Exploring Sound & Music
Arts Integrated Lesson Plans and Materials for Teaching Sound & SABES Grade 4 “Music to My Ears“
Rhythm of the Day
Arts Integrated Daily Ritual
Students will be able to create and share a rhythm or beat sample that contributes to a classwide “rhythm of the day.” This communal grounding practice helps students build a sense of community in the classroom while strengthening their emotional awareness/expression skills. Physiologically, this activity also yields a decrease in cortisol levels which allows for heightened cognitive focus.
DURATION
- Approximately 10 minutes
MATERIALS
- No materials needed! Students will clap, snap, stomp, and pat to make their rhythms.
1. Introduction
-
- Gather students in a circle in the classroom.
- Briefly explain the activity’s purpose: to create a rhythm of the day that sets a positive tone for learning and fosters a sense of community.
- Note: If needed, define rhythm: the arrangement of long and short sounds (and silences) to create patterns
2. Creating the Beat
-
- Begin by either the teacher or a student initiating a simple beat using body percussion (e.g., patting lap and clapping hands; a well-known example is pat, pat, clap, echoing the “We Will Rock You” beat) or use a drum beat.
- Emphasize that the beat will serve as a consistent base for the activity.
3. Participation Round
-
- Explain that the rhythm spotlight will pass around the circle, one person at a time.
- Each student, as their turn comes, can either add their unique rhythm or personal expression over the back beat, or simply join in with the existing back beat. Model both options before beginning.
- Encourage students to get creative and add their touch to the rhythm.
4. Reflection and Closure
-
- Once every student has contributed or joined in, acknowledge the collective rhythm created by the class.
- Reflect briefly on the experience: How did it feel to contribute to the rhythm? How does the rhythm reflect the communal energy and mood for the day’s learning?
5. Assessment
Observe student participation and engagement during the activity to take an emotional “temperature check” of your class.
Invite students to stand up, explaining that we will now play a game of follow the leader. Begin as the leader, clapping your hands at a steady beat and invite students to join in
-
- Then, stop clapping, holding your hands about six inches apart. Pause here for several seconds.
- Next, begin stomping your feet at a steady beat of your choice. Again, invite students to join you.
- Then, stop stamping, holding one foot (if possible) several inches off the ground.
- Invite students to put their foot down.
Ask students what they noticed or wondered about the game.
BRAIN TARGETED TEACHING IN THE CLASSROOM
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper, noted Performer, Instructor, Clinician & Adjunct Professor at Johns Hopkins University Peabody Preparatory. Murray is the founder and director of Passionate Drumming & Music Lessons, which was driven from his early passion for drums. Murray received his B.S. music degree with a concentration in instrumentalists from Morgan State University. Murray has been teaching drums/percussion since 2004. Murray is also a teaching artist for the BSO Orchkids program in Baltimore, MD. Between 2017-2019, Piper was the lead percussionist for the University of Maryland Baltimore County dance department. In 2016, Murray was accepted as a member of the National Association of Music Merchants (NAMM). Murray is extraordinary in all styles of music such as Rock, Jazz, Gospel, Christian, Latin, Marching, Classical, Blues, and many more. Piper is an Emmy Nominated drummer for his outstanding role in the 2015 Stage Musical “Oh Gospel” The Evolution of Gospel Music. His drumming and percussion career has launched him into one of the most sought after instructors & drummers of our time. Piper’s skill level and personality has brought him some major partnerships with some of the biggest names in the industry such as Odery Drums, RBimusic, VicFirth, Sabian, Sledgepad, StickPro, JAMTec USA, and Evans. Piper has performed with many Steller’s and Grammy artists such as Richard Smallwood, Tamela Mann, Marvin Sapp, Dorinda Clark Cole, Isaiah D. Thomas, American Idol contestants, Broadway Musicals, Washington DC Orchestra, Sunday Best contestants, and Washington Talented Agency Bands. Connect and work with Murray via the AED Arts Directory!
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
Body Percussion
Pairs with SABES Chapter 1
Students will explore pitch, dynamics, and rhythm by experimenting with body percussion.
