Monday, November 23, 2015

Sing Your Favorite Books

One of my favorite activities in every Sound Beginnings class is story time:  I treasure reading picture books, and when I get to sing them, I love stories times more!

Why Read?

Parents and researchers are well aware of the myriad benefits of reading to young children. Reading to a child:
  • increases his receptive (understood) vocabulary up to 40%
  • improves his expressive (speaking, talking) skills
  • prepares him to perform better in school
  • improves bonding and well-being
  • establishes a culture and pattern for enjoyment of reading
  • promotes communication between you and the child
  • instills positive attitudes toward reading and learning
  • promotes a longer attention span and develops abilities for focus and critical thinking
  • improves listening skills and imagination
  • expands his topical knowledge
  • raises his IQ by an average of 6 points
Why Sing?

It's no surprise, then, that we love incorporating story time into Sound Beginnings class.  Singing the books adds even more boost.  
  • Singing emphasizes rhymes, meter, and patterns in the language. We guide the child to notice and interpret them. 
  • Melody provides a powerful memory tool. It's no wonder every brand has created a jingle for their product!
  • Music enhances the teaching of words, grammar, and concepts.
  • Singing boosts expressive language skills.  Children practice using words and phrases in song lyrics that they have not quite yet mastered in everyday speaking.
  • Singing forces the brain to use both hemispheres simultaneously. We strengthen what we are learning by activating more of the brain as we learn. 
To the Let's Play Music Students:

One more benefit of singing stories: it opens a venue to play with compositionI tell my 3rd-year-students that a composition can start from just about any inspiration, especially from a poem or rhyme.  When my recent LPM-grad daughter saw me making the videos below, she went over to our stack of books and spent an hour creating melodies of her own for each one!

So, singing stories is not too babyish for anyone, and I'm going to help you get started. Who knows!? You may decide to transcribe one of your new tunes, add some accompaniment at the piano, and make a piano piece!

Singable Stories

Here are nine songs that have been made into books. This is a great way to get started since the tune has already been writtenChildren love if you sing these to them over and over while they look at the pictures and words. (click images to go to Amazon)
Image Map  
Your Favorite Books!

The library is bursting with darling books and stories; don't you just wish more of them were sing-alongs?!  Don't despair! YOU have the power to take those books and make them into songs.  Here are some tips to get you going:
  • Choose stories with short, repeating verbal patterns
  • Choose stories that already have meter and rhyme (Dr. Seuss books are perfect examples)
  • Read the story several times to get a feel for the verbiage
  • Go for it: attempt to sing a page or two of the story! Success!
I pause here because you could call it a successful story-telling day already. Sing whatever tune you make up on the spot, and your melodic voice will intrigue your child. But what if my melody was lame? And maybe my voice was off-key?! And I don't even know what notes or patterns I was singing!
Here's the great news: your preschooler thinks you're awesome already! No judging! We believe learning happens through play (read our post), when everyone is free to try new things without fear. Are you brave enough, Mom and Dad, to try, too?
If you'd like to make that story even better, do this next:
  • Eventually settle on one melody for this story. Try to remember the melody, and sing the same one every time you read this book. Being memorable is one trait of a great melody.
  • Be repetitive.  The words of the story repeat, and your short melody repeats.  Over and over and over. Toddlers love it.
  • Simple is best! If you have bells or a piano in your home, use them to tap out a do-re-me-fa-sol, or other simple patterns. Then try to incorporate them, changing the rhythms as needed to fit your words.
  • Incorporate any of these common patterns: mi-re-do, sol-sol-do, sol-la-ti-do, sol-fa-mi-re-do, and sol-mi-do.  Ask your music teacher to show you these on the bells or by singing if you haven't been to Let's Play Music class.  These are very common melodic patterns that we will be singing and reading for 3 years in Let's Play Music. They each draw us back to Do and make a great ending to a musical phrase.
  • An advanced challenge is to take your favorite story, even if it doesn't have obvious meter and rhyme, and you have to make up meter and pretend that it rhymes.
Hippos Go Berserk

Okay, to show you how I do this in my family, I grabbed our very-worn copy of Hippos Go Berserk.  I sang it to the kids a few times until I could settle on a memorable tune that I decided was the one for this book. Just for you, I went back and analyzed what I was doing (this is great if you want to transcribe your melody like our 3rd year students will do.)  

