Today’s episode is packed with powerful voices and community-driven stories—from educational planning and youth leadership to rising music talent. First, we’re joined by Colonel Oz Hill, Deputy Superintendent of Operations for the School District of Philadelphia. With decades of leadership experience and a deep commitment to community engagement, Colonel Hill shares how the District is inviting families, students, and staff to help shape the future of school buildings through Phase Eight of its Facilities Planning Process. Community input will guide decisions to modernize, co-locate, repurpose—or even reimagine—school spaces for Philadelphia’s diverse neighborhoods. 📍 Learn more: philasd.org/fpp
📘 Facebook: @PhillySchools
🐦 X (Twitter): @PHLschools
📸 Instagram: @philly_schools
Next, we’re thrilled to welcome four inspiring guests from the Girl Scouts of Eastern Pennsylvania’s Calling All Girl Bosses initiative—a free, yearlong leadership program helping girls in grades 6–12 become confident changemakers in their communities. Joining us are two remarkable Girl Scouts: Jasmine Wielgoszinski from Northeast Philly and Kinsley Jackson from West Philadelphia. They’ll share how their Gold Award projects are making an impact—from advocating for farm animal therapy to leading mural tours rooted in Black history. With them are their biggest supporters—moms and volunteers Adrienne Wielgoszinski and Lillian Jackson. 📍 Learn more or register: gsep.org/girlbosses
📲 Follow on Instagram: @girlbossesphl
🎧 Finally, enjoy a bonus segment from our WorkReady Summer Intern Amaya Manigault, who sits down with rising Philly music artist Jeffery Scott. Known for his raw, soulful sound, Jeffrey opens up about his latest project Trace of Where I Left You—a deeply emotional journey through love, healing, and growth.
📲 Follow Jeffrey on Instagram: @jeff3ry.scott
Don’t miss this inspiring episode filled with stories of leadership, legacy, and local impact.
📘 Facebook: @PhillySchools
🐦 X (Twitter): @PHLschools
📸 Instagram: @philly_schools
Next, we’re thrilled to welcome four inspiring guests from the Girl Scouts of Eastern Pennsylvania’s Calling All Girl Bosses initiative—a free, yearlong leadership program helping girls in grades 6–12 become confident changemakers in their communities. Joining us are two remarkable Girl Scouts: Jasmine Wielgoszinski from Northeast Philly and Kinsley Jackson from West Philadelphia. They’ll share how their Gold Award projects are making an impact—from advocating for farm animal therapy to leading mural tours rooted in Black history. With them are their biggest supporters—moms and volunteers Adrienne Wielgoszinski and Lillian Jackson. 📍 Learn more or register: gsep.org/girlbosses
📲 Follow on Instagram: @girlbossesphl
🎧 Finally, enjoy a bonus segment from our WorkReady Summer Intern Amaya Manigault, who sits down with rising Philly music artist Jeffery Scott. Known for his raw, soulful sound, Jeffrey opens up about his latest project Trace of Where I Left You—a deeply emotional journey through love, healing, and growth.
📲 Follow Jeffrey on Instagram: @jeff3ry.scott
Don’t miss this inspiring episode filled with stories of leadership, legacy, and local impact.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Good morning, Welcome to What's going On, a show about
making a difference in our lives and in our communities.
I'm Lorraine Baller Tomorrow. If you're looking for one of
the top leadership programs for girls, you don't have to
look any further than the Girl Scouts. For the second year,
the Girl Scouts of Eastern PA are hosting Calling All
Girl Bosses, a year long leadership program for girls in
(00:20):
grade six through twelve. It's free and design to help
participants become confident change makers in their communities. Later in
the show, we'll hear a special feature from our work
Ready summer intern Amaya Manigold, who sat down with rising
musical artist Jeffrey Scott. But first, Philadelphia residents have the
unique opportunity to weigh in on how the school district
uses its buildings, whether it's through modernization, co location, or
(00:43):
reimagining school spaces. Your input can help shape how our
schools better serve the city's diverse neighborhoods. We have on
the line Oz Hill, who is Superintendent in charge of
Facilities for the School District of Philadelphia, and there's a
great opportunity for citizens, parents and other concerned citizens to
have some input in the facilities planning engagement sessions. So, sir,
(01:08):
thank you so much for joining us here today. Tell
us what the purpose is of these series of opportunities
and tell us more details about them.
Speaker 2 (01:16):
Absolutely, thank you so much for the opportunity to share
and be with you and your listeners. During the month
of July, the School District of Philadelphia is hosting sixteen
facilities planning community engagement sessions that will allow our stakeholders, students, families,
school based staff, school leaders, and community members at large
(01:39):
to see how the decision making will work that will
lead to recommendations regarding our facilities planned. The recommendations will
fit into one of five categorical areas. We will look
at either maintaining a school facility or making an investments
(02:00):
to modernize a school facility, repurposing a school facility, co
locating programming into one site, and then in some instances
we will also make recommendations around the closure of facilities.
To this point, we have conducted thirteen of sixteen community
(02:23):
engagement sessions, all of we will have completed this phase
of our community engagement sessions, so all sixteen of them
will be completed as of Thursday of this week, but
we will still provide an opportunity for community stakeholders to
provide input based on a survey and the website that
(02:48):
has been established for input around our facilities planning process
to date, and I think it's important to share that
to date, we have convened nine advisory groups consisting of
more than one hundred and seventy members. Starting last fall,
when this process, or this phase of the process was implemented,
(03:12):
we conducted thirty three community listening sessions and we have
received more than fifty seven hundred responses through the survey
that we published around facilities planning. We really want to
engage the community fully in this process. As our superintendent,
Doctor Tony B. Watlington Senior says, nothing for the community
(03:36):
without the community.
Speaker 1 (03:38):
I do want to ask you what are some things
that you would like those concerned citizens to understand about
this process, because certainly everyone who has a school that
they are connected with might have a certain loyalty and
familiarity and would hate to see it go or be
downsized or whatever. So I wonder if you can maybe
give our listeners a better idea of what what are
(04:00):
some of the factors that go into the decision making process,
and when they give you that feedback, what are you
hoping to learn from the citizens as going forward the
ability to continue to provide feedback through this link online.
Speaker 2 (04:14):
Thank you so much, Lorraine. That's the perfect question. When
we talk about the factors, we're talking about four fundamental
categorical areas that we're looking at. The school building score,
which really looks at the building systems. We look at
the program alignment score, and that's the score that determines
(04:34):
whether or not the facility is aligned with the programming
in the school and that we desire to have in
the school. We look at whether or not a school
facility is over enrolled or under enrolled based on its capacity.
And then most importantly, we look at the neighborhood vulnerability score.
(04:57):
So those are the primary factors. And when I talk
about the neighborhood vulnerability score, it's composed of two components.
