Experience the premiere performance of the new theme song for Soundscapes El Sistema Orchestra in Newport News, Virginia—”Pickup Your Instruments.” The song was written by Soundscapes students and Kid Pan Alley songwriters Paul and Cheryl Reisler. This moving performance features orchestral arrangements by Don Hart and is conducted by Soundscapes Program Director Rey Ramirez with the massed orchestra and chorus.
Strike Up The Band: Orchestra Programs
Kid Pan Alley and the Nashville Chamber Orchestra
Kid Pan Alley and Soundscapes Orchestra
Kid Pan Alley and the National Symphony
"A Place We Go To Remember" - featuring Pinchas Zukerman
“A Place We Go To Remember” is a song that Kid Pan Alley wrote with 4th graders at Pocahontas Elementary after the children had read a book about Maya Lin and the Vietnam Wall Memorial. The song was arranged for string quartet and performed by multiple Grammy winner and Presidential Medal of the Arts recipient Pinchas Zukerman and the phenomenal cellist Amanda Forsyth. It also features Natalia Zukerman on vocals was arranged by Don Hart.
"A Place We Go To Remember" - Performed by the Bourgeois Concert Band
Here’s an arrangement of “A Place We Go To Remember” performed by the Bourgeois Concert Band in their American Festival Concert on July 1, 2023 at Avon Hall in Washington, VA featuring mezzo-soprano Sara Sheffield. It was arranged by Don Hart.
"Scary Things" featuring the Nashville Chamber Orchestra
“Scary Things” is a Kid Pan Alley song for Halloween written by Jim Photoglo and Ms. Tartar’s 2nd grade at Stratton Elementary in Nashville. It’s taken from the album Kid Pan Alley Nashville and features John Bindel and the Nashville Chamber Orchestra. It was arranged by Don Hart and received a GRAMMY nomination.
Fables: Aesop's Fables for Orchestra and Narrator
Aesop’s Fables for Orchestra and Narrator is a family-friendly orchestral work that brings the timeless stories of one of history’s greatest storytellers to life through music. With music by Art Wheeler and Paul Reisler, libretto by Paul Reisler and Tom Paxton, and final orchestrations by Don Hart, this piece transforms Aesop’s 2,200-year-old fables into an engaging musical experience similar to Peter and the Wolf. The work consists of five interconnected fables unified by the overarching narrative of the famous race between the tortoise and the hare. It premiered in 2010 with performances at both the Charlottesville Performing Arts Center and Maestro Lorin Maazel’s Castleton Theatre House. It’s been performed by both youth orchestras and professional orchestras.
More Information:
Frequently Asked Questions
- How long is each songwriting session and how many sessions to write a song? We generally write the songs in two 60-minute sessions though with the younger children it is better to do three 40-minute sessions. This allows time for exploration, brainstorming, voting, writing the first section of lyric and melody.
The second session begins with a review of the previous day’s work and then the remaining sections of the song are composed, and recorded for rehearsal purposes. - How many children can participate in each session and how does it work? With online sessions, we prefer to work with 15 children at a time to give them plenty of individual attention. We can work with the students from their homes or work remotely with them from their classrooms depending on the structure the school has chosen. There are two Kid Pan Alley songwriters present for each session and we ask that you have a staff person or parent observe the session.As an educator, this is a golden opportunity to observe your students in a new learning environment, making connections to their background knowledge, incorporating current learning and working together as a learning community. While discipline is rarely an issue, your presence ensures that the songwriting session meets with minimal interruptions. Please help us keep the focus on the children by avoiding talking to colleagues while the session is in progress. And please remember that while it’s fine for the teacher to throw in an occasional idea, it is the children who are writing the song.
- When will the sessions be scheduled? KPA coordinates with school administration and team leaders to create the schedule. Most often, school appointed coordinator (music or lead teacher) creates a schedule that works around lunch, recess and planning time.
- What happens if a child is absent for one of the sessions? We encourage the classroom teacher to use the lyric sheets and recordings to practice with their class. It is inevitable that some children will be absent or required to miss a session for educational services. We do not exclude these children and do everything possible to make sure they are a part of the creative process.
- Can I get a copy of the lyrics and the song to practice with my students? A copy of the lyrics and a recording of the finished song performed by the KPA songwriters is provided to teachers and students once the second songwriting session is complete. If you would like to include the children’s voices on the recording, they can be recorded as they sing along with the track and then we will sync their voices to the recording. The lyrics and recording are sent electronically so that the teacher can use their computer to play the song for their students.
- Do my students have to sign the release form to participate? Release forms are required for students to participate in the program. We recognize that some of the forms get lost in the book bags or forgotten at home. A verbal agreement obtained by school staff is accepted. Please let us know at the beginning of the class if there is a child who can’t be photographed.