I have a Do. mi-re-do pattern, but I added repeats as needed to fit with the words.  So "One Hippo all alone" is Do mi-mi re-re-do."  See? Still a mi-re-do, I just duplicated some notes. My entire song has this pattern:

Do. Mi-re-do.
Do. Sol-fa-mi.
Do. Mi-re-do.
Sol. Fa-mi-re-do.
Check it out:

I'm a Baby, You're a Baby
Here's another worn-out book in our house. I'm a Baby, You're a Baby. I didn't find an easy way to incorporate the animal words into the song, but luckily found that everyone likes it when I pause so they can shout out the answers.

The Composer in You

I hope you will try this idea of singing books a try.  You will really be improving your composition skills and improvisation.  Better yet, you'll be showing your children that we play with music.  We don't just perform music that is written out in a score and practiced in rehearsal halls, we create music with the language around us, and we find the music hidden everywhere we go! It can be so silly.

You'll start to be aware of lanaguage: What melodic patterns fit these words? What rhythms do these words naturally have?  Could I sing a tune to that phrase? You'll notice musical possibilities all around and expand your composing skills by bounds.

-Gina Weibel, M.S.
Let's Play Music teacher  

Wednesday, November 11, 2015

Core Value: We Ensure Quality to Preserve Integrity

Do I really want this stuff?
Here at Let's Play Music, one of our core values is We Ensure Quality to Preserve Integrity.

I've been thinking about quality amid the holiday season. The flashy sales are all around, tempting me to buy all sorts of stuff at a super-discount price. But wait a minute, is this stuff really what I want? Maybe I should examine it a little more carefully first.

Has your kiddo ever begged for something that looked tempting and pretty in its packaging, but it fell apart after she played with it a few times?  Perhaps that super-saver-discount deal was no deal at all.  We don't want to get bamboozled into buying junk.  We want to invest our time and money in quality items and experiences.  (Read our post on Smarter Spending to maximize happiness this season.) 

That applies to shopping for gifts and investing in your music classes!

Cheap Toys vs. Quality Toys

Broken already?
You're a pretty fantastic parent (I can tell because you're reading this blog), so I don't need to help you identify low-quality toys.  They are the ones that seem to pile up in the toy bin for "random items." They don't get played with after the initial burst of interest, and they fall apart easily. Before each birthday party, you secretly pray that there won't be a lot of these things showing up.

When you buy toys for your children, you'll be able to find quality items by considering:

  • Does the toy have open-ended play possibilities? Open-ended toys get played with imaginatively as your child invents new scenarios.  Specialized toys leave less room for imagination and tend to becoming boring quickly.
  • Is it durable and safe? Can it handle rough play? If it is going to get tossed out next week, why buy it in the first place? Well-made toys have better resale potential, too!
  • Is the item a pleasure to look at and handle? 
  • Does it match your child's interests? Quality toys can often be used by children of various ages, in various scenarios, and maintain interest for years.
  • Consider buying fewer items, but get high-quality ones you really want.
Music toys can offer  creative play
if you teach your child to be inventive with music.
Don't forget to consider toys as an experience. A key point from our article on smart spending is to focus on experiences.  A toy that you plan to use as a launching point for spending with your child (musical instruments you'll play together, a craft you'll do together, etc.) will have special meaning.  Don't forget to follow through and spend the time together

If you'd like some musical gift ideas, check out our musical Gift-Giving Guide. Don't forget that enjoying these gifts with your child  is the best part of the gift.

Quality Experiences?