DURATION
- Approximately 15 minutes
MATERIALS
- “We Will Rock You” Body Percussion
- “Believer” Body Percussion
- “Can’t Stop The Feeling” Body Percussion
- General backing track (Hip Hop Drum Track)
CONSIDERATIONS
- Space for movement
INTRODUCTION (5 MIN)
-
1. Introduce Body Percussion
- Explain: “Percussion means striking something to make a sound. Now imagine your body as the instrument! When you clap, stomp, or snap, you’re making music with movement—like dancing with sound.”
2. Activate Prior Knowledge
- Have students turn and talk to explain what dynamics and pitch mean.
- Dynamics: how soft or loud a sound is
- Pitch: how high or low a sound is (not loudness)
3. Teach the 5 Key Sounds
- Demonstrate and define each:
- Clap – hands together
- Pat – hands on thighs or chest
- Snap – fingers
- Stomp – feet
- Rest – pause/silence
- (Show or play one of the short example videos if possible).
BODY PERCUSSION PRACTICE (10 MIN)
Call-and-response
-
- Lead students through short call-and-response rhythms using the five sounds.
- Wait for the whole class to echo before creating a new pattern.
- Optional: Backing Track Jam – Play another one of the sample body percussion tracks and have students follow along.
NOTE: Introduce and include music vocabulary
-
- Forte = loud
- Piano = soft
ASSESSMENT (2 MIN)
Check for Understanding of Science Content Connections
Discuss:
-
- Which are higher or lower in pitch?
- Why might these differences occur?
- Which sounds are louder or softer?
EXTENSIONS
-
- Experiment with dynamics: Play one of the example songs again and guide students to switch between piano (soft) and forte (loud) dynamics.
- Encourage creativity: Ask students to create their own rhythms using body percussion. This can be done independently or in small groups.
- It may be helpful to introduce the concept of tempo here: The speed at which a piece of music is performed. It’s usually indicated by terms like “adagio” (slow), “moderato” (moderate), or “allegro” (fast).
EMBODIED COGNITION
Our brains learn through the body. When students use movement, gesture, or hands-on exploration, they’re not just “acting out” learning—they’re wiring knowledge more deeply. Embodied cognition means the body helps the brain understand, remember, and apply ideas. In arts-integrated lessons, students physically experience concepts, which boosts engagement and long-term understanding.
THE POWER OF ARTFUL REPETITION
Just like practicing a dance or a song, “repeated rehearsal” strengthens neural pathways. Each time students revisit a skill or idea—through sketching, dramatizing, or reflecting—their brains build stronger connections, helping learning “stick.” Repetition with variation keeps the brain curious and improves memory and mastery over time.
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
-
- Partner and small-group work supports social skill development in fourth graders. Before starting, model what respectful collaboration and disagreement sound like. Afterward, use positive narration to recognize students who demonstrate responsible decision-making, emotional regulation, and effective teamwork.
The Physical Space:
-
- For these exploratory activities, provide as much space as possible for students to spread out and move freely. If classroom space is limited, consider using the gym, cafeteria, or an outdoor area.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper, noted Performer, Instructor, Clinician & Adjunct Professor at Johns Hopkins University Peabody Preparatory. Murray is the founder and director of Passionate Drumming & Music Lessons, which was driven from his early passion for drums. Murray received his B.S. music degree with a concentration in instrumentalists from Morgan State University. Murray has been teaching drums/percussion since 2004. Murray is also a teaching artist for the BSO Orchkids program in Baltimore, MD. Between 2017-2019, Piper was the lead percussionist for the University of Maryland Baltimore County dance department. In 2016, Murray was accepted as a member of the National Association of Music Merchants (NAMM). Murray is extraordinary in all styles of music such as Rock, Jazz, Gospel, Christian, Latin, Marching, Classical, Blues, and many more. Piper is an Emmy Nominated drummer for his outstanding role in the 2015 Stage Musical “Oh Gospel” The Evolution of Gospel Music. His drumming and percussion career has launched him into one of the most sought after instructors & drummers of our time. Piper’s skill level and personality has brought him some major partnerships with some of the biggest names in the industry such as Odery Drums, RBimusic, VicFirth, Sabian, Sledgepad, StickPro, JAMTec USA, and Evans. Piper has performed with many Steller’s and Grammy artists such as Richard Smallwood, Tamela Mann, Marvin Sapp, Dorinda Clark Cole, Isaiah D. Thomas, American Idol contestants, Broadway Musicals, Washington DC Orchestra, Sunday Best contestants, and Washington Talented Agency Bands. Connect and work with Murray via the AED Arts Directory!