One component is the Center for Disease Control Standard on
Social Determinants. They provide a analysis that produces a score
for every neighborhood, so we use that, and then we
(05:20):
also look at whether or not the neighborhood has been
impacted by the school closures of the past. We do
not want to further adversely impact neighborhoods that are already
bore the brunt of school closures from twenty twelve and
twenty thirteen. This process is a bit different than the
(05:42):
traditional facilities planning process. A traditional facility planning process really
looks at the structure, the building systems, and determinations are
made about the long term viability of the school facility
based solely on that. This is an an equity based
process looking at or considers the impact on people first,
(06:06):
our school communities, our students, and what folks are going
to gain out of this, what our stakeholders are going
to gain out of this, and this is the most
exciting part to me. We have identified six fundamental outcomes.
First of all, this is designed to improve student achievement
first and foremost, to ensure that our students, after their
(06:29):
matriculation through the school District of Philadelphia, can satisfy what
we call one of the four e's. Either they're going
to enroll in a institution of higher education, They're going
to have employment or be prepared for employment in a
great career field. They are going to enlist in the
military in a career field that will provide them with
(06:53):
opportunities after their military service or entrepreneurship, and so first
and foremost it's about student achievement. Then we want to
maximize the use of our schools in the neighborhoods where
they sit for the community's benefit. We want to ensure
that there's more access to pre K programming around the
(07:16):
city of Philadelphia. We want to have more rigorous academic
offerings with algebra and advanced placement courses. And we know
that a well rounded education experience includes arts, music, and
physical education. We want that programming to be available and last,
but by no means lease it is career and technical
(07:39):
education programming more equitably throughout the school district of Philadelphia.
Speaker 1 (07:44):
So at the end of the day, when can we
expect to see the completion of this report and where
can people still go to provide their input. Before you
complete your study and your input.
Speaker 2 (07:56):
There will be additional sessions being schedule beginning in August
within eight engagement opportunities into the fall. The report itself
will be presented to the Board of Education in December
of twenty twenty five with the recommendations what all of
our stakeholders can do is to go to our website
(08:21):
pill a sdwww dot philsd dot org and put in
facilities Planning and they will be able to access all
of the information as well as the survey to provide input.
Speaker 1 (08:35):
Well, this is a very important process and it sounds
like you're really making an effort to get a lot
of input from the neighborhoods for the community that it's
going to impact. We thank you so much for joining
us here today to share with us the opportunity that
people still have to have input. Is there any final
words that you'd like to share with us.
Speaker 2 (08:52):
Before we close Again, I would just like to reiterate
that this is not a school district plan. This is
not a plan that's just for educators. This is the
City of Philadelphia's plan to educate our children. Look forward
to the input from every corner of the city.
Speaker 3 (09:12):
Fantastic.
Speaker 1 (09:12):
I want to thank you so much, Colonel Oz Hill,
Deputy Superintendent of Operations for the School District of Philadelphia.
Thank you so much for sharing your time with us
and giving this this opportunity for our citizens to have
input on the future of schools in the City of Philadelphia.
Thank you so much.
Speaker 4 (09:27):
Thank you, Lorene, you're listening to what's going on today.
Speaker 1 (09:38):
We're thrilled to welcome for inspiring guests from the Girl
Scouts of Eastern Pennsylvania's Calling All Girls Buses initiative, a free,
year long leadership program helping girls in grades six through
twelve become confident change makers in their schools, also in
their neighborhoods. Joining us are two remarkable Girl Scouts, Jasmine
will Gozinski from Northeast Philly and Kinsley Jackson from West Philly.
(10:00):
They'll share how their Gold Award projects are making a
real difference in their communities. Alongside them are their biggest supporters,
their moms, Adrian will Gozinski and Lillian Jackson, who also
volunteered with the program. From farm animal therapy to mural
arts tours rooted in Black history, these Girl Busses are
proving that when girls lead, communities thrive. Well, let's start
(10:21):
with Jasmine and Kinsley. Your Gold Award projects are so powerful.
Can each of you walk us through your project and
what inspired your idea. We'll start with Kinsley.
Speaker 5 (10:32):
So my project was mural tours in West Philadelphia to
teach about Black history, and what inspired me was I
have a passion for art and I've always loved learning
about it, so I wanted to share that with other
people by teaching them about what surrounds them in their
everyday lives.
Speaker 1 (10:46):
Yeah, so what was the experience like when you had
a chance to actually put it into practice?
Speaker 5 (10:51):
It was really nice to actually get on the bus
and be able to talk to people about what they
were seeing, who made it, and then seeing the questions
that they had about it as well.
Speaker 3 (11:00):
What about you? Tell us about your gold Award.
Speaker 6 (11:02):
So my project was called The Importance of Farm Animal Therapy,
and I was inspired to do it because when I
was in kindergarten, I met my friend and her mom said, hey,
I have horses. You should come check it out. So
I rode for about ten years, and not only did
it help me with my mental and physical health, everybody
there it helped them. There was always smiles. It was
(11:25):
a family, and when I got to implement my project
and invite people into that space, it was amazing to
see the smiles on their faces.
Speaker 1 (11:33):
Tell us a little more about the project, how did
it work, and what was your experience on it when
it was in place.
Speaker 6 (11:38):
So the first thing that I did was. I made
a video with testimonials from people who have ridden, and
I posted that on a website called The Importance of
Farm Animal Therapy. And then I did an open house
at Helping Friendly Farm invited people to come spend time
with the animals and see the property, watch the video,
and then we did an exercise where everybody wrote down
(12:00):
a positive affirmation and then I mix them up and
everybody got to take one home.
Speaker 1 (12:04):
Kinsley tell us about the impact that you feel that
your work has accomplished, either in your community or has
it helped you grow personally.
Speaker 5 (12:13):
I feel like that my project was definitely able to
just spread knowledge throughout the community, because every day you
probably pass amirl or you look at it, but you
don't really know like the story or the meeting behind it.
And I feel like I was really able to teach
myself and also teach the community about it.
Speaker 1 (12:27):
Yeah, that's wonderful. My dad taught Black history, so I
appreciate the importance and the power of knowing your past.
What about you, Jasmine tell us, how did it impact
you in terms of your own leadership and what was
the impact in your community.
Speaker 6 (12:41):
My goal was to just spread the awareness and the
knowledge of pharmential therapy because not many people know about it.
There were a lot of people that told me that,
you know, watching my video it made them cry or
they really were able to listen and say, I never
thought about that. So it was really cool to see
the things that I grew up with and seeing other
people be able to experience them for the first time.
Speaker 1 (13:02):
And we also know how healing and comforting our animal
companions can be and how it can be really used
in so many ways to really support mental wellness.
Speaker 3 (13:11):
So that's a very cool project.
Speaker 1 (13:12):
Well, let's talk to the moms, Adrian and Lilian. What
was it like to watch and support your daughters during
this journey and what motivated you all to volunteer.
Speaker 3 (13:22):
Let's start with Adrian.
