having fun Sisters, brothers, uncles and aunts, mothers fathers like im the one Who makes people laugh and cry And at the ends of the night say goodbye
External:
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Support
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Boundaries & Expectations
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Family life provides high levels of love and support
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Young person communicates positively to parent(s) and young person is willing to seek advice and counsel from parents
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Parents and other adults model positive and responsible behavior
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Both parent(s) and teachers encourage the young person to do well
Chorus: Thank you mama for all the things yo so for me Like putting clothes on my back and shoes on my feet Thank you mama for what you do Words cant explain, all my gratitude You gave me so much now im thanking you Verse: Thank you mama your like my rocket You told shoot for stars and never stop You tell me be myself and nobody else Be a role model in school and don’t act a fool Mama your the best Above all the rest When I fall upon hard things You tell me keep my head high Thank you mama....
MATH + MUSIC = MONEY
"Math + Music = Money" is a 12-week program integrating financial literacy, music business and production for youth in grades 5 through 8. Through hands-on experiences with a portable recording studio and a simulated record label classroom setting, students learn essential business and financial skills such as budgeting, purchasing, and managing expenses. They develop proficiency in music production, including creating instrumentals, song formatting, and recording software operation. This engaging and innovative module aims to boost self-confidence, nurture creativity, and improve academic skills through a blended learning approach, fostering a well-rounded educational and enriching experience.
Outline:
CLASSROOM BUSINESS
TERMANOLOGY
WORKBOOK INTRO
VOCAL
RECORDING
SALES & DISTRIBUTION
SHOWS & TOURING
Program Evaluation:
Kariz Kids Youth Enrichment Services (KKYES) is a provider of school-based extracurricular programming in the Baltimore, Maryland, Washington DC Metropolitan, and Rochester, New York areas. KKYES's driving vision is to unite educators, music producers, songwriters, musicians, and recording engineers committed to positively impacting their community and providing a platform for them to transform young minds. In direct response to the growing number of students at risk of academic failure or entanglement with the justice system, KKYES created the practitioner-led music-focused MATH+MUSIC=MONEY (M+M=M) curriculum. The M+M=M program is designed to expose middle and high school students to careers in the music industry. The primary mission of the initiative is to bridge the gap between education, arts, and business via the creation of youth-oriented skills enrichment activities. A secondary objective of the program is to identify youths experiencing a turbulent transition to adulthood and offer creative outlets for them to vent and cope. Since the inaugural M+M=M program in 2012, a total of 607 youths have been serviced. During the 2013-2015 academic years, the program was administered to 167 youths, aged 12 to 19.
This report is designed to assist other organizations that might be interested in collaborating and/or supporting future KKYES Out-of-School-Time (OST) programs. Although the data presented represents findings from the Maryland and upper state New York areas, there is evidence to support the need for culturally competent and developmentally appropriate OST programs for middle and high school-age students (especially those serving low-income communities) throughout the country. The report also aims to provide descriptive information on the M+M=M initiative, its target population, patterns of participation, key findings, and discuss the long-term sustainability of creative Science, Technology, Engineering, and Math (STEM)/music integration programs in high school populations.
Holding a giant check for $2,500, Kariz Marcel was overwhelmed.
The teacher/music producer has been teaching financial literacy with hip-hop for the last six years. Teaming with Drew Swinburne and Allen Song, he spent the weekend taking it digital. In Math + Music = Literacy, students answer math questions. Answer correctly, and they get access to another part of a song, such as a beat, instruments and rhymes. He’s seen funding cuts at schools lead to less money for programs like his.
“I was thinking, what can we do to bridge that gap so the schools can afford enrichment programs?” he said.
The project won the civic track at last weekend’s Baltimore Hackathon and also notched a third place finish in the software category. It was one of more than 25 projects that came out of the weekend event. The teams spread out to work at Impact Hub. Open Works also offered space for teams working in the hardware category.
More than $12,000 in prize money was doled out Sunday. Judges for the event included Aisha DaCosta of I Am O’Kah, Fearless President Delali Dzirasa and Allovue CTO Ted O’Meara.