- How do I justify the loss of instructional time? Instructional time is precious and many teachers are concerned regarding the time away from a curriculum pacing guide or preparation for a pending assessment. The KPA songwriting process aligns with the language arts curriculum at every grade level. Students are learning about language, poetry, rhyme and finding their collective voice.It can be compared to the concept of authors purpose, creative writing and learning to generate and expand ideas. Of course, writing a song is fun, but do not let it fool you, the process is jammed packed with experiences that reinforce language arts concepts. For struggling readers and writers, it is a fun way to practice emerging skills in a safe, and supported large group environment.
- How can I use songwriting in my classroom if I am not a musician? As mentioned above, the songwriting process is reproducible. Students can create their own song based on any concept that is being taught. It is a great alternative project and does not require the teacher to have any music skill. The most important quality that the teacher needs it the willingness to include it as a way of students expressing themselves and conveying what they have learned. Most schools have a music teacher that can assist them with a simple accompaniment or even a parent with musical background that can volunteer some time.Not all songs need accompaniment. Students can use this process to create poetry, write a short story, or to write from a prompt. The process is versatile.
- Are special education and limited English speaking students included? All students are included in the songwriting residency. It is an inclusive program. If there are any accommodations that are required by and IEP or 504 plans, the KPA staff will work with the teacher to ensure that the accommodations are being met during the residency program.
Other Themed Programs
- One Little Song Can Change the World: A fun and interactive 45-minute concert featuring performances of KPA songs that focus on respect– for the earth, each other, and ourselves. Brochure
- The Stories We Share: Guest speakers share experiences from their own lives as inspiration for their original song; often conducted as an intergenerational or intercultural program. Brochure
- Everyone Has Something To Say (Special Needs Program): We believe everyone has something to say–a story to tell. But, sometimes they don’t have a way to tell it. Kid Pan Alley has been working with kids profoundly impacted by autism. Many of them can’t speak. Working with pictures, communication devices and deep listening, we try to capture their hopes and dreams in an authentic way in song. Each child has a peer partner from a local school. We work with those children to develop ways of listening and empathy. It’s challenging and also some of the most rewarding work we’ve done. It is amazing to see them on stage participating in a song that they wrote and to see the tears of joy in the eyes of their parents. We also provide programs for children with a wide variety of special needs. Video
- Music & Dialogue Teen Program: In this collaborative songwriting workshop taught by Kid Pan Alley’s professional songwriters, teens ages 13-17 will have the opportunity to learn the fundamentals of songwriting while engaging in meaningful dialogue on the themes of “listening” and “being heard” as well as was “justice” means to them. They will share perspectives, learn from each other, and work together to create an original song based on their shared perspectives. Video
- Write In This Book Literacy Program: Kid Pan Alley and award-winning children’s author Mary Amato work together to inspire and support children in the creative writing process through collaborative journal writing and songwriting. The children learn how to develop and write in character in the collaborative journal writing process inspired by Amato’s book, “Write in this Book.” Then, what they have written in their classroom book becomes the inspiration for song. This residency helps children explore, practice and share as they grow into writers. Brochure
- Themed Workshops: Students explore a topic together and write a song based on their shared perspectives (examples: diversity/inclusion, mental health, nature/environment, history, etc.).
Testimonials From Teachers, Students & Parents
What Teachers, Parents and Administrators Say About Kid Pan Alley
“Kid Pan Alley is a truly unique project and one, which honestly offers magic in the real world. The workshops create an environment, in which children learn while creating and, in the end, are empowered by the experience. The songs that grow out of this sharing are fresh and downright good. As Manager of Statewide Programs and Exhibitions at the VMFA, I work with every community to bring the arts to each citizen of Virginia. Kid Pan Alley is one of the most community focused I have ever seen.” – Jeffrey Allison, Virginia Museum of Fine Arts
“Throughout the song writing process, the students are taken on a journey of discovery that ignites their imaginations and ability to create. The experience of working with professional musicians that help turn their ideas into works of art is truly remarkable. I have witnessed students who might have difficulty connecting to the world around them, find their voice and learn how to use it. I was particularly touched as one student created a beautiful and complex melody line. This student has not shown this type of ability in the past, and this self-discovery has produced a better level of engagement in the weeks afterward. It is also a joy for me to be able to join and help the students and find that I become lost in the magic of the process myself. “ – Heidi Johnson-Taylor, Music Teacher, Patrick Henry School for Sciences & Art, Richmond, VA
“This was one of the most amazing and valuable residencies that I’ve ever had the privilege to be a part of. I loved the way that the songwriters honored each and every idea that was put forward by the children and then helped to gently guide them to the final product.” – Hilary Sales, Music Teacher, Union Elementary School, Montpelier, VT