Speaker 7 (13:23):
I've always volunteered. It's just something that's kind of innately
in me. And it was very nice to watch my
daughter grow up into the person that she's become. She's
a graduated girl scouts NOIL. At times, it was also
challenging because she would be like, Mom, you're nagging me,
So I would have to kind of step back and
work with other girls, but also share the knowledge and
(13:45):
experience that my own daughter had and have my daughter
then go talk to the other girls as well to
inspire them and her project. I also volunteered at the
farm where she rowed, So that was very meaningful to
me because there's physical and mental disabilities and sometimes you
don't even know it's as good as you know. They're
(14:06):
doing speech therapy with horses. Now I just write about
there's children on the autism spectrum, there's children with physical disabilities,
adults with physical disabilities, and then just kids teenagers or
little kids just going through stuff, bullying. It could be major, minor,
all different realms, and it just was very peaceful to
be there and be a part of all of that,
(14:27):
and then to watch my daughter share it with other
people was also inspiring. I was like, wow, look at
her go on this presentation, Like all these people kept
coming over to me like wow, she's so wonderful, she's
well spoken, she's inspiring, like they couldn't believe it. So
that was really nice to be a part of that.
Speaker 1 (14:47):
That's great and an opportunity to really bond with your daughter,
and yeah, and that's a great thing absolutely, so, Lilian,
what about you, what was it like to be a
supportive of this particular program and why did you volunteer?
Speaker 8 (14:59):
So I'm also a tr leader as well, so volunteer
to help other girls in the community to work on
their Silver and Gold awards. We know that it's difficult
to get started, and I think one of the reasons
you see these two girls here is because they have
that support with the awards, but a lot of girls
don't have that support in their households and by yourself,
it's just a huge obstacle to overcome. So I think
(15:19):
just giving that support to other girls that might not
necessarily have it helps them to be able to complete
these awards. And again, like I said, I've been a
true leader for I think it's seventeen years now, so
just wanting to help other girls reach that milestone. Because
you always hear about Eagle Scouts and their awards, you
don't hear as much about Girl Scouts and the Gold Awards.
So I think it's just great, a great opportunity for
(15:40):
girls to just develop their leadership skills and to put
together program to help support the community.
Speaker 3 (15:45):
So yeah, that's absolutely true.
Speaker 1 (15:46):
I think people are very aware of Eagle Scouts, yes,
but they're not so much about the Gold Awards. And
those are every bit as rigorous and as impactful as.
Speaker 3 (15:54):
The Eagle Scout Awards.
Speaker 1 (15:55):
I'm going to put Jen on the spot here, Jen
Chen Richards, come over here. I have us some specifics
about how people can get involved and sign up for
Calling All Girl Bosses.
Speaker 9 (16:05):
So my name is Jen Richards. I'm the project manager
for the Calling All Girl Bosses program, and we're very
excited that after a very successful pilot year during last
school year, we're going to be launching a year two
of Calling All Girl Bosses in Philadelphia, Reading and Allentown
for girls in grades six through twelve. This is a
program that's completely free, and it's open to girls who
are current Girl Scouts, but also girls who've never had
(16:27):
anything to do with Girl Scouts. Last year we had
lots of girls who this was their first Girl Scout experience.
And girls can sign up by going on our website,
which is gsp dot org slash Girl Bosses, and we'll
invite you to attend an info session, and once you've
attended that info session, we'll get you signed up and
hope to see you part of the program in the fall.
Speaker 1 (16:48):
Well, thank you, Jen, and let me just tell our
listening audience that this is an extraordinary program. First of all,
there are lots of opportunities to do good things, but
this is an opportunity to do something not only increases
a young girl's sense of self, creates a mentoring opportunity,
but also creates a tremendous support for leadership. And these
(17:10):
girls support each other and are able to really get
so much support and possibility through this program. It's just
really special. And getting a silver and Gold award is
it's not an easy thing, and this program has really
increased the number of girls who've been able to achieve that,
including the two that are in the studio today. And finally,
I wonder for those listening out there, Jasmine and Kinsley,
(17:31):
what would you tell them? Why would it be something
that you think girls out there listening might want to
become a part of Jasmine.
Speaker 6 (17:40):
It's going to be hard at times, but it's a
family and it's community of support that they're never going
to leave you behind and they're always going to be
behind you cheering her on or on the hard days,
they'll be a shoulder to cry on. And it's an amazing.
Speaker 1 (17:52):
Family, great lifelong friendships.
Speaker 3 (17:54):
Right and Kinsley, what would you say.
Speaker 5 (17:56):
Yeah, Like Jasmine said, it's going to take a lot
of hard work, but in the end, I really I
think it's all worth it. Like now I know so
much more about the Murals and my community as well,
and I think that just really brought us all together.
Speaker 1 (18:07):
That's a beautiful thing. It's a fantastic program and it's free.
How can you not want to be a part of
this particular program, Calling All Girl Bosses sponsored by the
Girl Scouts of Eastern PA. Calling All Girl Bosses. This
initiative is a free, your long leadership program helping girls
in grades six through twelve become confident change makers in
(18:27):
their schools and neighborhoods. And joining us to tell us
all about it were Jasmine will Gozinski from Northeast Philly,
Kinsley Jackson from West Philly and their moms, Adrian will
Gozinski and Lillian Jackson. If you want more information, you
can go to the website. It's so easy to do.
Go to GSEP dot org slash Girl Bosses and check
(18:49):
it out. Thank you all for joining us today.
Speaker 10 (18:51):
Thank you.
Speaker 1 (18:55):
Finally, a special segment produced by one of our Summer
work Ready students.
Speaker 10 (19:00):
Hello, my name is Amayaa tay maan Ago and today
I am joined by Jeffrey Scott, a musical sensation, actor
and a good friend of mine and artists who sounds
honest as it is haunting. Jeffrey has a gift for
turning emotion into melody. His latest album, Trace of Where
I Left You. It's deeply personal and beautifully layered project
that takes listeners on a journey of love, reflection, and
(19:21):
renewal with raw lyrics that stay with you long after
the last track. I am excited to dive into the
heart behind this project, talk process, inspiration, and we'll also
look ahead to what's next. Jeffrey Scott, Welcome and thank
you for being here.
Speaker 11 (19:34):
Hey guys, Hello, Hello.
Speaker 10 (19:35):
Hello Jeffrey. You built something special with Trace of Where
I Left You. When words fall short? What has Trace
Where I Left You allowed you to say, I find
trasa I.
Speaker 12 (19:45):
Left you had me finally convey feeling that I wasn't
able to convey normally while speaking.
Speaker 11 (19:52):
Trace I Left You for me was multiple different things too.
Speaker 12 (19:56):
It was about renewal, finding one, discovery and reflection and not.
Speaker 11 (20:02):
Always that being vulnerable.
Speaker 12 (20:05):
I think in all my songs you hear a progression,
and one is the specific songs that I wrote day Dreamin.
I wrote that in eighth grade, so I wanted to
put that in there to show how far I've come
and so ex just as a writer and as a musician,
because I still use the same track that I did
way back then. For Valus Shadows, that was me talking
(20:28):
to God. I wanted to do something a little different,
something that was not in my realm. But I also
wanted to disampled the Clarcisist to pay tribute to them
because they're one of my very good inspirations and I
always look up to them so as I was younger.