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
Weird Sounds
Pairs with SABES Chapters 1 & 3
Students will experiment with various classroom materials and textures to create different sounds. They will understand how materials affect pitch, dynamics, and emotions associated with sound. This activity fosters creativity, real-world application, and an understanding of the impact of materials on sound.
MATERIALS
- Collect and have available various classroom objects with different textures and shapes (books, pens, containers, etc.)
CONSIDERATIONS
- Space for movement
TEACHER BACKGROUND KNOWLEDGE
For explaining how material texture and composition impact sound to students:
When you make a sound, you’re actually making something vibrate or shake. And different materials and textures vibrate in their own special ways.
Imagine a bouncy ball and a soft pillow. If you bounce the ball on the floor and then drop the pillow, they make different sounds because they’re made of different stuff.
Materials can be hard, like wood or metal, or soft, like cloth or rubber. When you hit something hard, it usually makes a louder and more “ringing” sound. That’s because hard things can vibrate quickly and make a strong noise.
On the other hand, when you hit something soft, like a stuffed animal, it usually makes a softer and more “thud” sound. Soft things don’t vibrate as quickly, so the sound they make is not as strong.
Textures also matter. Imagine you’re tapping your fingers on a smooth glass surface and then on a rough brick wall. The glass sounds smooth and clear, while the brick sounds rough and scratchy. That’s because the textures of things can change the way they vibrate and create sound.
Different materials and textures make different sounds because they vibrate and move in their own special ways when you make them “talk.” And that’s why things around us sound so interesting, unique, and sometimes weird!
INTRODUCTION
1. Engage: Select two of the classroom objects you’ve collected for the class. Ask students:
-
- What do you notice about these two objects?
- How do you think they might sound if we tapped or struck them?
- Invite a few students to share their predictions. Then, gently strike each object so the class can hear the difference in sound. Ask:
- What did you notice about the sounds?
- What might cause the difference between them?
2. Explain the Objective
-
- Tell students that today’s lesson will explore how different materials and textures influence sound when struck. Explain that they’ll be experimenting with objects to discover how sound is created and how its qualities—like pitch, volume, and tone—can change depending on what something is made of.
- Tell students that today’s lesson will explore how different materials and textures influence sound when struck. Explain that they’ll be experimenting with objects to discover how sound is created and how its qualities—like pitch, volume, and tone—can change depending on what something is made of.
EXPLORE
1. Ask students to look around the room and find an object that they think could make a unique or “weird” sound when struck, shaken, or scraped or have them select from the items you’ve collected.
-
- Remind students that in music, percussion refers to producing sound when an instrument (or object) is struck, shaken, or scraped.
2. Give students a minute to experiment with their chosen object, producing different sounds by striking or manipulating it.
3. Each student can take a turn for a 5-second sound solo, showcasing their chosen object’s sound.
CHECK FOR UNDERSTANDING & CONNECT TO VOCABULARY
1. As students share their sound, again point out how different materials and textures create distinct sounds.
2. Ask several students to again model the sound their chosen “instrument” makes. Ask the rest of the class to classify the pitch and dynamics of each sound.
-
- Is the pitch of this sound high or low?
- Is the volume (also known in music as dynamics) of this sound loud or soft?
3. Ask students to notice if their materials are hard or soft. Are they smooth or textured? What connections can they draw between the type of material used and the pitch and volume being produced?
EXTENSION: MUSIC CREATION
-
- Encourage students to think about turning these weird sounds into music.
- Explain that music is the intentional organization of sound.
- Ask students how they can use these found classroom materials to create their own beat (a steady, underlying pulse that gives a piece of music its rhythmic structure) or rhythm (arrangement of different durations (long and short sounds) and silences in music, creating patterns).
- Invite students to share their rhythms and patterns with the class.
- Encourage students to think about turning these weird sounds into music.
EXTENSION: WATER XYLOPHONE
Watch the following videos for ideas about how to bring a water xylophone into your classroom
BRAIN TARGETED TEACHING IN THE CLASSROOM
The Emotional Climate:
-
- Because these activities rely heavily on collaboration, set clear expectations for how students interact before beginning. Model what positive participation, communication, and encouragement look and sound like. This helps build trust, empathy, and a safe learning environment for all.