At Let's Play Music, we don't sell toys.  We deliver a high-quality musical education.  You're a savvy shopper and carefully choose how you spend your time and money on experiences for your family. Here are questions you'll want to ask about any program you enroll your child in:
  • Does the program train the teachers? At LPM, our teachers attend training for each year of curriculum, where they learn the games and songs as well as philosophies and reasons behind the games. At training, new teachers demonstrate that they can accurately lead our activities and accurately explain the theory.
  • Does the program have a certification process? After teachers are trained, how can you be sure they stay true to the vision? At LPM, teachers have videos of their classes reviewed regularly to achieve and maintain certification year after year.
  • Do the teachers have a network of support? How do teachers get ideas and solve problems? At LPM, we have an extensive support network: each teacher has a training team of our executives backing her up, as well as a huge network of other LPM teachers in constant online communication for support. Most teachers attend our annual teacher meeting for further education and training.
  • Teachers from around the country came together for the 2015 LPM Symposium
  • Do you agree with the program's values and philosophies? Whether it's soccer, karate, or music, find out what defines the program and sets it apart from your other options.  I love that the LPM philosophies are based on research about how and when children learn music best. Browse through our blog posts and our website to learn more about us.
  • Consider pursuing fewer activities but choose ones that are high-quality and important to your child's development now. Give the activity enough focus and attention to really make it successful. The LPM curriculum gives your child a musical foundation (preparatory to any musical study) that will have a powerful and specific impact specifically during these formative years. Get the most from the program by attending 100%, doing homework, practicing, and making it an experience with your child! In our post on abundance, some families shared that they can't do it all right now, but their child does get to experience a lot over the years of childhood.
Wherever You Go

I appreciate that the Let's Play Music program is high-quality and consistent everywhere.  I had a student move mid-semester to another state.  Happily, he found a new LPM teacher, so after taking Yellow Lesson 4 with me was able to move across the country and take Yellow Lesson 5 from his new teacher without missing a beat.  

I've also had emergencies when I couldn't teach, and had another LPM teacher substitute for me.  She knows exactly what will be needed to teach Purple Lesson 12, to answer my students' theory questions, and to help them with the tricky parts of the song they're working on. She's been through training, been certified, and is up-to-date on the always-improving curriculum and teaching methods. 

As you go shopping this season, remember to look for quality in the objects you bring into your home, and quality in the programs you invest your time in.

-Gina Weibel, M.S.
Let's Play Music Teacher

Monday, November 9, 2015

Rosalyn Ellsworth: LPM Fills a Need in My Soul

I caught up with Rosalyn Ellsworth who recently relocated from Gilbert, Arizona to Mapleton, Utah where she teaches three classes one day a week.

Tell us about yourself and your move:
Rosalyn, far left, with other teachers from her area.
I’m a native Arizonan, so living in Utah has been a grand adventure!  It is beautiful here, the mountains are magnificent, and the people have been friendly.  None so friendly, though, as my Let’s Play Music family!  I inherited half of my current students and it has been a great blessing to find an immediate network of teachers and parents in a new location.  I am grateful to those who have welcomed me and trusted me to teach their children.  My husband and I have been married for 26 years and have 7 children ages 24-6.

Before ‘Mom Explores Michigan’, there was ‘Mom’s Beat’

I remember when all 5 of our children were in school and I had picked up some classes at the community college to explore my next chapter.  One day I came upon the "Mom’s Beat" column in the Arizona Republic newspaper showcasing Let’s Play Music with an interview of Shelle Soelberg.  I couldn’t figure out how to pronounce her name (was it Shell or Shelly?), but I was riveted by her teaching philosophies of how to reach and utilize a child's imagination and heart to give children a full grasp of music.  I nodded in agreement as Shelle described parent-to-child bonding as the fuel powering the curriculum vehicle of playful songs and musical games, transporting music deeper into a child's heart and mind.  

At first I was elated by what I saw as a breakthrough in children's music instruction.  But then my heart sank. Twice.  Once, because I wasn’t involved in something so energetic and meaningful, and twice, because my children were too old to participate.  I studied the article, re-reading key points and then I recognized the name of the columnist, Brooke Romney, a new friend I had met a few months previously.  

Shortly thereafter, I volunteered with Brooke at a cub scout activity.  I mustered the courage to compliment Brooke on her article.  This was hard because I was still broken-hearted to be left out of LPM.  Imagine my surprise (and gratitude) when Brooke let me know Let's Play Music certified teachers for teaching the curriculum and encouraged me to become a Let’s Play Music teacher!  As if she hadn’t already encouraged me enough, Brooke then registered two of her boys in my classes.  We had a ball, and the rest is history.  

"You lift me, and I’ll lift thee, and we’ll ascend together"

I was just thinking the other day how Let’s Play Music fills a very real need in my soul.  I was 8 years old when I began violin lessons with my Grandpa, Beryl Folks.  It was hard work.  I wanted so badly to please my Grandpa and he had exact expectations that required serious practice.  There were many tears, and what felt to me, long practicing sessions.  I am sure I only practiced one hour a day, but it felt much longer!  Piano began a little later, and while piano seemed easier since I didn’t have to create the correct pitch, I found it also required diligence and focus.