So with Valus Shadows, that was me crying out to
God and just asking them for answers that I feel
(20:48):
like I can't get them in my normal day to day. However,
with Valus Shadows, I was able to talk about my
mental health and just you know, in a way that
I didn't have to get down into the nitty gritty,
but you kind of heard it within the song Sad
Brown Eyes.
Speaker 11 (21:05):
That was for two of my close friends, me and.
Speaker 12 (21:07):
Kenl and Oliver, because their dad both had passed away.
So in honor of them, I wrote that to curvate
their films and what they were telling me at the time,
So I started writing that for them as.
Speaker 11 (21:21):
A little surprise and light night. That's just about vibes.
Speaker 12 (21:25):
I mean, you kicking back, chilling, you know whomever, you with,
girl boy, whatever, and you know you just chilling, catching
the vibes and you know you're having a good time.
Speaker 11 (21:34):
I wanted to do a little bit of a chill,
fun song.
Speaker 10 (21:37):
That's beautiful. Do you feel like music has changed the
way you understand healing, time or memory?
Speaker 11 (21:43):
Definitely? Honestly, I have music playlist.
Speaker 12 (21:46):
For everything down feeling and if you looked at my
like songs too, it's very like bipolar because you know,
you could be listening to one song woman that have
you hype in the next minute song and headswe your films.
Because music, I feel like that is my outlet, that
been my outless as I was little, always singing about
my feelings. I'm always thinking about whatever it is, whatever's
going on in my life too. So for me, I
(22:08):
feel like music is just timeless. You can't have a
world without music because music is everywhere with You're hearing
it from the trees, the birds and everything. But it's
Also for me, it has helped me with memories that
are not too fun to think about. And so when
you listen to a song, sometimes I put songs to
memories that if I want to remember what happened back then,
how far I've come from that time, I would listen
(22:30):
to that song and just think.
Speaker 10 (22:32):
With music being such a placeholder, how do you find
space for both grief and gratitude and your music? Does
one outweigh the other? And if so, why I feel
it kin.
Speaker 12 (22:43):
Kind of go both hand in hand because with grief
you're feeling gratitude are two things that are kind of
tricky to convey the song because of the fact that
it depends on what's your melody, And honestly, it's with
grief and gratitude also, so if you have an upbeat
type of thing, you would still be talking about grief.
(23:04):
But you know, some people might think it's a gratitude
so on for everything that you know, what was going
on with that's a.
Speaker 11 (23:08):
Person or with you or whatever. So for me, grief
and gratitude to convey it, I feel.
Speaker 12 (23:15):
Like you have to really have that raw emotion and
you have to have it in a way that your
voice can really touch the audience with For me, it's
if I ever well, I have done grief and gratitude,
So me doing grief and gratitude, I always make sure
I had those raw vocals and even in layering. When
(23:36):
you work while I was on the harmons or whatever,
I want to make sure the melodies stay very potent.
Speaker 10 (23:41):
While listening, and you did that beautifully as you can
all listen to the trace of where I left you
on all streaming platforms. What do you do when the
creative process brings up emotions that you thought you had
already deal with.
Speaker 11 (23:57):
Honestly, I just let it play out.
Speaker 12 (23:59):
I tried to see what that emotion for me is
and why it was so strong at that time and point.
Because if I'm writing a song about a very strong
emotion that I have trouble dealing with, then that's me.
Speaker 11 (24:14):
Trying to heal myself.
Speaker 12 (24:15):
And so I try to heal myself through writing the
music and put it on pen and paper.
Speaker 11 (24:20):
So even while writing those songs, like when I.
Speaker 12 (24:23):
Did Value of Shadows, some of that song was freestyle
because it just came to me based off of what
the emotion that I felt.
Speaker 11 (24:30):
Or again, so I was as we were creating it.
Speaker 12 (24:34):
Shout out to my producer Jackson and specific too for
help me with this project.
Speaker 11 (24:40):
They when me and Jackson was working on it, I
came in.
Speaker 12 (24:43):
I just had only this fun hear me, we get yourself,
and I just kept singing it over and over again,
and as we were figuring out, because I knew I
wanted an acoustic sale, so as we're figuring out, he
just kept playing it over and over again. That's when
I just started ripping and I started writing right then
(25:04):
and there, and even I just said at one.
Speaker 11 (25:06):
Point, I just said, let me hop in the studio
and then just you know what I have wrote.
Speaker 12 (25:09):
I kept But then at some points of this song,
like the bridge and when I was on a little
bit of ad living, that part was freestyle. So you know,
for me, I wanted I wanted something new, I wanted
something wrong, and I wanted something that nobody could recreate
but me. I mean, of course people can recreate things,
(25:31):
but like for me, that emotion that I had at
that time, I wanted something that I feel like only
I know what.
Speaker 11 (25:38):
Was going on.
Speaker 12 (25:39):
So for that song, specifically, keeping that trauma of not
knowing what to do next and not knowing what's going
to happen next and everything.
Speaker 11 (25:51):
That's what fueled I.
Speaker 10 (25:52):
Feel like it's amazing. So what trace do you hope
your music leaves behind in people? Do you see what
I did there with Trace?
Speaker 11 (26:02):
What traits doing? Hole?
Speaker 10 (26:03):
Wow?
Speaker 12 (26:04):
Well, I hope everybody listens to the song and it
touches them in a way where they can think about
their own memories in a way that could be good
and bad, you know. And for me, I grew up
with music, so my grandma sung in the church choir,
so I really owe everything to her because I felt
I got my voice from her. But I hope everybody
(26:27):
just learns something for themselves, and I hope I just
touched the audience in a way that is a positive light.
Speaker 11 (26:33):
You know.
Speaker 12 (26:34):
Sometimes and not every song for everybody. I wrote my
story in the song in a way that I can
finally tell it through my words and not you know
what other people here?
Speaker 10 (26:46):
What not?
Speaker 11 (26:46):
Other people see?
Speaker 6 (26:48):
For sure?
Speaker 10 (26:48):
And you are a multifaceted artist, what's next for you?
Is there a deluxe in the works? What are we
up to?
Speaker 12 (26:54):
So there is a little bit of music in the works.
I'm currently writing right now. However, this fall I'm going
to break the College of Music professional music performance amazing.
Speaker 10 (27:09):
If people want to follow up on you on socials
or listen to your music, tell us how we can
connect with you.
Speaker 12 (27:13):
You can connect with me through Instagram that is j
E F F three R Y dot Scott S C
O T T. And you can also find our music
on all platforms called Jeffrey Scott.
Speaker 11 (27:26):
J E F F E R Y C O T T.
Speaker 10 (27:29):
The trace of where I left you, thank you, and
that is Jeffrey Scott. The trace of where I left
you is out. Now go stream fa hear me.
Speaker 13 (27:37):
When night.
Speaker 14 (27:41):
Side nights. I need you to come rescue me.
Speaker 8 (27:47):
You know why?
