Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

windy09

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Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

Hello everyone,

I've posted this in the News and Happening section, but I wanted to post this here as well. I'm also going to post it here because it's important to get the word out. Gaz and Nancii are both aware of this project. Gaz has also posted this out on the MJJCommunity home page in Latest News.

I’ve been engaged in a wonderful project that was been officially unveiled on September 9, 2010 by Voices Education Project. The scope of the project was to develop a curriculum for middle school, high school and college-level students. The curriculum focuses on words and violence and how words can impact us, especially our children. The curriculum is called "Words and Violence" http://www.voiceseducation.org/conte...s-and-violence. It is dedicated to the loving memory of Michael and Lady Diana. I’ve included both the press release and the dedication http://www.voiceseducation.org/content/dedication from the website. There is a lot more of the curriculum to read, including articles on various topics, poetry, case studies; which you will see when you connect to the website. www.voiceseducation.org I encourage you all to go and read through this curriculum. I feel that this is something that will certainly help our children understand how words can have an impact; positive or negative. Everyone who reads the curriculum will most certainly benefit. You can also find information at Inner Michael @ http://www.innermichael.com/2010/09/...ce-with-words/.

Please share this with your friends, family co-workers and anyone you can. Tweet it, post it on Facebook, discuss it, email it; do whatever you can to share about this important project. Thank you!!!!! :better:

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Press Release
A new education packet, Words and Violence makes its' debut as a Voices Education Project featured selection on September 9
Voices Education Project, a global humanitarian organization, pedagogical institute and center of arts and humanities on the topics of war and peace has partnered with award winning writer and human activist Reverend B. Kaufmann to spearhead Words and Violence. They have been joined in this effort by more than twenty others: educators, journalists, medical personnel, information technology specialists, parents and others who care about a more just and humane future for today's youth.

When words are used as weapons the collateral damage and fallout can be devastating. In schools bullying has reached alarming magnitude; the incidence of suicide is rising in response to cyber attacks and techno-bullying; violence has increased as people escalate from a war with words to a war of weapons--in the workplace, schools and on the streets; journalists are being taken to task for their broadcasting or writing without substantiation or checking veracity of information and stories; bloggers and those who use the airwaves are being bombarded by criticism for using words to create mischief and for their lack of civil discourse. There are some who have had enough and their numbers are growing.

Using words as weaponry to inflict harm for: damage; political gain; to destroy reputations; to hide or distort the truth; for propaganda; for profit; to sell newspapers, magazines or media; to invade privacy and spread incivility is just plain inhumane and wrong. Voices and Reverend Kaufmann as well as the curriculum contributors believe we humans are better than that, so they have launched an initiative that will teach the effects of words for middle school, high school and college students.

Two shining global humanitarians who suffered protracted and irreversible harm by the power of words were the inspiration for this mission, and initiative. Michael Jackson and Lady Diana Spencer were the most visible targets of word weapons in the world and are the most visual evidence for why a more humane narrative is necessary on this planet. Their beginnings captured by media also led to their end--one abruptly by an accident in a dark tunnel being chased by those eager for a sensational "story" and another whose spirit ebbed slowly away at the hands and pens of those who gradually over time, scripted his end long before his actual passing.

The packet is filled with individual activities helping students understand the power of words and the responsibility attached to using them. There are provocative articles on the press, tabloid journalism, and how words are used as mass destruction--all practices that can potential lead to violence. With eleven case studies, numerous quotes and poems related to the importance of words, the Words and Violence education packet is ideal for use with middle through high school. In addition, the "In Depth Reflective Articles" are geared for college classes. As with all Voices material, the education packet is free to anyone interested in using the materials.
For further information contact: Marilyn Turkovich at Voices Education Project, info@voiceseducation.org.
~Rev. B. at Inner Michael

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http://www.voiceseducation.org/content/dedication

Dedication




This work of art and love is dedicated to the memory of Michael Joseph Jackson and Lady Diana Spencer.
May your work on behalf of humanity finally be recognized for what it was--
art in the service of humanity.
May your memory be indelibly written on the face of humanity's evolution toward its own brilliance and in the volumes that chronicle the journey toward a more humane narrative on this planet.
May the lives and gifts that you so generously gave to and for the humans on this globe be held in the highest honor and esteem they so richly deserve.
May we learn from the lessons you taught this world and may we also become worthy of your sacrifice.
May we soon come to understand that words can heal
with the same magnitude that they harm.
And may the children of the future learn that now from you.
Rest in peace gentle and magnanimous spirits.
"We love you more."
 
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Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

Kim,

This is amazing this project! I truly hope it gets the attention it deserves and will be a huge success! Educating children and young people on the effect of words is so important. Words can harm, I think all of us can attest to that in one way or another!
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

WOW, this is great!!!!!!!!!

xxxxxxxxxxx
 
New Video for "Words and Violence" Curriculum on Voices Education inspired by Michael and Lady Diana

Announcing a new video for the Words and Violence curriculum on Voices Education.

http://www.youtube.com/watch?v=fVV4T3cChlk


Words and Violence Curriculum Voices Education Project

michael-meets-princess-diana-before-his-concert-at-wembley41-m-2.jpg
 
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Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

Windy09, did you see my latest post in the positive websites thread ? It inspired me to put the three videos together and I found a wonderful article on the michaeljacksontributeportrait.com that expressed more eloquently than I ever could on what is really important.

Someone told me that she wanted to send materials on words and their effect to schools around her, in her country but she had hesitated because she didn't want to come across as being preachy. Then I suggested that she use a questionnaire format so it becomes an awareness item and there isn't a right or wrong way, as long as it gets the attention it deserves in school. The questionnaire is like a flow chart with questions and possible outcomes, as an aid and a tool for teachers to use.
She really liked that idea and would work on that.
Just wanted to let you know so you know it is being thought about and actioned as well, which is wonderful!
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

Windy09, did you see my latest post in the positive websites thread ? It inspired me to put the three videos together and I found a wonderful article on the michaeljacksontributeportrait.com that expressed more eloquently than I ever could on what is really important.

Someone told me that she wanted to send materials on words and their effect to schools around her, in her country but she had hesitated because she didn't want to come across as being preachy. Then I suggested that she use a questionnaire format so it becomes an awareness item and there isn't a right or wrong way, as long as it gets the attention it deserves in school. The questionnaire is like a flow chart with questions and possible outcomes, as an aid and a tool for teachers to use.
She really liked that idea and would work on that.
Just wanted to let you know so you know it is being thought about and actioned as well, which is wonderful!

