Don T Shoot I M The Guitar Man

This is the story of lifelong musician Buzzy Martin, music teacher to the hardened criminals inside the walls of San Quentin Prison-and what he learned, note by incredible note.

This is the story of lifelong musician Buzzy Martin, music teacher to the hardened criminals inside the walls of San Quentin Prison-and what he learned, note by incredible note.

The author describes his stint as a music teacher inside San Quentin, discussing the connections he made with inmates through music and the advice he gave his at-risk students on the outside about the harsh reality of prison life.

Displacement, relocation, dissociation: each of these terms elicits images of mass migration, homelessness, statelessness, or outsiderness of many kinds, too numerous to name. This book aims to create opportunities for scholars, practitioners, and silenced voices to share theories and stories of progressive and transgressive music pedagogies that challenge the ways music educators and learners think about and practice their arts relative to displacement. Displacement is defined as encompassing all those who have been forced away from their locations by political, social, economic, climate, and resource change, injustice, and insecurity. This includes: - refugees and internally displaced persons; - forced migrants; - indigenous communities who have been forced off their traditional lands; - people who have fled homes because of their gender identity and sexual orientation; - imprisoned individuals; - persons who seek refuge for reasons of domestic and social violence; - homeless persons and others who live in transient spaces; - the disabled, who are relocated involuntarily; and - the culturally dispossessed, whose languages and heritage have been taken away from them. In the context of the first ever book on displacement and music education, the authors connect displacement to what music might become to those peoples who find themselves between spaces, parted from the familiar and the familial. Through, in, and because of a variety of musical participations, they contend that displaced peoples might find comfort, inclusion, and welcome of some kinds either in making new music or remembering and reconfiguring past musical experiences. Contributors are: #4459, Efi Averof Michailidou, Kat Bawden, Rachel Beckles Willson, Marie Bejstam, Rhoda Bernard, Michele Cantoni, Mary L. Cohen, Wayland “X” Coleman, Samantha Dieckmann, Irene (Peace) Ebhohon, Con Fullam, Erin Guinup, Micah Hendler, Hala Jaber, Shaylene Johnson, Arsène Kapikian, Tou SaiKo Lee, Sarah Mandie, David Nnadi, Marcia Ostashewski, Ulrike Präger, Q, Kate Richards Geller, Charlotte Rider, Matt Sakakeeny, Tim Seelig, Katherine Seybert, Brian Sullivan, Mathilde Vittu, Derrick Washington, Henriette Weber, Mai Yang Xiong, Keng Chris Yang, and Nelli Yurina.

The U.S. incarceration machine imprisons more people than in any other country. Music-Making in U.S. Prisons looks at the role music-making can play in achieving goals of accountability and healing that challenge the widespread assumption that prisons and punishment keep societies safe. The book’s synthesis of historical research, contemporary practices, and pedagogies of music-making inside prisons reveals that, prior to the 1970s tough-on-crime era, choirs, instrumental ensembles, and radio shows bridged lives inside and outside prisons. Mass incarceration had a significant negative impact on music programs. Despite this setback, current programs testify to the potency of music education to support personal and social growth for people experiencing incarceration and deepen social awareness of the humanity found behind prison walls. Cohen and Duncan argue that music-making creates opportunities to humanize the complexity of crime, sustain meaningful relationships between incarcerated individuals and their families, and build social awareness of the prison industrial complex. The authors combine scholarship and personal experience to guide music educators, music aficionados, and social activists to create restorative social practices through music-making.

An essential handbook featuring never-before-published writing exercises from the acclaimed screenwriters of Raging Bull, Ali, Terminator 2, Fame, Groundhog Day, Cape Fear, "Lost", "True Blood", "The Shield", and many other hit films and television shows. Now Write! Screenwriting-the latest addition to the Now Write! writing guide series-brings together the acclaimed screenwriters of films like the Oscar-winning Raging Bull, Oscar- nominated Ali, era-defining blockbuster Terminator 2, musical classic Fame, hit series "Lost" "True Blood" and "The Shield," Groundhog Day, Cape Fear, Chicken Run, Reversal of Fortune, Before Sunrise, Mystic Pizza, Indecent Proposal, and many more, to teach the art of the story. *Learn about why it is sometimes best to write what you don't know from Christina Kim ('Lost') *Find out how Stephen Rivele (Ali, Nixon) reduces his screenplay ideas down to their most basic elements, and uses that as a writing guide *Learn why you should focus on your character, not your plot, when digging yourself out of a plot home from Danny Rubin (Groundhog Day) *Take tips from Karey Kirkpatrick (Chicken Run, The Spiderwick Chronicles) on how to give an inanimate object intense emotional significance *Let Kim Krizan (Before Sunrise, Before Sunset) teach you how to stop your internal critic dead in his tracks This lively and easy-to-read guide will motivate both aspiring and experienced screenwriters. No other screenwriting book offers advice and exercises from this many writers of successful, iconic films.

Teens who find themselves in trouble with the law need to know how to deal with the justice system. The fact that a teen can be tried either as a juvenile, and proceed through the juvenile justice system, or as an adult, and proceed through the criminal justice system, complicates this. This user-friendly guidebook explains the differences between the two systems and the advantages and disadvantages of each. It emphasizes how teens can use their constitutional rights to defend themselves. Specific scenarios make abstract concepts easy to grasp. The author and the expert reader are both practicing lawyers.