Speaker 13 (27:48):
I am you stunning your stuff us.
Speaker 14 (27:52):
I need you to s someone now. I just can't
do this on my own. I get up stuc bye
passt broking me down too, tape.
Speaker 3 (28:12):
I need up.
Speaker 14 (28:14):
Things so I can't stray.
Speaker 10 (28:18):
Ah.
Speaker 13 (28:19):
Then you know who I am. I stay by your words.
I pray with things God for me. I did not
question what you have in store. Just give me insize you.
Speaker 10 (28:38):
No.
Speaker 11 (28:38):
I am just can't to miss on my own. I
get up th STU go o.
Speaker 14 (28:50):
Bye passt broking me down too, ta I need up things,
so I can't stand.
Speaker 5 (29:00):
Fapor stop the.
Speaker 13 (29:11):
Father stop, and I pray and I pray, and I cried,
and I cried for so much of jazz and brass
and pros T boy life, rosity.
Speaker 10 (29:33):
Oh.
Speaker 13 (29:33):
I asked this for you, just to send joy life
tonight to night.
Speaker 10 (29:44):
Brother.
Speaker 1 (29:45):
You can listen to all of today's interviews by going
to our station website and typing in Keyword Community. You
can also listen on the iHeartRadio app key Words Philadelphia
Community Podcast. Follow me on Twitter and Instagram at Lorraine Ballard.
I'm Lorraine Ballad and I stand for service to our
community and media that empowers. What will you stand for?
(30:06):
You've been listening to what's going on? Ed, thank you,
I
Speaker 11 (30:16):
ASKI me
Good morning, Welcome to What's going On, a show about
making a difference in our lives and in our communities.
I'm Lorraine Baller Tomorrow. If you're looking for one of
the top leadership programs for girls, you don't have to
look any further than the Girl Scouts. For the second year,
the Girl Scouts of Eastern PA are hosting Calling All
Girl Bosses, a year long leadership program for girls in
(00:20):
grade six through twelve. It's free and design to help
participants become confident change makers in their communities. Later in
the show, we'll hear a special feature from our work
Ready summer intern Amaya Manigold, who sat down with rising
musical artist Jeffrey Scott. But first, Philadelphia residents have the
unique opportunity to weigh in on how the school district
uses its buildings, whether it's through modernization, co location, or
(00:43):
reimagining school spaces. Your input can help shape how our
schools better serve the city's diverse neighborhoods. We have on
the line Oz Hill, who is Superintendent in charge of
Facilities for the School District of Philadelphia, and there's a
great opportunity for citizens, parents and other concerned citizens to
have some input in the facilities planning engagement sessions. So, sir,
(01:08):
thank you so much for joining us here today. Tell
us what the purpose is of these series of opportunities
and tell us more details about them.
Speaker 2 (01:16):
Absolutely, thank you so much for the opportunity to share
and be with you and your listeners. During the month
of July, the School District of Philadelphia is hosting sixteen
facilities planning community engagement sessions that will allow our stakeholders, students, families,
school based staff, school leaders, and community members at large
(01:39):
to see how the decision making will work that will
lead to recommendations regarding our facilities planned. The recommendations will
fit into one of five categorical areas. We will look
at either maintaining a school facility or making an investments
(02:00):
to modernize a school facility, repurposing a school facility, co
locating programming into one site, and then in some instances
we will also make recommendations around the closure of facilities.
To this point, we have conducted thirteen of sixteen community
(02:23):
engagement sessions, all of we will have completed this phase
of our community engagement sessions, so all sixteen of them
will be completed as of Thursday of this week, but
we will still provide an opportunity for community stakeholders to
provide input based on a survey and the website that
(02:48):
has been established for input around our facilities planning process
to date, and I think it's important to share that
to date, we have convened nine advisory groups consisting of
more than one hundred and seventy members. Starting last fall,
when this process, or this phase of the process was implemented,
(03:12):
we conducted thirty three community listening sessions and we have
received more than fifty seven hundred responses through the survey
that we published around facilities planning. We really want to
engage the community fully in this process. As our superintendent,
Doctor Tony B. Watlington Senior says, nothing for the community
(03:36):
without the community.
Speaker 1 (03:38):
I do want to ask you what are some things
that you would like those concerned citizens to understand about
this process, because certainly everyone who has a school that
they are connected with might have a certain loyalty and
familiarity and would hate to see it go or be
downsized or whatever. So I wonder if you can maybe
give our listeners a better idea of what what are
(04:00):
some of the factors that go into the decision making process,
and when they give you that feedback, what are you
hoping to learn from the citizens as going forward the
ability to continue to provide feedback through this link online.
Speaker 2 (04:14):
Thank you so much, Lorraine. That's the perfect question. When
we talk about the factors, we're talking about four fundamental
categorical areas that we're looking at. The school building score,
which really looks at the building systems. We look at
the program alignment score, and that's the score that determines
(04:34):
whether or not the facility is aligned with the programming
in the school and that we desire to have in
the school. We look at whether or not a school
facility is over enrolled or under enrolled based on its capacity.
And then most importantly, we look at the neighborhood vulnerability score.
(04:57):
So those are the primary factors. And when I talk
about the neighborhood vulnerability score, it's composed of two components.
One component is the Center for Disease Control Standard on
Social Determinants. They provide a analysis that produces a score
for every neighborhood, so we use that, and then we
(05:20):
also look at whether or not the neighborhood has been
impacted by the school closures of the past. We do
not want to further adversely impact neighborhoods that are already
bore the brunt of school closures from twenty twelve and
twenty thirteen. This process is a bit different than the
(05:42):
traditional facilities planning process. A traditional facility planning process really
looks at the structure, the building systems, and determinations are
made about the long term viability of the school facility
based solely on that. This is an an equity based
process looking at or considers the impact on people first,
(06:06):
our school communities, our students, and what folks are going
to gain out of this, what our stakeholders are going
to gain out of this, and this is the most
exciting part to me. We have identified six fundamental outcomes.
First of all, this is designed to improve student achievement
first and foremost, to ensure that our students, after their
(06:29):
matriculation through the school District of Philadelphia, can satisfy what
we call one of the four e's. Either they're going
to enroll in a institution of higher education, They're going
to have employment or be prepared for employment in a
great career field. They are going to enlist in the
military in a career field that will provide them with
(06:53):
opportunities after their military service or entrepreneurship, and so first
and foremost it's about student achievement. Then we want to
maximize the use of our schools in the neighborhoods where
they sit for the community's benefit. We want to ensure
that there's more access to pre K programming around the
(07:16):
city of Philadelphia. We want to have more rigorous academic
offerings with algebra and advanced placement courses. And we know
that a well rounded education experience includes arts, music, and
physical education. We want that programming to be available and last,
but by no means lease it is career and technical
(07:39):
education programming more equitably throughout the school district of Philadelphia.
Speaker 1 (07:44):
So at the end of the day, when can we
expect to see the completion of this report and where
can people still go to provide their input. Before you
complete your study and your input.