Wow, thank you Elmira. I appreciate you letting me know this. I will go check out your latest post in the thread. I think your suggestion is wonderful. I'd be curious to see what this individual comes up with. Please let me know if they follow your recommendation as I'd like to see it. Hugs and L.O.V.E. :better::wub:
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

:ciao: I am so happy you are involved with this awesome Project , Teamie :bow:

I am so excited for the Updates :woohoo: Please keep us informed on what is happening next and how we can get involved :wild::dancin:

Thanks for letting us know about this windy09 :clapping:

:agree::heart::bow:
 


HELP NEEDED FOR OPPORTUNITY TO WIN GRANT FOR “WORDS AND VIOLENCE” PROJECT ..
MAY 30 2012 (Update)
From Reverend B. Kaufmann:

How about some good news about Michael for a change? Win a grant for Michael!

Hi. Rev. Kaufmann here and I have a favor to ask…
Will you please go to this link:
http://apps.facebook.com/postnetbtb/gallery.aspx
And vote for Voices Education Project’s “Words and Violence” to win a cash grant for marketing the curriculum dedicated to Michael Jackson and Lady Diana Spencer.

This is round one. In order to get into the finals for a cash prize, we must get enough votes now for “Words and Violence.”
We can do this! We can win some money to use to spread the word!
I will keep you posted when we enter round two.
But we have to get there first. Please go and vote!
Then share it on Facebook and tell all your friends and other fans. We need hundreds of votes!

Thank you for your support of this mission to end bullying by the press, on television and in our schools. God Bless. ~Rev. B.
Voices Education Project

Creating Peace one story at a time.
Host of “Words and Violence” curriculum
dedicated to Michael Jackson and Lady Diana

The Sources:

http://fb4mj.wordpress.com/2012/05/...-to-win-grant-for-words-and-violence-project/

http://www.voiceseducation.org/content/words-and-violence

Go now and vote for “Words and Violence” Facebook Page
http://apps.facebook.com/postnetbtb/gallery.aspx


:pray::heart::pray:​
 
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Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

Thank you Bree. Also, this curriculum is continuously being updated. It's worth it to keep checking and reading all the new additions.
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

:clapping: I so love this Thread :pray: Can't wait to see their Updates :agree::pray:

Thank you Bree. Also, this curriculum is continuously being updated. It's worth it to keep checking and reading all the new additions.
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

:clapping: I so love this Thread :pray: Can't wait to see their Updates :agree::pray:

Thank you Bree. Here is the link again. http://www.voiceseducation.org/content/words-and-violence-second-edition If you select this link and look on the left, you'll see the table of contents that will expand. This is were you will see the curriculum organized into categories such as articles, case studies, poems, etc. I will see if I can add additional articles. Perhaps I will select one entry and post it it its entirey here so people will read it. In fact that is what I will do. I'm thinking I will post one per week. I will start with one tonight.

Perhaps we can send out via Twitter and Facebook as well. Thinking out loud here.
 
http://www.voiceseducation.org/content/dedication
Dedication

michael-meets-princess-diana-before-his-concert-at-wembley41-m-2.jpg




This work of art and love is dedicated to the memory of Michael Joseph Jackson and Lady Diana Spencer.

May your work on behalf of humanity finally be recognized for what it was—
art in the service of humanity. May your memory be indelibly written on the face of humanity’s evolution toward its own brilliance and in the volumes that chronicle the journey toward a more humane narrative on this planet.

May the lives and gifts that you so generously gave to and for the humans on this globe be held in
the highest honor and esteem they so richly deserve.

May we learn from the lessons you taught this world and may we also become worthy of your sacrifice.

May we soon come to understand that words can heal with the same magnitude that they harm.
And may the children of the future learn that now from you.

Rest in peace gentle and magnanimous spirits.
"We love you more."​
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

:clapping: :doh: That is an amazing idea Teamie :heart: yes PLEASE Post an Article a week :bow:
I can't wait to see them :clapping: This has been LPTeam Facebook-ed :agree:


Thank you Bree. Here is the link again. http://www.voiceseducation.org/content/words-and-violence-second-edition If you select this link and look on the left, you'll see the table of contents that will expand. This is were you will see the curriculum organized into categories such as articles, case studies, poems, etc. I will see if I can add additional articles. Perhaps I will select one entry and post it it its entirey here so people will read it. In fact that is what I will do. I'm thinking I will post one per week. I will start with one tonight.

Perhaps we can send out via Twitter and Facebook as well. Thinking out loud here.
 
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Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

http://www.voiceseducation.org/content/words-michael-jackson-and-princess-diana-spencer

Words from Michael Jackson and Princess Diana Spencer


lg_jacksonm_web.jpg

Michael Jackson by Andy Warhol​
And my goal in life is to give to the world what I was lucky to receive: the ecstasy of divine union through my music and my dance.

Children show me in their playful smiles the divine in everyone. This simple goodness shines straight from their hearts and only asks to be lived.

Let us dream of tomorrow where we can truly love from the soul, and know love as the ultimate truth at the heart of all creation.

And the dream we were conceived in will reveal a joyful face... and the world we once believed in will shine again in grace. Then why do we keep strangling life wound this Earth, crucify its soul. Though it's plain to see, this world is heavenly. We could be God's glow... Heal the world.

I used to dream
I used to glance beyond the stars
Now I don't know where we are
although I know we've drifted far
What about yesterday
What about the seas
The heavens are falling down
I can't even breathe
What about the bleeding Earth
Can't we feel its wounds
What about nature's worth?
It's our planet's womb.

schilder2.jpg

Princess Diana, photograph by Lord Snowden​

Everyone needs to be valued. Everyone has the potential to give something back.

Iwant to walk into a room, be it a hospital for the dying or a hospital for the sick children, and feel that I am needed. I want to do, not just to be.


I think the biggest disease the world suffers from in this day and age is the disease of people feeling unloved. I know that I can give love for a minute, for half an hour, for a day, for a month, but I can give. I am very happy to do that, I want to do that.