About that time, my parents took our family to see a stage musical and brought the soundtrack home.  The play had captured my imagination and the soundtrack kept it alive.  My sister and I sang along and reenacted that play over and over.  Soon we added new songs and musical soundtracks to our interpretations.  I felt happy singing and dancing, happier still, when Mom would curl up on the couch and watch.  Singing and performing with my sister are some of my happiest childhood memories.

Then, Up With People! came to town and I fell in love.  I was 11 years old had found my calling in life!  I wanted to be on that stage, singing and dancing wearing lip gloss and holding a microphone!  Touring with a show choir to destinations like Russia and New York enticed my young mind.  What strikes me now is the fact that show choirs and musical theatre are built on MUSIC.  At my young age, I didn’t equate music study with joy – and I certainly didn’t realize the very violin and piano study I was painfully enduring was the backbone for my dream.

Decades later in my studio, I find my polar opposite childhood musical experiences have merged.  I now enjoy a satisfying blend of playful showmanship surrounding serious musical instruction. My students and I get to play while we enjoy and learn music together.  
Share some of the Surprises You've Found while teaching?

My children were ages 10-18 when I began teaching and they were as supportive as teenagers can be when Mom embarks on something new.  My now 22 year old daughter shared that she learned more music theory listening to me teach my young Let’s Play Music students than in her childhood piano and high school choir experiences combined.  A few summers ago, after overhearing my phone conversation with someone in the corporate office, my then 18 year old son said, “I thought Let’s Play Music was just a little music class.  I didn’t know it was a thing.”  To which my husband quipped, “Oh it’s big.  It’s like NASCAR.”  Today, I can start singing any Let’s Play Music song and my big kids will jump in with me to sing the rest – Happiness!
A more recent and fun surprise for me has been the chance to finally attend class as a Let’s Play Music parent.  Our twin girls who arrived during my first year teaching are finally old enough to be students! While I attend classes with a smile and sing my very best, what has surprised me most is what happens during the week between classes.  Silly me, I thought all the fun was had during class.  Now, I thrill every time I hear precious little voices spontaneously singing their favorite Let’s Play Music songs.  Games played during class sometimes morph into crazy family bedtime procrastinators with Dad and the big teenage brothers.  And if I mimic the teacher’s antics just right during a puppet show, my little girls dissolve into giggles.  Seeing love and joy shine in their eyes feeds my soul.
Describe your studio?

The LPM studio at Ros's house.

I carry a small to medium studio and I love it that way because I am still in the thick of parenting.  Still, teaching fills me with joy and puts a bounce in my step, and I think makes me a more effective Mom.  This year, I’m teaching one day a week and it works.  Even with my few classes, I pour my heart into my preparation and my students.  I find I work well in clearly designated teaching areas. I have been blessed to be able to dedicate space in my home almost exclusively to my classes.  Teaching out of our homes provides a warmth to students, I think, that fosters trust and safety as we explore music together.  When parents attend class, I want them to feel comfortable moving around and participating with their child.  My goal is for parents of my students to find confidence in my professional commitment, teaching effectiveness and consistency.  

Highlights of your career so far?

Ros and some of her students.
Oh, there have been so many.  Like my first little group of students who learned the curriculum along with me – they will always be dear to me.  There’s the vibrant “I can” in the childrens’ eyes when they master playing their chords.  Or the satisfaction and accomplishment at the end of the third year, when they perform their own composition and take home a published copy of their work.  It’s thrilling.  There are the dedicated parents who carve out resources to provide this experience for their children, arrange child care so they can attend classes on parent days, learn ALL the songs, games, chords, puppet shows and hand signs, AND THEN supervise practice time with play, humor, emotional muscle and patience.  I absolutely respect and honor the Moms and Dads who walk through my door. 

Advice for parents who've enrolled in Let’s Play Music?

I would encourage parents to stay connected with their child’s teacher as they progress through the program.  One easy way is to make the parent orientation meeting held before classes begin a priority, then ask questions and get clarification throughout the semesters.  Communicate if you are struggling to master a musical skill during practice time and let your teacher help you identify and remove hurdles or suggest a new angle.  Share something that works well during practice time. Working together to reach each child more effectively is a win-win.

Advice for new teachers?