Speaker 2 (07:56):
There will be additional sessions being schedule beginning in August
within eight engagement opportunities into the fall. The report itself
will be presented to the Board of Education in December
of twenty twenty five with the recommendations what all of
our stakeholders can do is to go to our website
(08:21):
pill a sdwww dot philsd dot org and put in
facilities Planning and they will be able to access all
of the information as well as the survey to provide input.
Speaker 1 (08:35):
Well, this is a very important process and it sounds
like you're really making an effort to get a lot
of input from the neighborhoods for the community that it's
going to impact. We thank you so much for joining
us here today to share with us the opportunity that
people still have to have input. Is there any final
words that you'd like to share with us.
Speaker 2 (08:52):
Before we close Again, I would just like to reiterate
that this is not a school district plan. This is
not a plan that's just for educators. This is the
City of Philadelphia's plan to educate our children. Look forward
to the input from every corner of the city.
Speaker 3 (09:12):
Fantastic.
Speaker 1 (09:12):
I want to thank you so much, Colonel Oz Hill,
Deputy Superintendent of Operations for the School District of Philadelphia.
Thank you so much for sharing your time with us
and giving this this opportunity for our citizens to have
input on the future of schools in the City of Philadelphia.
Thank you so much.
Speaker 4 (09:27):
Thank you, Lorene, you're listening to what's going on today.
Speaker 1 (09:38):
We're thrilled to welcome for inspiring guests from the Girl
Scouts of Eastern Pennsylvania's Calling All Girls Buses initiative, a free,
year long leadership program helping girls in grades six through
twelve become confident change makers in their schools, also in
their neighborhoods. Joining us are two remarkable Girl Scouts, Jasmine
will Gozinski from Northeast Philly and Kinsley Jackson from West Philly.
(10:00):
They'll share how their Gold Award projects are making a
real difference in their communities. Alongside them are their biggest supporters,
their moms, Adrian will Gozinski and Lillian Jackson, who also
volunteered with the program. From farm animal therapy to mural
arts tours rooted in Black history, these Girl Busses are
proving that when girls lead, communities thrive. Well, let's start
(10:21):
with Jasmine and Kinsley. Your Gold Award projects are so powerful.
Can each of you walk us through your project and
what inspired your idea. We'll start with Kinsley.
Speaker 5 (10:32):
So my project was mural tours in West Philadelphia to
teach about Black history, and what inspired me was I
have a passion for art and I've always loved learning
about it, so I wanted to share that with other
people by teaching them about what surrounds them in their
everyday lives.
Speaker 1 (10:46):
Yeah, so what was the experience like when you had
a chance to actually put it into practice?
Speaker 5 (10:51):
It was really nice to actually get on the bus
and be able to talk to people about what they
were seeing, who made it, and then seeing the questions
that they had about it as well.
Speaker 3 (11:00):
What about you? Tell us about your gold Award.
Speaker 6 (11:02):
So my project was called The Importance of Farm Animal Therapy,
and I was inspired to do it because when I
was in kindergarten, I met my friend and her mom said, hey,
I have horses. You should come check it out. So
I rode for about ten years, and not only did
it help me with my mental and physical health, everybody
there it helped them. There was always smiles. It was
(11:25):
a family, and when I got to implement my project
and invite people into that space, it was amazing to
see the smiles on their faces.
Speaker 1 (11:33):
Tell us a little more about the project, how did
it work, and what was your experience on it when
it was in place.
Speaker 6 (11:38):
So the first thing that I did was. I made
a video with testimonials from people who have ridden, and
I posted that on a website called The Importance of
Farm Animal Therapy. And then I did an open house
at Helping Friendly Farm invited people to come spend time
with the animals and see the property, watch the video,
and then we did an exercise where everybody wrote down
(12:00):
a positive affirmation and then I mix them up and
everybody got to take one home.
Speaker 1 (12:04):
Kinsley tell us about the impact that you feel that
your work has accomplished, either in your community or has
it helped you grow personally.
Speaker 5 (12:13):
I feel like that my project was definitely able to
just spread knowledge throughout the community, because every day you
probably pass amirl or you look at it, but you
don't really know like the story or the meeting behind it.
And I feel like I was really able to teach
myself and also teach the community about it.
Speaker 1 (12:27):
Yeah, that's wonderful. My dad taught Black history, so I
appreciate the importance and the power of knowing your past.
What about you, Jasmine tell us, how did it impact
you in terms of your own leadership and what was
the impact in your community.
Speaker 6 (12:41):
My goal was to just spread the awareness and the
knowledge of pharmential therapy because not many people know about it.
There were a lot of people that told me that,
you know, watching my video it made them cry or
they really were able to listen and say, I never
thought about that. So it was really cool to see
the things that I grew up with and seeing other
people be able to experience them for the first time.
Speaker 1 (13:02):
And we also know how healing and comforting our animal
companions can be and how it can be really used
in so many ways to really support mental wellness.
Speaker 3 (13:11):
So that's a very cool project.
Speaker 1 (13:12):
Well, let's talk to the moms, Adrian and Lilian. What
was it like to watch and support your daughters during
this journey and what motivated you all to volunteer.
Speaker 3 (13:22):
Let's start with Adrian.
Speaker 7 (13:23):
I've always volunteered. It's just something that's kind of innately
in me. And it was very nice to watch my
daughter grow up into the person that she's become. She's
a graduated girl scouts NOIL. At times, it was also
challenging because she would be like, Mom, you're nagging me,
So I would have to kind of step back and
work with other girls, but also share the knowledge and
(13:45):
experience that my own daughter had and have my daughter
then go talk to the other girls as well to
inspire them and her project. I also volunteered at the
farm where she rowed, So that was very meaningful to
me because there's physical and mental disabilities and sometimes you
don't even know it's as good as you know. They're
(14:06):
doing speech therapy with horses. Now I just write about
there's children on the autism spectrum, there's children with physical disabilities,
adults with physical disabilities, and then just kids teenagers or
little kids just going through stuff, bullying. It could be major, minor,
all different realms, and it just was very peaceful to
be there and be a part of all of that,
(14:27):
and then to watch my daughter share it with other
people was also inspiring. I was like, wow, look at
her go on this presentation, Like all these people kept
coming over to me like wow, she's so wonderful, she's
well spoken, she's inspiring, like they couldn't believe it. So
that was really nice to be a part of that.
Speaker 1 (14:47):
That's great and an opportunity to really bond with your daughter,
and yeah, and that's a great thing absolutely, so, Lilian,
what about you, what was it like to be a
supportive of this particular program and why did you volunteer?
Speaker 8 (14:59):
So I'm also a tr leader as well, so volunteer
to help other girls in the community to work on
their Silver and Gold awards. We know that it's difficult
to get started, and I think one of the reasons
you see these two girls here is because they have
that support with the awards, but a lot of girls
don't have that support in their households and by yourself,
it's just a huge obstacle to overcome. So I think
(15:19):
just giving that support to other girls that might not
necessarily have it helps them to be able to complete
these awards. And again, like I said, I've been a
true leader for I think it's seventeen years now, so
just wanting to help other girls reach that milestone. Because
you always hear about Eagle Scouts and their awards, you
don't hear as much about Girl Scouts and the Gold Awards.