Nothing gives me more happiness than to try to aid the most vulnerable of this society. Whoever is in distress who calls me, I will come running.

Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you.



Contributed by Laurie Madsen
 
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Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

:clapping: :doh: That is an amazing idea Teamie :heart: yes PLEASE Post an Article a week :bow:
I can't wait to see them :clapping: This has been LPTeam Facebook-ed :agree:

Thank you Bree. Yes this will be something that I will post on. I will be working on the curriculum so perhaps I will select something that pertains to the energy of the day. I will see.

I will post something two or or maybe three times a week as I feel it's important that people see this and truly read it. Sending love and light to everyone.
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

Voices Education Project website
http://www.voiceseducation.org/content/raise-your-voice

Words and Violence Curriculum
http://www.voiceseducation.org/content/words-and-violence-second-edition

Preface
http://www.voiceseducation.org/content/preface

Preface

tshirt_words_have_01_02.jpg


Words are most often symbols for other things. Imagine a world before language. How did people communicate? With grunts and groans and pointing with fingers?

When did words come to mean things? How does a civilization construct a language where a singular vocalization means the same thing to all the members?

There is something magical about turning vocal sounds into language. Language is magical!
I think all wordsmiths are in love with language. It is the medium of the writer and the poet. It's the paint of the muse. Words convey ideas, symbols, and meanings.

Words have style, tone, nuance, flavor, slant. Words can be funny or sarcastic, light or sombre; they can invoke or evoke, blame or forgive. They can inflame or exclaim. They can immolate or assassinate, sink ships, start wars, save lives, end conflict; in fact words, given meaning are stand-ins for just about anything.

How they are used and the purpose or motivation behind them is useful information. Intention is everything and it is so with words as well. Content and context says it all.

Language is not inherently good or bad, beautiful or evil. Words themselves have no "charge." It is their use and the intent behind them that determines their worth and intention.

Are words harmless? Yes. Is the meaning behind them harmless? Not always. Interpretation is that added ingredient- the emotion attached to words that comes from the translation and the translator. Does the receiver always hear what the sender intends? Why or why not?

Words are spoken and they are written. Can words harm? Yes. Can they save? Absolutely. Can they heal? Without question. Are they weapons? Oh yes. Can they kill? Most definitely. And they have.

Words have power. Words are power. The concept of force and power, by necessity, brings up a question: What responsibility do we have when using words?


 
Voices Education Project website
http://www.voiceseducation.org/content/raise-your-voice

Words and Violence Curriculum
http://www.voiceseducation.org/conte...second-edition

Introduction: Why This Curriculum?

http://www.voiceseducation.org/content/introduction-why-curriculum

Introduction: Why This Curriculum?

words.jpg


Scarecrow: I haven't got a brain... only straw.
Dorothy: How can you talk if you haven't got a brain?
Scarecrow: I don't know... But some people without brains do an awful lot of talking... don't they?
Dorothy: Yes, I guess you're right.

© The Wizard of OZ, 1939 film, MGM studios, starring Judy Garland

If you were to follow the yellow brick road called journalism or take the new information superhighway, you might never come to the end. It’s still under construction and the way it is expanding, that kind of journey just may stretch to infinity. When it comes to words, there has been an unparalleled explosion. Words are everywhere and more words than our ancestors or forefathers could have ever dreamed.

Television brings us the twenty four hour news cycle and instant “breaking news” that can bring amazement or horror unbidden and screaming into our living rooms. Facebook and Twitter bring us enmeshed and intricate social networks that can cross the globe and back in moments.

Virtual meeting rooms offer us the opportunity to converse and do business with newly discovered colleagues half a world away. Internet radio and broadcasting gives us programming and a doorway in real time, into worlds that we have never before explored.

Technology in our palm affords us the ability to make a telephone call from anywhere to almost anywhere or text a silent message to anyone in our orbit instantly.

We now live in two worlds, the material world and the virtual world and both impact our lives. It is becoming more and more necessary to check in with both worlds daily. The implied anonymity of the virtual world brings to light some disconcerting issues: the permanency of material placed into the cyber space, the potential vulnerability for users, the opportunities created for bullying and the incidence of abuses that beg cautionary and thoughtful response to that parallel reality.

Our network can decrease our net work but can seriously affect our net worth and can do it almost instantaneously. “The network” can also impact emotional wellness, psychological well being, work life, personal life, self esteem, sphere of influence, circles of power, and people’s reputations.

How do people speak to one another in a civil society? What is prudent to reveal? What is the role of self restraint in an increasingly shrinking world? Does the word “censure” still send chills up the spine? How does the American First Amendment impact this virtual new world and how do other societies govern the use of words? What responsibility to prevent harm comes with an entry into this exploding world of words? And should the same rules apply in any space whether it is cyber or not?

As a consumer, what responsibility do you hold for what is disseminated in your worlds? What power, if any, do you have to control what comes into your sphere? What role does critical thinking play in the digestion of this information overload? How and why should you regulate your sphere and your world? Is it possible to harm or slay with words? And if someone is harmed by the misuse of words, what are, or should be, the consequences?

And the most important question: How does the dawning reality that we are all part of an interconnected web of life play a part in your consumer decisions, consumption and actions in this new world and on a planet rapidly becoming a global village?

These are modern questions for a modern world that impact and affect everybody. It is becoming increasingly evident that people hunger for a more humane society and world. There is growing longing for a return to civility in discourse and interaction. Recently the tolerance for the use of words and language that harm or potentially harm has waned: Don Imus was dismissed from his post as morning commentator when he used the phrase “nappy headed hos” referring to a sports team populated by black women.

Shirley Sherrod was vilified by blogger Andrew Breitbart when he cut and spliced a speech she gave to an audience. The media picked up the story without checking out its veracity and the NAACP joined Brietbart in his condemnation of Ms. Sherrod. Government officials then asked her to relinquish her post with the department of rural development. When it came to light that her words were deliberately taken out of context and that the charge of racism was manipulated and false, the media was forced to reverse its position. But damage was already inflicted to her reputation, her livelihood and her psyche.

Dr. Laura Schlessinger used the N-word, a well known historical epithet and insult to African Americans eleven times during her radio show to a black woman who called for advice about her relationship with her husband. Dr. Laura resigned her position (she claims voluntarily) citing that her first amendment rights were trampled when listeners used their consumer voice to register complaints . Spokespersons including clergy and other commentators replied to Schlessenger’s charges of censure saying that the listening audience exercised their first amendment rights to speak out in protest her uncivil use of the public airwaves.