“Children learn to the core when they are engaged in meaningful work that is relevant to their life experiences and honors their ideas. ‘Stand Up and Be Heard: One Little Song Can Change the World’ draws children into the important work of exploring and expressing who they are and what they want to see in their world. The assembly beautifully supports a school’s character development curriculum, building on universal concepts in the words of children themselves. Children deserve to be heard; this assembly helps us listen more closely.” – ElizaBeth McCay, PhD, Principal, Jackson-Via Elementary, Charlottesville, VA
“As I watched the songs develop over the course of the week I was amazed at the array of extension activities that stem from your program. For example, we could incorporate poetry, chorus, music/songwriting, recording, performing arts, videography, and content related topics to the mix. Thank you so much for working with our students and showing them that they have the imagination, creativity, mental capacity, and courage to write and perform their own compositions.” – T H. Renteria, Ph.D., Education Director, Volcano School for Arts & Sciences, Volcano, HI
“Seeing and hearing the songs written and preformed by our students brought staff and parents –literally- to tears as they witnessed the heart-felt expression of their inner beliefs. This experience can be a challenging act for some children however through acceptance, and encouragement Kid Pan Alley successfully incorporated all students in the progression of the creative song writing process. All student ideas were valued and encouraged…Every school in the country should have a KPA residency. We hope to continue our relationship with Paul and Donnie/KPA for years to come so that all students eventually participate in the song writing process and find their true song.”- Owen Bradley, Principal, Union Elementary School, Union, VT
“One boy in my class jumped in feet first and was incredible. He often has difficulty expressing himself but this opened up a new path for him.” – Kathy Dowd, Jackson-Via Elementary, Charlottesville, VA
“It has been a couple of weeks since I attended the Jouett concert but I am still thrilled with the performance. It was evident on the faces and in the voices of those children that the experience changed their lives. It was fascinating to watch the process as it unfolded and to witness the final concert. You are able to give “voice” to children’s thoughts and feelings which is quite an accomplishment!! It is my hope that Kid Pan Alley can return to Louisa County to enrich our students.”- Dr. Deborah D. Pettit, Superintendent. Louisa County Public Schools
“You inspired me in ways that will change my teaching for years to come. I am going to incorporate a writing unit in the spring each year and have a showcase at the end of the year. Perhaps even do some CDs as a fundraiser.” – Hilary Parks, Whitsett Elementary, Nashville, TN
“I was hesitant at first about taking class time for a project that didn’t cover the SOLs; however, they addressed poetry writing SOLs for fourth grade. They really did well teaching figurative language such as similes, metaphors, onomatopoeia and alliteration. Rhyme scheme and poetry patterns were also present in their teachings. I really appreciate this workshop and I know my students did. Their final product was awesome.” – Sandra Clement, Blue Ridge Elementary, Ararat, VA
“I was surprised at some of the children who generally remain very quiet during regular music class time, eagerly and uncharacteristically bringing forth their comments and ideas. Suggestions were not hard to come by and it was a joy to watch the children’s ideas unfold before my eyes.” -Evelyn Oyster, Wakefield Country Day School, Flint Hill, VA
“Kid Pan Alley was one of the best experiences that our students have ever had at our school!…This experience will have direct and residual effects for years to come for the students that participated. The students are inspired to take a greater interest in the arts. The students are encouraged to do better academically in school.” – Tom Caton, Principal, Elkin Elementary School, Elkin, NC
“The wonderful Kid Pan Alley Program ignites children’s creativity at a level that encourages them to use skills, talents and imagination in a new dimension – in other words, awesome!” – Brenda Phillips, Principal, Cary Elementary, Richmond, VA
“The confidence levels just soared as they realized that they really could create something meaningful themselves.”- Ramona Kahle, Woolwine Elementary School, Woolwine, VA
“Thank you for the remarkable work you did putting together the whole Kid Pan Alley effort in Albemarle. My daughters both performed last Saturday at The Paramount and it was a thrilling, confidence building, memorable evening for them. Especially for my special needs child, who has a hard time with crowds, this was a barrier breaking evening for her.”- Cale Elementary School Parent, Charlottesville, VA
“Ever since I worked with Kid Pan Alley, I learned that things can be difficult, but to keep on going to new doors or levels, get a job and live a wonderful life. Thanks for giving me the courage to keep on going.” – 3rd grade student
“When I first thought of Kid Pan Alley, I didn’t even want to participate, but as I started thinking about it, I thought I would be interested in songwriting. So in the future, I am going to continue to try and be a music teacher….Thank you. I enjoyed you making a difference in my life.” – 5th Grade Students, Forestdale Elementary School, Fairfax County, VA
“I have had the privilege of seeing Kid Pan Alley (KPA) grow from an initial experiment with elementary school students here in Rappahannock County into a national program that has been a gift to thousands of students across the country. Watching Paul work with a group of young people is a delight: the students are thoroughly engaged as they draw on their own life experiences and their own sense of humor to create both lyrics and melody. Singing their own creations along with first class musicians at the community concert which is the end of every KPA residency is a thrill for the students and an equally wonderful evening for the community, not only sharing some great music but also celebrating the creative capacity of the young people involved.” – Sallie Morgan, Director, Community Support Rappahannock Rapidan Community Services Board and Area Agency on Aging