So I think it's just great, a great opportunity for
(15:40):
girls to just develop their leadership skills and to put
together program to help support the community.
Speaker 3 (15:45):
So yeah, that's absolutely true.
Speaker 1 (15:46):
I think people are very aware of Eagle Scouts, yes,
but they're not so much about the Gold Awards. And
those are every bit as rigorous and as impactful as.
Speaker 3 (15:54):
The Eagle Scout Awards.
Speaker 1 (15:55):
I'm going to put Jen on the spot here, Jen
Chen Richards, come over here. I have us some specifics
about how people can get involved and sign up for
Calling All Girl Bosses.
Speaker 9 (16:05):
So my name is Jen Richards. I'm the project manager
for the Calling All Girl Bosses program, and we're very
excited that after a very successful pilot year during last
school year, we're going to be launching a year two
of Calling All Girl Bosses in Philadelphia, Reading and Allentown
for girls in grades six through twelve. This is a
program that's completely free, and it's open to girls who
are current Girl Scouts, but also girls who've never had
(16:27):
anything to do with Girl Scouts. Last year we had
lots of girls who this was their first Girl Scout experience.
And girls can sign up by going on our website,
which is gsp dot org slash Girl Bosses, and we'll
invite you to attend an info session, and once you've
attended that info session, we'll get you signed up and
hope to see you part of the program in the fall.
Speaker 1 (16:48):
Well, thank you, Jen, and let me just tell our
listening audience that this is an extraordinary program. First of all,
there are lots of opportunities to do good things, but
this is an opportunity to do something not only increases
a young girl's sense of self, creates a mentoring opportunity,
but also creates a tremendous support for leadership. And these
(17:10):
girls support each other and are able to really get
so much support and possibility through this program. It's just
really special. And getting a silver and Gold award is
it's not an easy thing, and this program has really
increased the number of girls who've been able to achieve that,
including the two that are in the studio today. And finally,
I wonder for those listening out there, Jasmine and Kinsley,
(17:31):
what would you tell them? Why would it be something
that you think girls out there listening might want to
become a part of Jasmine.
Speaker 6 (17:40):
It's going to be hard at times, but it's a
family and it's community of support that they're never going
to leave you behind and they're always going to be
behind you cheering her on or on the hard days,
they'll be a shoulder to cry on. And it's an amazing.
Speaker 1 (17:52):
Family, great lifelong friendships.
Speaker 3 (17:54):
Right and Kinsley, what would you say.
Speaker 5 (17:56):
Yeah, Like Jasmine said, it's going to take a lot
of hard work, but in the end, I really I
think it's all worth it. Like now I know so
much more about the Murals and my community as well,
and I think that just really brought us all together.
Speaker 1 (18:07):
That's a beautiful thing. It's a fantastic program and it's free.
How can you not want to be a part of
this particular program, Calling All Girl Bosses sponsored by the
Girl Scouts of Eastern PA. Calling All Girl Bosses. This
initiative is a free, your long leadership program helping girls
in grades six through twelve become confident change makers in
(18:27):
their schools and neighborhoods. And joining us to tell us
all about it were Jasmine will Gozinski from Northeast Philly,
Kinsley Jackson from West Philly and their moms, Adrian will
Gozinski and Lillian Jackson. If you want more information, you
can go to the website. It's so easy to do.
Go to GSEP dot org slash Girl Bosses and check
(18:49):
it out. Thank you all for joining us today.
Speaker 10 (18:51):
Thank you.
Speaker 1 (18:55):
Finally, a special segment produced by one of our Summer
work Ready students.
Speaker 10 (19:00):
Hello, my name is Amayaa tay maan Ago and today
I am joined by Jeffrey Scott, a musical sensation, actor
and a good friend of mine and artists who sounds
honest as it is haunting. Jeffrey has a gift for
turning emotion into melody. His latest album, Trace of Where
I Left You. It's deeply personal and beautifully layered project
that takes listeners on a journey of love, reflection, and
(19:21):
renewal with raw lyrics that stay with you long after
the last track. I am excited to dive into the
heart behind this project, talk process, inspiration, and we'll also
look ahead to what's next. Jeffrey Scott, Welcome and thank
you for being here.
Speaker 11 (19:34):
Hey guys, Hello, Hello.
Speaker 10 (19:35):
Hello Jeffrey. You built something special with Trace of Where
I Left You. When words fall short? What has Trace
Where I Left You allowed you to say, I find
trasa I.
Speaker 12 (19:45):
Left you had me finally convey feeling that I wasn't
able to convey normally while speaking.
Speaker 11 (19:52):
Trace I Left You for me was multiple different things too.
Speaker 12 (19:56):
It was about renewal, finding one, discovery and reflection and not.
Speaker 11 (20:02):
Always that being vulnerable.
Speaker 12 (20:05):
I think in all my songs you hear a progression,
and one is the specific songs that I wrote day Dreamin.
I wrote that in eighth grade, so I wanted to
put that in there to show how far I've come
and so ex just as a writer and as a musician,
because I still use the same track that I did
way back then. For Valus Shadows, that was me talking
(20:28):
to God. I wanted to do something a little different,
something that was not in my realm. But I also
wanted to disampled the Clarcisist to pay tribute to them
because they're one of my very good inspirations and I
always look up to them so as I was younger.
So with Valus Shadows, that was me crying out to
God and just asking them for answers that I feel
(20:48):
like I can't get them in my normal day to day. However,
with Valus Shadows, I was able to talk about my
mental health and just you know, in a way that
I didn't have to get down into the nitty gritty,
but you kind of heard it within the song Sad
Brown Eyes.
Speaker 11 (21:05):
That was for two of my close friends, me and.
Speaker 12 (21:07):
Kenl and Oliver, because their dad both had passed away.
So in honor of them, I wrote that to curvate
their films and what they were telling me at the time,
So I started writing that for them as.
Speaker 11 (21:21):
A little surprise and light night. That's just about vibes.
Speaker 12 (21:25):
I mean, you kicking back, chilling, you know whomever, you with,
girl boy, whatever, and you know you just chilling, catching
the vibes and you know you're having a good time.
Speaker 11 (21:34):
I wanted to do a little bit of a chill,
fun song.
Speaker 10 (21:37):
That's beautiful. Do you feel like music has changed the
way you understand healing, time or memory?
Speaker 11 (21:43):
Definitely? Honestly, I have music playlist.
Speaker 12 (21:46):
For everything down feeling and if you looked at my
like songs too, it's very like bipolar because you know,
you could be listening to one song woman that have
you hype in the next minute song and headswe your films.