Believe in yourself and be your best self.  Trust that as you train in the Let’s Play Music philosophies and methods, and provide a quality product with integrity and consistency, you will attract students to your studio that work with your personality.  I am a firm believer in an abundance mentality.  Children in your area need you.  Other children in your area may need a different personality; that is one of the beauties of being a Let’s Play Music teacher.  Teachers complement each other in our cities throughout the country, even while we build friendships and support each other.   Which leads to my next suggestion, find a mentor friend.   Call and bounce ideas off each other.   Have confidence in the camaraderie.  Through the years I have been pleasantly rewarded for reaching out to teachers both in and outside my immediate area.  I count them as friends for taking my questions seriously and considering possible solutions with me.
Any parting words?
The Mom of a former student recently reached out and shared something her 7 year old had confided while preparing to meet his new private piano teacher: “I’m probably not going to ever have a music class as fun as Let’s Play Music.  Maybe we can send my new music to Mrs. Ros and she can tell us how to make it fun!”

Recruit A Sound Beginnings Teacher! Earn $100

You love your Sound Beginnings teacher!  You wish every kid were lucky enough to have a teacher in the neighborhood.  Be a hero and refer the NEXT NEW SOUND BEGINNINGS TEACHER. This deal has NO DEADLINE!

We Will Reward Your Referral! Get $100!

When a new Sound Beginnings teacher, referred by you, attends training, you get $50! When she recruits her first 12 families in the fall semester, you get a $50 additional bonus!!! 


To REFER A Sound Beginnings Teacher CLICK HERE!

Who are we looking for?
You've seen your teacher in action: she can be fun-loving and caring to a group of children, yet professional and organized, too.  She's musically trained, sings with a pleasant voice, and is confident in front of the group.  What a superhero!  If this sounds like someone you know, email them right away and make sure they know about the benefits of Sound Beginnings.  If that sounds like a tall order, consider that your friends and neighbors may have hidden talents- you won't know about them unless you ask!


Find the next teacher:
Potential new teachers are lurking all about your neighborhood (a friendly type of lurking.)  You won't know for sure she's interested in running a business or teaching group classes unless you share the idea! Tell these folks about Sound Beginnings and find out if it's just the experience they've been waiting for!
  • Friendly music or piano teachers
  • Fun moms
  • Fun music teacher at church or preschool
  • A performing musician
  • A leader from scouts, sports, or school  
    • If she loves children...
    • And loves music....
She could be the next great SB teacher in your area!  

See how easy it could be to spark the interest of the next great teacher?  Share your love of Let's Play Music, and we'll pay you $cash$!

- Gina Weibel, M.S.
Let's Play Music Teacher

Wednesday, October 28, 2015

We Value Generosity and an Abundant Mindset

It's November: a month of thanksgiving and gratitude and the perfect time to highlight another of our core values at Let's Play Music.  We value generosity that fosters an abundant mindset and leads to shared success.

Abundance Mentality or Scarcity Mentality?
These terms were coined by Stephen Covey in his book The 7 Habits of Highly Effective People. 
Most people are deeply scripted in... the Scarcity Mentality. They see life as having only so much, as though there were only one pie out there. And if someone were to get a big piece of the pie, it would mean less for everybody else.
The Scarcity Mentality is the zero-sum paradigm of life. People with a Scarcity Mentality have a very difficult time sharing recognition and credit, power or profit... They also have a a very hard time being genuinely happy for the success of other people.
The Abundance Mentality, on the other hand, flows out of a deep inner sense of personal worth and security. It is the paradigm that there is plenty out there and enough to spare for everybody...It opens possibilities, options, alternatives, and creativity.

Your mindset in this matter has a profound impact on your physical and emotional health, as well as your relationships and your future.  Adopting an abundance mindset can significantly improve your life!

Teachers Feel Abundance
First I'll point out how this value percolates through our program, starting with our superb teachers.  

You might have expected competition between neighboring teachers in a program like ours.  "There are 50 kids in this town. They can either register for class with her or me so I'll do what I can to show that I'm the best choice!" Ah, that's the scarcity mindset talking, but we're adopting a new mindset.  