What prompted this curriculum Violence and Words and what drove the impetus for its completion and release, was a discovery and horrifying realization after the death of mega star and musical icon Michael Jackson, that the press perpetuated a protracted and misanthropic portrait of someone who, it turns out, was a global humanitarian and a champion of civil rights, human rights and the rights of children. An investigation into the lives and work of highly visible personalities like Lady Diana Spencer, Bill Clinton, Vince Foster and others revealed inhumane treatment and suffering inflicted by tabloid journalism and the resulting medialoid conversion of the mainstream press.

This curriculum comes out of a collective and gathering storm and force that eschews maligning public figures for sport and to sell headlines and newspapers. It’s a response to the growing impulse toward recognizing the innate spiritual nature of humans, the hunger for recognizing the brilliance rather than darkness of our planetary race, and a longing for more civil discourse and humane treatment of humans and their planet. It follows the human evolutionary impulse away from the dark and confining uncivilized and inhumane nature of the human mind leading toward a renewed human decency and humane narrative on this planet that eventually brings salvation back and leads to peace.

Reverend B. Kaufmann on behalf of all the contributors 8/2010

Uses of the Curriculum

Words and Violence is considered a work in progress. What you see here is the first incarnation of a curriculum designed for students of all ages. With a few revisions or adaptations, the curriculum may be tweaked for students of any age.The packet is filled with individual activities helping students understand the power of words and the responsibility attached to using them. There are provocative articles on the press, tabloid journalism, and words used as mass destruction--all of these practices leading to potential violence. With over ten case studies, numerous quotes and poems related to the importance of words, the "Words and Violence" education packet is ideal for use with middle through high school. In addition, the "In Depth Reflective Articles" are geared for college classes. As with all Voices material, the education packet is free.

You are Invited to Contribute

The Words and Violence curriculum contributors come from the ranks of more than just educators. You do not have to be in education to have something of value to contribute. You do not have to be a writer either as there are volunteer writers and editors on the team. If you have a great idea for a submission contact us. Submitting a case or an idea does not guarantee publication or inclusion but the team will gladly and eagerly look at your ideas. If you know of an article or publication that would support the work of this curriculum, please send it along.As we said, this project is a work in progress. So we also invite feedback, suggestions or commentary and reactions from educators and students. Please let us know your thoughts. Contact: info@voiceseducation.org.

Authors and Contributors

The authors and contributors for Words and Violence come from varied fields including: education, social work, medical field, technology, religion and several others. Many are parents and grandparents.

A list of Contributors and their biographies may be found in the appendix.

 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

http://www.voiceseducation.org/content/raise-your-voice

http://www.voiceseducation.org/content/words-and-violence-second-edition

http://www.voiceseducation.org/content/film-words-and-violence

The Film: Words and Violence

http://www.youtube.com/watch?feature=player_embedded&v=TCelOBYVpFo

Learn the power of words-- to hurt or to heal. Understand the magnitude of bullying and violence with words and how it affects our society. This short film, produced by Barbara Kaufmann, included in the Words and Violence educational packet is filled with questions, each which can lead to a full in-depth discussion and be incorporated with individual activities found in this packet.

With almost 7 thousand views in the original, this new version that addresses bullying in all its forms. Dedicated to Michael Jackson and Lady Diana Spencer, this film and the accompanying curriculum looks at bullying with words and how it hurts or heals not just people, but lives, reputations, careers, legacies, ecosystems and a culture and world.

imagesca5boayf.jpg
Voices acknowledges the support of Award Winning Hollywood Composer Rachel Portman for allowing us to use her composition as part of the film.

 
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Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

http://www.voiceseducation.org/content/raise-your-voice

http://www.voiceseducation.org/content/words-and-violence-second-edition

http://www.voiceseducation.org/cont...s-bullying-prejudice-tolerance-and-self-image

PowerSplash: Lessons on Bullying, Prejudice, Tolerance and Self-Image

The three videos that follow were produced by PowerSplash Project, a diverse organization of writers, producers and entrepreneurs. While most of the vidoes produced by PowerSplash are geared to individuals in or preparing for the workforce, these three vidoes are different. They are about the human spirit, the myriad of differences that each of us bring to the table, and about the way we treat each other. They are also about hope and encouragement--hope that those of us in despair can hold-on to see the goodness around them, and an urging to all of us to think and act compassionately towards those we meet and with whom we interact.

Who Will Teach Me About Hate?



Against a background of joyful, innocent babies, a heartfelt narrative unfolds about whether others will choose to teach tolerance or hatred to these newest of human beings. Will they be accepted as they are or will they be ridiculed for the shape of their body or the color of their face? Will we teach them to speak their minds or will we silence their questions?

Looking Outside Yourself



A wise man recalls how his curiosity as a child helped him meet so many friends of every size, shape and color. The touching and beautiful narrative recalls his friends ... Marcy who could not walk, Jimmy who could not see, and Julie who could not hear. He speaks of Ramon who was overweight and about his uncle who was gay. Often people are afraid of what they don't understand. In the words of the narrator "people say we should be color blind. I know what they are trying to say; but if we were all color blind, we could never truly appreciate the beauty of a rainbow."

And It Gets Better



For anyone feeling overwhelmed, bullied, or depressed - this video will remind you of the strength you have within and the impact you bring to the world. If you or a loved one are in emotional distress, please call the National Suicide Prevention Hotline at 1-800-273-TALK. They are there to help 24/7.
 
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http://www.voiceseducation.org/content/raise-your-voice

http://www.voiceseducation.org/conte...second-edition

http://www.voiceseducation.org/content/am-i-beast-you-visualized-cultural-abuse-michael-jackson

Am I the Beast You Visualized?: The Cultural Abuse of Michael Jackson

maninthemusicjkt-21.jpg


Read the Joe Vogel's book, Man in the Music (click here for information and purchase)
When you select any Amazon item to buy from the Voices Education Project web site, and then check out at Amazon.com, a portion of your purchase price will be paid to Voices to support our work.
Article by Joe Vogel, discussion questions and teacher notes by Barbara Kaufmann

We have heard the point made over and over these past few weeks: It is not Michael Jackson that is on trial; it is Dr. Conrad Murray. But, of course, we know the reality. This is the “Michael Jackson Death Trial.” He is, as he always was, the main event, the tantalizing spectacle. It is Michael Jackson who is under the microscope as we pry, one more time, through his home, his medical records, his body. And while the public at large is much more sympathetic now that Jackson has passed, he remains the subject of endless scrutiny and judgment.