Because music, I feel like that is my outlet, that
been my outless as I was little, always singing about
my feelings. I'm always thinking about whatever it is, whatever's
going on in my life too. So for me, I
(22:08):
feel like music is just timeless. You can't have a
world without music because music is everywhere with You're hearing
it from the trees, the birds and everything. But it's
Also for me, it has helped me with memories that
are not too fun to think about. And so when
you listen to a song, sometimes I put songs to
memories that if I want to remember what happened back then,
how far I've come from that time, I would listen
(22:30):
to that song and just think.
Speaker 10 (22:32):
With music being such a placeholder, how do you find
space for both grief and gratitude and your music? Does
one outweigh the other? And if so, why I feel
it kin.
Speaker 12 (22:43):
Kind of go both hand in hand because with grief
you're feeling gratitude are two things that are kind of
tricky to convey the song because of the fact that
it depends on what's your melody, And honestly, it's with
grief and gratitude also, so if you have an upbeat
type of thing, you would still be talking about grief.
(23:04):
But you know, some people might think it's a gratitude
so on for everything that you know, what was going
on with that's a.
Speaker 11 (23:08):
Person or with you or whatever. So for me, grief
and gratitude to convey it, I feel.
Speaker 12 (23:15):
Like you have to really have that raw emotion and
you have to have it in a way that your
voice can really touch the audience with For me, it's
if I ever well, I have done grief and gratitude,
So me doing grief and gratitude, I always make sure
I had those raw vocals and even in layering. When
(23:36):
you work while I was on the harmons or whatever,
I want to make sure the melodies stay very potent.
Speaker 10 (23:41):
While listening, and you did that beautifully as you can
all listen to the trace of where I left you
on all streaming platforms. What do you do when the
creative process brings up emotions that you thought you had
already deal with.
Speaker 11 (23:57):
Honestly, I just let it play out.
Speaker 12 (23:59):
I tried to see what that emotion for me is
and why it was so strong at that time and point.
Because if I'm writing a song about a very strong
emotion that I have trouble dealing with, then that's me.
Speaker 11 (24:14):
Trying to heal myself.
Speaker 12 (24:15):
And so I try to heal myself through writing the
music and put it on pen and paper.
Speaker 11 (24:20):
So even while writing those songs, like when I.
Speaker 12 (24:23):
Did Value of Shadows, some of that song was freestyle
because it just came to me based off of what
the emotion that I felt.
Speaker 11 (24:30):
Or again, so I was as we were creating it.
Speaker 12 (24:34):
Shout out to my producer Jackson and specific too for
help me with this project.
Speaker 11 (24:40):
They when me and Jackson was working on it, I
came in.
Speaker 12 (24:43):
I just had only this fun hear me, we get yourself,
and I just kept singing it over and over again,
and as we were figuring out, because I knew I
wanted an acoustic sale, so as we're figuring out, he
just kept playing it over and over again. That's when
I just started ripping and I started writing right then
(25:04):
and there, and even I just said at one.
Speaker 11 (25:06):
Point, I just said, let me hop in the studio
and then just you know what I have wrote.
Speaker 12 (25:09):
I kept But then at some points of this song,
like the bridge and when I was on a little
bit of ad living, that part was freestyle. So you know,
for me, I wanted I wanted something new, I wanted
something wrong, and I wanted something that nobody could recreate
but me. I mean, of course people can recreate things,
(25:31):
but like for me, that emotion that I had at
that time, I wanted something that I feel like only
I know what.
Speaker 11 (25:38):
Was going on.
Speaker 12 (25:39):
So for that song, specifically, keeping that trauma of not
knowing what to do next and not knowing what's going
to happen next and everything.
Speaker 11 (25:51):
That's what fueled I.
Speaker 10 (25:52):
Feel like it's amazing. So what trace do you hope
your music leaves behind in people? Do you see what
I did there with Trace?
Speaker 11 (26:02):
What traits doing? Hole?
Speaker 10 (26:03):
Wow?
Speaker 12 (26:04):
Well, I hope everybody listens to the song and it
touches them in a way where they can think about
their own memories in a way that could be good
and bad, you know. And for me, I grew up
with music, so my grandma sung in the church choir,
so I really owe everything to her because I felt
I got my voice from her. But I hope everybody
(26:27):
just learns something for themselves, and I hope I just
touched the audience in a way that is a positive light.
Speaker 11 (26:33):
You know.
Speaker 12 (26:34):
Sometimes and not every song for everybody. I wrote my
story in the song in a way that I can
finally tell it through my words and not you know
what other people here?
Speaker 10 (26:46):
What not?
Speaker 11 (26:46):
Other people see?
Speaker 6 (26:48):
For sure?
Speaker 10 (26:48):
And you are a multifaceted artist, what's next for you?
Is there a deluxe in the works? What are we
up to?
Speaker 12 (26:54):
So there is a little bit of music in the works.
I'm currently writing right now. However, this fall I'm going
to break the College of Music professional music performance amazing.
Speaker 10 (27:09):
If people want to follow up on you on socials
or listen to your music, tell us how we can
connect with you.
Speaker 12 (27:13):
You can connect with me through Instagram that is j
E F F three R Y dot Scott S C
O T T. And you can also find our music
on all platforms called Jeffrey Scott.
Speaker 11 (27:26):
J E F F E R Y C O T T.
Speaker 10 (27:29):
The trace of where I left you, thank you, and
that is Jeffrey Scott. The trace of where I left
you is out. Now go stream fa hear me.
Speaker 13 (27:37):
When night.
Speaker 14 (27:41):
Side nights. I need you to come rescue me.
Speaker 8 (27:47):
You know why?
Speaker 13 (27:48):
I am you stunning your stuff us.
Speaker 14 (27:52):
I need you to s someone now. I just can't
do this on my own. I get up stuc bye
passt broking me down too, tape.
Speaker 3 (28:12):
I need up.
Speaker 14 (28:14):
Things so I can't stray.
Speaker 10 (28:18):
Ah.
Speaker 13 (28:19):
Then you know who I am. I stay by your words.
I pray with things God for me. I did not
question what you have in store. Just give me insize you.
Speaker 10 (28:38):
No.
Speaker 11 (28:38):
I am just can't to miss on my own. I
get up th STU go o.
Speaker 14 (28:50):
Bye passt broking me down too, ta I need up things,
so I can't stand.
Speaker 5 (29:00):
Fapor stop the.
Speaker 13 (29:11):
Father stop, and I pray and I pray, and I cried,
and I cried for so much of jazz and brass
and pros T boy life, rosity.
Speaker 10 (29:33):
Oh.
Speaker 13 (29:33):
I asked this for you, just to send joy life
tonight to night.
Speaker 10 (29:44):
Brother.
Speaker 1 (29:45):
You can listen to all of today's interviews by going
to our station website and typing in Keyword Community. You
can also listen on the iHeartRadio app key Words Philadelphia
Community Podcast. Follow me on Twitter and Instagram at Lorraine Ballard.
I'm Lorraine Ballad and I stand for service to our
community and media that empowers. What will you stand for?
(30:06):
You've been listening to what's going on? Ed, thank you,
I
Speaker 11 (30:16):
ASKI me
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