Natalie, Kira, and Allison: teachers working together.
"I'm glad this parent values music education.  I want her to find the teacher, class time, and location that works best for her family.  Of course I hope they'll register for my class, but I know that either way, they'll be happy with the experience and share it with ten new children."  We have an abundance mindset that there can be enough teachers to reach the students, and enough students to support our studios.  There is not a zero-sum balance of students who can learn music (when teacher A gets a student, teacher B has one less), but rather there is a snowball effect when we practice abundance (when teacher A registers a student, teachers A,B,C and D are all more likely to reach more students.)  Music class can be for every child, and our abundant mindset leads to the reality of a more musical community.

Let's Play Music teachers also exhibit abundance within their amazingly generous and supportive network. "I have lots of my own ideas for making class special. I could keep them to myself and try to become the best teacher ever, but nobody does that. We share our ideas and answer each other's questions and we create a whole nation of best teachers ever. Another teacher always had students with really great compositions and I wanted to know what she was doing that worked so well for teaching this, so she shared it with me. We made it into a class for all the teachers. Just freely sharing- just being generous."

Parents Feel Abundance
As music parents, do we ever slip into the scarcity mindset? How could it look different?

Has this scarcity mentality thinking entered your mind? "Our teacher is fantastic, but some of those kids in class always need extra help.  When she helps them, my daughter doesn't get as much attention." I challenge you to change to an abundance mindset. "The teacher divides her time among the children, and it's okay if the time is not exactly equal.  It's fair because the teacher is giving each child what is needed, and that looks different for different kids.  ALL of the children are progressing as musicians.  I recognize the huge benefits for my child to have a musical community of peers to perform with.  I want to foster our success as a class and be happy for them as a group. The teacher shares time with other students, and in the big picture, that makes the experience better for us, too."

Here is another example of scarcity I have encountered. "Resources are tight. There is just not enough time or money to go around to pursue everything we are interested in.  If we pursue one activity, we drop another, and it's really sad." Is it possible to change this zero-sum thinking to a more abundant mindset? I think it is but yes, I have balanced a checkbook, too.  Consider a list of the things you really value and want to pursue with your child.  In this case it might be soccer, ballet, swim lessons, music lessons, or private school tuition.  Truly, there isn't time or money to have it all!  "I realized we could not make everything happen, at least not all at once.  Some of those activities are still things I want my daughter to try, but I realized there would not be much harm in waiting a few years before getting involved.  We also decided that she wouldn't do any one sport year-round, in order to free up time to just try other things.  When she's older she can get focused if she wants to.  As for music, we recognized it would be a loss to miss out on joining LPM during the age when it is most impactful, so we gave it full priority and found ways to barter and babysit to help pay for classes. We don't feel like we gave up anything, we just take turns, really."  
Another perspective is, "I'm just so very grateful we live in a community bursting with knowledge and opportunities for my child. It's amazing to have the problem of too many opportunities to pursue.  But, just about everything can be sampled during childhood. There is enough time to experience it. It's a good idea to remember that kids have an entire lifetime to focus down and build up excellence.  I give my kids this basic foundation of music and a bit of basic athletics and they can choose where to go with it next."

Teaching Abundance
These are some tough questions (sadly based on some real life tantrums) I put to my own children, to help them see the difference between scarcity and abundance. I encourage them to make a conscious choice to think about situations in an abundant and thankful way.
  • When your sister gets a new winter coat do you feel upset (scarcity) or do you feel happy that she has what she needs to be warm (abundance)?
  •  When your brother opens his birthday presents do you feel angry (scarcity) or do you feel happy to see that he is happy on his special day? (abundance)
  •  When you ask for an ice cream cone and you get one, but then Mom offers one to your sister, too, do you feel angry (scarcity) or can you feel happy that your request was honored? (abundance)
  • When you have a swim race with your brothers and sisters, do you get mad whenever you don't win (scarcity) or can you feel happy for whoever wins? (abundance)
  • When we have cookies for dessert do you try to hide some for yourself to eat later (scarcity), or let everyone share them and because we can make more another day? (abundance)
When you notice your children (or yourself) feeling jealous of someone else, beware! The scarcity mindset tells you that others' happiness must somehow diminish yours.  How is the other person's happiness, success, or possession preventing you from getting your happiness, success, or possession? It's usually not.
When you can be happy for your friends and family because they have what they want, and still be content with what you have, you'll be recognizing abundance.  I hope you have some time this month to look around and feel a sense of thankfulness as you recognize our abundant lives.
-Gina Weibel, M.S.
Let's Play Music Teacher