Does any of it matter now that the man himself can’t feel the abuse? Should the average person even care whether a “celebrity” like Jackson is treated with callousness or disregard? Projects like Voices, whose “Words and Violence” series highlights the disturbing trajectory of our social discourse, says yes. Words matter. No matter the target. Words, as we have witnessed with the recent attention on youth bullying and suicides, can lead to devastatingly tragic ends.

They can also be used to inspire and heal.

Michael Jackson knew this. In 1988, he befriended AIDS victim Ryan White, a young boy forced out of his school in Kokomo, Indiana because of relentless verbal assaults and threats of violence. Jackson, White said, made him feel normal. “[Michael] didn't care what race you were, what color you were, what was your handicap, what was your disease," recalled Ryan White’s mother, Jeanne. “[He] just loved all children.”

mjandryanwhite.jpg

Michael Jackson with Ryan White

White is one of thousands of “outsiders” to whom Jackson reached out, befriended and treated with kindness. He identified with them. He understood their pain and loneliness. He felt empathy for their struggle to live in a world that refused to accept them for who they were, whether because of illness, physical appearance, race, sexual orientation or some other reason.

Even as a young boy, Jackson possessed this sensitivity. Listen to the song, “Ben.” There is genuine pain and compassion in Jackson’s delivery (“They don’t see you as I do/ I wish they would try to”). The song can be seen as one of the first artistic statements Jackson made on behalf of the marginalized and misunderstood. Many more would follow.

Jackson’s outsider role may have begun in childhood (as there was never a time Jackson felt “normal” and never a time he was perceived as such). Yet the intensity and hostility caused by his difference grew over time. In his 1996 essay, “The Celebrity Freak: Michael Jackson’s Grotesque Glory,” David Yuan argued that Michael Jackson was the defining “freak” of our time. No other public figure in the world evoked the same level of ridicule, scrutiny and hyper-interrogation. As early as 1985, Jackson was being labeled “Wacko Jacko” by the tabloids, a term he despised. In the press, he was frequently described as “bizarre,” “weird,” and “eccentric.” Indeed, there was very little he said or did from the mid-1980s forward that wasn’t described in these terms by the media.

Jackson was mocked incessantly for his skin disorder, Vitiligo, which most people didn’t believe was real until it was confirmed definitively in his autopsy. He was mocked for his love of animals; for his love of children; for his love of the planet. He was mocked for his marriages, for his three kids, for his Neverland home. He was mocked for his sexuality, his voice, his childlike behavior. Even reviews of his music couldn’t resist filling up the majority of the space with pseudo-psychoanalysis and personal assaults. Can there be any doubt that this treatment by the media and culture at large was abusive?

Certainly the victim of these dehumanizing attacks felt that way. Listen to the lyrics of his songs. In “Tabloid Junkie” he describes the mass media as “parasites” sucking the life out of him, while drugging/distracting the general public with a steady dose of sensationalism. In “Stranger in Moscow” he is an artist in exile, used up and spit out by his native country. “I was wanderin’ in the rain,” he sings from the lonely role of vagabond, “Mask of life/ Feeling insane.”

In “Scream” he is so weary of being bullied, he pleads, “Oh brother, please have mercy ‘cause I just can’t take it.” The song, however, also serves as a vehicle of strength and resolve (“Kickin’ me down/ I got to get up”). Michael and sister Janet deliver a fierce counterblow to a system they rightfully see as corrupt and unjust. “You’re sellin’ out souls,” Janet sings in one verse, “but I care about mine.” It is a defiant song about standing up to cruelty, even when the pain and indignation is so deep it can only be expressed in a guttural scream.

In numerous songs, Jackson uses his music as a rallying call for others who have been mistreated. In “They Don’t Care About Us,” he witnesses for the disenfranchised and demeaned. “Tell me what has become of my rights,” he sings, “Am I invisible because you ignore me?” “Little Susie” draws attention to the plight of the neglected and abandoned, telling the story of a young girl whose gifts go unnoticed until she is found dead at the bottom of the stairs in her home (“Lift her with care,” Jackson sings, “Oh, the blood in her hair”); “Earth Song” offers an epic lamentation on behalf of the planet and its most vulnerable inhabitants (represented by the choir’s passionate shouts, “What about us!”). Through such songs (as well as through his life and persona), Jackson became a sort of global representative of the “Other.”

The mass media, however, never held much regard for Jackson’s other-ness, just as they held little regard for the “others” he spoke of in his songs. Rather, they found a narrative that was simple and profitable—Jackson as eccentric “freak”—and stuck with it for nearly three decades, gradually upping the stakes.

Perhaps Jackson’s most compelling response to the public perception of him that resulted comes in his trio of late Gothic songs: “Ghosts,” “Is It Scary,” and “Threatened.” It is here that Jackson holds a mirror up to the society that scorns him and asks it to look at its own grotesque reflection. “Is it scary for you!” he demands. The songs, and their accompanying visual representations, are not only keenly self-aware, they demonstrate a shrewd understanding of the toxic forces that surround and haunt him.

ghosts-michael-jackson-7127057-822-1004.jpg
from the film, Ghosts
In the short film, Ghosts, the Mayor of Normal Valley (a conservative figure of authority inspired, in part, by Santa Barbara District Attorney, Tom Sneddon) taunts Jackson’s character: “Freaky boy! Freak! Circus freak.” Interestingly, it is Jackson himself (disguised as the Mayor) that delivers these words, and one can feel the way they have been internalized. They are slurs intended to mark, marginalize and humiliate (which was ultimately the purpose of the witch hunts of 1993 and 2005). For the Mayor, Jackson’s presence in the community is intolerable. It is not that Jackson has done any harm; it is simply that he is different and that difference is threatening.

In such artistic expressions, Jackson clearly recognizes what is being done to him. He is being defined by outside forces. He is a phantom they have constructed in their own minds. As he sings in “Is It Scary,” “If you wanna see/ Eccentric oddities I’ll be grotesque before your eyes.” He will be grotesque, in other words, because that is what the public “wants to see.” It is how they have been conditioned to see. Later in the song, he anticipates his audience’s reactions, asking: “Am I amusing you/ Or just confusing you/ Am I the beast you visualized?” Has he become something less than human? Why is this? Is it his physical appearance? His ambiguous identity? His unusual life story? There is no question Michael Jackson was different. The question is why this “difference” incited such fervent disparagement and abuse.

One of the remarkable qualities of Jackson’s life and work, however, is that he refuses to compromise his “difference.” He never becomes “normal,” as the term is represented by, say, the Mayor of Normal Valley. He doesn’t conform to expectations. Rather, he is true to himself and flaunts his unique, multi-faceted identity, to the frustration of those who would like him to fit in more predictable boxes. His differences, as Susan Fast notes, were “impenetrable, uncontainable, and they created enormous anxiety. Please be black, Michael, or white, or gay or straight, father or mother, father to children, not a child yourself, so we at least know how to direct our liberal (in)tolerance. And try not to confuse all the codes simultaneously.”

Even over two years after his tragic passing, it seems, many people don’t know what to make of Michael Jackson. He is reduced, therefore, to easy labels like “drug addict.” A picture of his lifeless body is callously plastered on news sites. It is cruel, abusive behavior masquerading as “normal.” Perhaps this is why Jackson chose the medium of the Gothic to fight back. It was a way to turn the tables, to symbolically represent the world as it often felt to him: monstrous and grotesque. His “horror stories” certainly weren’t intended merely to entertain.

“Freaks are called freaks,” observed author James Baldwin, “and are treated as they are treated – in the main, abominably – because they are human beings who cause to echo, deep within us, our most profound terrors and desires.” Yet as much as Jackson became the symbolic magnet onto which many of these cultural anxieties were projected, he was also an actual person trying to live his life. Toward the end of “Is It Scary” he explains, “I’m just not what you seek of me,” before revealing to the compassionate listener: “But if you came to see/ The truth, the purity/ It’s here inside a lonely heart/ So let the performance start!”

Ironically, it is in the “performance” of his art that we find “the truth, the purity.” This is where he exorcizes his demons, where his anguish is transfused into creative energy. This is where the walls come down and the mask comes off. To the outside world, he may be a spectacle, a caricature, a freak; but here, finally, inside his music, he bares his soul. He is a human being.

The question is: What do we see?

Bibliography

“Ryan White’s Mother Remembers Michael Jackson.” CBS News. July 8, 2009.

James Baldwin, “Freaks and the American Ideal of Manhood,” Playboy. January 1985.

Fast, Susan. “Difference That Exceeded Understanding: Remembering Michael Jackson. Popular Music and Society. Vol. 33, no. 2. May 2010.

Yuan, David. “The Celebrity Freak: Michael Jackson’s ‘Grotesque Glory,’ ” Freakery: Cultural Spectacles of the Extraordinary Body. Edited by Rosemarie Thomson (New York: New York University, 1998), 368–384.
2d13a44672ce0ad8986c2f.l._sy100_.jpg

JOSEPH VOGEL is the author of three books, including the highly-anticipated Man in the Music: The Creative Life and Work of Michael Jackson . He writes about popular music and culture for The Huffington Post and PopMatters. Vogel has written several exclusive pieces on Michael Jackson, including the first U.S. review of the posthumous album, Michael, and the groundbreaking monograph, Earth Song: Inside Michael Jackson’s Magnum Opus. He currently resides in New York where he is a doctoral candidate and instructor at the University of Rochester.

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Discussion Questions

Word Play for Power

During the Conrad Murray trial for manslaughter, the media coined the label “Michael Jackson Death Trial;” What is the purpose for the distinction? Is the distinction deliberate? Is it a misrepresentation? Why or why not?

Conrad Murray is the person who was on trial for manslaughter in the death of Michael Jackson. Murray used a potent anesthetic medication normally used only in a hospital or similar clinical setting, did not provide standard monitoring and emergency equipment, did not properly monitor his patient, did not promptly call 911, did not properly administer CPR, and withheld critical information from physicians in the emergency department of UCLA Medical Center. Murray has been accused of causing the death of his one patient on June 25, 2009 yet Michael Jackson’s drug use, personal habits, professional goals, past behaviors and relationships have been discussed. He has been called an addict when much of the evidence presented supports non-addict behavior. For example, many drugs found at bedside were unused over long periods of time indicating if anything, Jackson was non drug compliant. Did they place a dead man—Michael Jackson on trial?

Discuss how you feel about the practice of putting the dead on trial. Discuss how and why that might happen and how you feel about it. Discuss what evidence is justified. Are “the rules” for certain people in society different than for others? Which people? Why? How do you feel the dead should be treated in our culture? Are they treated that way? Why or why not? Should it be different for people with a public platform? Why or why not?

Is justice the same for someone who is rich and famous as it is for someone who is not? Why do you believe that? Is that an opinion you have formed yourself or has someone informed you of it and you adopted it for your own. Do you have any firsthand experience that supports your viewpoint? Please explain.

To Kill by Mocking Word

Have you ever heard of a whole culture mocking a particular individual? Why would one person ever be singled out? What do you think caused the culture to target Michael Jackson?

What purpose does “labeling” someone serve? Why do we often “categorize” people? What is meant by the term “easy label?” What “unease” does an easy label address or mitigate? Where does the obvious discomfort come from? Is easy labeling an attempt to ease discomfort? For what reason or purpose?

What is meant by “making other” or what has been called “otherizing” people? What motivates the impulse to “otherize” someone? What results from making people “other?” What happens when “making other” or “otherizing” is taken to extremes? Is there a danger in that? What is the danger? Can you give examples?

The Ugly Isms

You have probably heard the term “tribalism.” Explain what is meant by “tribalism?” When a culture or society adopts “tribalism” as a way of life, what is the result? Is “tribalism” used to justify violence toward others? Can you give examples? Does tribalism impede or damage the growth and maturity of an evolving culture or society? If so, how? Discuss how “humane” interaction and “humanity” might be impacted by tribalism. Does tribalism create gain or loss? What gains? What losses?

Racism is an example of extreme “otherizing.” Negros were introduced to the American culture as slaves. Runaway, disobedient or culturally offending Negros were lynched for even minor offenses to societal law. Michael Jackson was born into a racist society. Were there elements of racism in what happened to Michael Jackson and how he was treated? Why do you say that? “Lynching” was a very public punishment used for offending Black people: the person’s hands were tied behind their back and they were hung by the neck until dead in the public square—often left hanging for days. The men’s genitals were hacked off and left on the ground. What part did dehumanizing play in those practices? Why use dehumanizing methods? Why do you suppose genitals were deliberately mutilated? Does any of that have relevance to what happened to Michael Jackson?

The Artist and the Gift

It is said that genius is rarely recognized in its own time; why is that? What happens to geniuses in their lifetimes? How does history treat them?

What about the artist? Are they usually treated kindly and respectfully by their contemporaries or history? Are artists sometimes deliberately provocative? Why or why not? Is the artist sometimes mixed up or confused with the art? Discuss.

Discuss fame and what it means. Is fame rewarding? Can it be problematic? How or why? What would you expect to happen when someone becomes famous? Is there “a price to pay” for fame? Is fame dangerous? Why or why not? Would you like to have fame? Why or why not?

The term “Celebrity” is used prolifically in our society. What does “celebrity” mean? Does our culture celebrate celebrity? People seem to love to see a celebrity’s meteoric rise to fame yet revels in their eventual fall from grace or glory with the same or even more glee. What is that in human nature? Discuss.

The cult of celebrity gives the public the illusion of intimacy with the “Stars” via monitoring and reporting their every move. This faux intimacy gives the illusion that the star is known personally, that they owe the public their private lives including: private moments, private thoughts, family relationships and dealings, medical condition and records, and an ageless timeless and flawless persona and performance. Is that fair? Is it justified? What kind of pressures does that place on an individual? Is there a consequence for delivering disappointment to an audience? What is it? Do artists and celebrities owe us (the public, constituency, fans, etc.) something? Why or why not? Discuss what might be behind the cult of celebrity. Is it harmless? Why or why not? What distinguishes the “celebrity” from the average person? How might the culture be different if everyone cherished themselves with the same fervor as celebrities? What if everyone was a “celebrity” in their own right?
Is an artist’s gift voluntary? Does the consumer of the gift have rights to the gift? If so what are they? Do they have a right to criticize, to demand more? Does the constituency “own” the gift? Or “own” the artist? What is meant by “fan?” Do fans have rights to the artist? To make demands? To know private and intimate details? Do fans become unreasonable or go too far? If so, when and how? Do fans endanger artists? How? Is being a “fan” healthy? Unhealthy? How? Do people become fans for different reasons? Discuss some of the reasons people become fans.

Does fame attract envy? Jealousy? When someone is a “celebrity” are they entitled to privacy or not? Have you ever identified or been enamored of a celebrity? If you became a celebrity how might your life change? How might it impact your life to be considered the most famous man or woman in the world? What would you gain? What would you lose?

If you were the most famous person in the world and were the cultural “darling” and icon and overnight you suddenly became the cultural monster or beast, how would you cope? If you were accused of horrific crimes but were not guilty and eventually exonerated by a court of law, how would you cope in the meantime? What if you were innocent but some people still insisted you were guilty—how would that affect you? What if, because you were “different,” you were systematically ridiculed and dehumanized because you made people uncomfortable? What if people did not distinguish you from your art? What if your homeland failed to protect your civil rights and legal rights and mischaracterized you, how would you respond? Would you leave your country, your homeland? How would you feel about your country of origin? Its people? How would you cope?

Is there a lesson for society in the life story of Michael Jackson? If so, what is it? Write a 600-800 word essay with the conclusion.

----------------------------

Optional Exercises

Cultural Treatment of Live People

(An experiential exercise)

Count off by fours to form groups. Give the ones and twos the label to wear: “Person” and the threes and fours, a label “Non-Person.” Have them convene in their small groups.

Give the groups some rules such as:
“Humans are to be treated with the utmost respect. They are entitled to have life, liberty, happiness and to own property and be protected by the law. They are to be addressed as “Mister or Sir” or “Miss or Ma’am,” They are to be treated with courtesy and dignity at all times.”


Non-humans may be ridiculed, dismissed, treated badly, ignored, treated as an annoyance to be tolerated but they have no real value. They may be called names such as “thing” or “animal” or “freak” and so on. They have no real rights to life or its civil liberties and may be publicly ridiculed or made invisible and irrelevant. They are never to be taken seriously or treated as equals.”

Give your groups time to role play their labels. (If they seem reluctant at first, encourage them to really get into the game. Walk around and role play for them by saying something like “Hey you thing: stop slouching; sit up straight. No smiling. Keep your mouth closed—you have nothing important to say!”) They will catch on.

After a time have them take off their label and pass it to the opposite role. (Humans become non-humans, non-persons become persons.) Give them the same amount of time to role play.

Convene the entire group in a circle to discuss the results.

Some discussion questions might be:


  1. How did you feel being a Person? A Non-person? Were you able to get into the role? Was the exercise uncomfortable for you? At first? Later? IF it became more comfortable for you over time, what is the significance of that?
  2. When you switched roles, how did that feel? Did you have feelings of “getting even” for how you were treated? What happened?
  3. What did you learn from this exercise? What conclusions did you come to? How does this exercise apply to real life? Discuss role play and how it fits into society. Do you play any roles? What are they? Are they helpful or hurtful? Beneficial or detrimental? Can you change a role you play? How? Can people be “groomed” or conditioned to play accept or play certain roles? How?
  4. What part did empathy and compassion play in this exercise? What about indifference or cruelty? What is more nourishing for human beings? What part does self esteem, respect, dignity, humanity play in the roles we assume in real life?

Cultural Treatment of the Dead

(An experiential exercise)

Break into groups of 4 and discuss" this question:

"What can be done in a culture to ensure that the dead are respected after death? Are there guidelines that should be followed? If so, what guidelines? Who decides? How are these implemented or enforced?"

In your groups of 4, divide up and debate for from these positions (Time limits are to be determined to fit the situation; students may be given a time period to research and prepare for the debate in advance.)

Person 1: The dead should be respected. They are not here to defend themselves and should be spoken of with respect. Graves, mausoleums, cemeteries are sacred grounds. Defiling a grave is a cultural taboo, Defiling a dead person is the same thing.

Person 2: The dead are gone and have no rights. It's the living that should be respected. Too often we disrespect or violate those who are still alive. Since dead people have no rights, anything may be said about them with impunity.
Person 3: Everybody is fair game. Nothing should be held as sacred. Respect has nothing to do with death; the living need to earn respect. If you play, you pay and that goes for everybody.

Person 4: A civilized culture needs to have mores and guidelines for behaviors. "Anything goes" is uncivil and detrimental to a culture. Both the living and the dead are entitled to respect.

Then have everyone drop their position and take on another position and continue the debate from the new position. You may change only once or have students debate from all four positions.

When the time period allotted is ended and the debates concluded, student groups will write guidelines for a civil society in the treatment of the living and the dead.

These guidelines from each group may be shared and discussed with the whole classroom and a final list of acceptable guidelines for a civil society will be developed by consensus or majority.

Note to teachers:

[These exercises may be modified according to age groups in middle school, high school and undergraduate programs. Voices Education Project welcomes scripted modifications and adaptations from teachers who modify materials to suit a diversity of ages and groups. We welcome any and all suggestions at Voices that contribute to the efficacy of the “Words and Violence” Program. And we welcome feedback and essays about results.]
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

:pray::heart::pray: This the most extraordinary Thread :clapping: WoW how educational and informative K Love :group: So happy you decided to do this for ALL mankind and not just Michael Jackson Fans :bow:
 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

[h=1]http://www.voiceseducation.org/content/raise-your-voice

[url]http://www.voiceseducation.org/content/words-and-violence-second-edition


[/URL]
http://www.voiceseducation.org/content/music-heard-around-world

The Music Heard Around the World
[/h]

img_17_michael-jackson-you-rock-my-world.jpg


School children across the world listen to the music of Michael Jackson and when given the opportunity of performing it, they do just that. The following section of Words and Violence is here because we truly believe that music is extraordinarily important in a world torn apart by bullying, violence, harmful confrontation, and war. So often through music, words can be heard, when they can't be in conversation. Listen as a Slovenian choir, an Indian South African performer, school children from New York and Ireland, performers at a Nobel Peace Prize Concert, and at Pavorotti's annual concert for the world's children all pay tribute to Michael and help evoke words of hope for all of their audiences. The final number is the 2010 Grammy tribute to Michael honoring one of his many concerns for the world.
 
Re: Voices Education "Words and Violence" Curriculum-Inspired by Michael Jackson and Lady Diana

http://www.voiceseducation.org/content/raise-your-voice

http://www.voiceseducation.org/conte...second-edition

http://www.voiceseducation.org/content/will-you-be-thereecce-quomodo-moritur-justus

Will You Be There/Ecce Quomodo Moritur Justus



The Slovenian choir, Perpetuum Jazzile has created a dynamic tribute to Michael Jackson. The composition is an original combination of the Michael Jackson hit, "Will You Be There" and well-known masterpiece by Slovenian renaissance composer, Jacobus Gallus Carniolus, "Ecce quomodo moritur isutus." The sololist for this number is choir member, Nino Kozlev?ar.
Ecce quomodo moritur justus
Ecce quomodo moritur justus
et nemo percipit corde://
Viri justi tolluntur
et nemo considerat.
A facie iniquitatis
sublatus est justus
et erit in pace memoria ejus://
in pace factus est locus ejus
et in Sion habitatio ejus
et erit in pace memoria ejus
Behold how the righteous one dies
and is forgotten.
The righteous ones are taken away
and are forgotten

From facing injustice
the righteous is taken
but his memory will be in peace:
his soul will be in peace
his dwelling place will be in Zion,
and his memory will be in peace

Will You Be There

Hold Me
Like The River Jordan
And I Will Then Say To Thee
You Are My Friend

Carry Me
Like You Are My Brother
Love Me Like A Mother
Will You Be There?

Weary
Tell Me Will You Hold Me
When Wrong, Will You Scold Me
When Lost Will You Find Me?

But They Told Me
A Man Should Be Faithful
And Walk When Not Able
And Fight Till The End
But I'm Only Human

Everyone's Taking Control Of Me
Seems That The World's
Got A Role For Me
I'm So Confused
Will You Show To Me
You'll Be There For Me
And Care Enough To Bear Me

(Hold Me)
(Lay Your Head Lowly)
(Softly Then Boldly)
(Carry Me There)

(Lead Me)
(Love Me And Feed Me)
(Kiss Me And Free Me)
(I Will Feel Blessed)

(Carry)
(Carry Me Boldly)
(Lift Me Up Slowly)
(Carry Me There)

(Save Me)
(Heal Me And Bathe Me)
(Softly You Say To Me)
(I Will Be There)

(Lift Me)
(Lift Me Up Slowly)
(Carry Me Boldly)
(Show Me You Care)

(Hold Me)
(Lay Your Head Lowly)
(Softly Then Boldly)
(Carry Me There)

(Need Me)
(Love Me And Feed Me)
(Kiss Me And Free Me)
(I Will Feel Blessed)

[Spoken]
In Our Darkest Hour
In My Deepest Despair
Will You Still Care?
Will You Be There?
In My Trials
And My Tribulations
Through Our Doubts
And Frustrations
In My Violence
In My Turbulence
Through My Fear
And My Confessions
In My Anguish And My Pain
Through My Joy And My Sorrow
In The Promise Of Another Tomorrow
I'll Never Let You Part
For You're Always In My Heart.
Learn more about Perpetuum Jazzile and their work at: http://en.perpetuumjazzile.si/video/will-you-be-there-ecce-quomodo-moritur-iustus/




 
Re: Voices Education "Words and Violence" Curriculum - inspired by Michael Jackson and Lady Diana

http://www.voiceseducation.org/content/raise-your-voice

http://www.voiceseducation.org/conte...second-edition

http://www.voiceseducation.org/content/tribute-michael-jacksons-life-and-death

[h=1]Tribute to Michael Jackson's Life and Death[/h]

The young YouTube sensations from Staten Island share their feelings about Michael Jackson's life and death, and perform one of his most beloved songs for the anniversary of the King of Pop's death. The children were asked by Newsweek magazine to perform this tribute.
 
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