The Physical Space:
-
- These activities work best when students can stand in a circle with room to move comfortably. Some versions include light physical contact, such as a hand on a shoulder or holding hands to form a circuit.
- Note: Always respect students’ comfort levels with touch. Establish a shared signal or gesture for “no contact” and adapt by having students stand nearby and gesture respectfully to the next person in the circuit.
- These activities work best when students can stand in a circle with room to move comfortably. Some versions include light physical contact, such as a hand on a shoulder or holding hands to form a circuit.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper, noted Performer, Instructor, Clinician & Adjunct Professor at Johns Hopkins University Peabody Preparatory. Murray is the founder and director of Passionate Drumming & Music Lessons, which was driven from his early passion for drums. Murray received his B.S. music degree with a concentration in instrumentalists from Morgan State University. Murray has been teaching drums/percussion since 2004. Murray is also a teaching artist for the BSO Orchkids program in Baltimore, MD. Between 2017-2019, Piper was the lead percussionist for the University of Maryland Baltimore County dance department. In 2016, Murray was accepted as a member of the National Association of Music Merchants (NAMM). Murray is extraordinary in all styles of music such as Rock, Jazz, Gospel, Christian, Latin, Marching, Classical, Blues, and many more. Piper is an Emmy Nominated drummer for his outstanding role in the 2015 Stage Musical “Oh Gospel” The Evolution of Gospel Music. His drumming and percussion career has launched him into one of the most sought after instructors & drummers of our time. Piper’s skill level and personality has brought him some major partnerships with some of the biggest names in the industry such as Odery Drums, RBimusic, VicFirth, Sabian, Sledgepad, StickPro, JAMTec USA, and Evans. Piper has performed with many Steller’s and Grammy artists such as Richard Smallwood, Tamela Mann, Marvin Sapp, Dorinda Clark Cole, Isaiah D. Thomas, American Idol contestants, Broadway Musicals, Washington DC Orchestra, Sunday Best contestants, and Washington Talented Agency Bands. Connect and work with Murray via the AED Arts Directory!
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
DURATION
- Approximately 10 minutes
MATERIALS
- No materials needed! Students will clap, snap, stomp, and pat to make their rhythms.
1. Introduction
-
- Gather students in a circle in the classroom.
- Briefly explain the activity’s purpose: to create a rhythm of the day that sets a positive tone for learning and fosters a sense of community.
- Note: If needed, define rhythm: the arrangement of long and short sounds (and silences) to create patterns
2. Creating the Beat
-
- Begin by either the teacher or a student initiating a simple beat using body percussion (e.g., patting lap and clapping hands; a well-known example is pat, pat, clap, echoing the “We Will Rock You” beat) or use a drum beat.
- Emphasize that the beat will serve as a consistent base for the activity.
3. Participation Round
-
- Explain that the rhythm spotlight will pass around the circle, one person at a time.
- Each student, as their turn comes, can either add their unique rhythm or personal expression over the back beat, or simply join in with the existing back beat. Model both options before beginning.
- Encourage students to get creative and add their touch to the rhythm.
4. Reflection and Closure
-
- Once every student has contributed or joined in, acknowledge the collective rhythm created by the class.
- Reflect briefly on the experience: How did it feel to contribute to the rhythm? How does the rhythm reflect the communal energy and mood for the day’s learning?
5. Assessment
Observe student participation and engagement during the activity to take an emotional “temperature check” of your class.
Invite students to stand up, explaining that we will now play a game of follow the leader. Begin as the leader, clapping your hands at a steady beat and invite students to join in
-
- Then, stop clapping, holding your hands about six inches apart. Pause here for several seconds.
- Next, begin stomping your feet at a steady beat of your choice. Again, invite students to join you.
- Then, stop stamping, holding one foot (if possible) several inches off the ground.
- Invite students to put their foot down.
Ask students what they noticed or wondered about the game.
BRAIN TARGETED TEACHING IN THE CLASSROOM
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper, noted Performer, Instructor, Clinician & Adjunct Professor at Johns Hopkins University Peabody Preparatory. Murray is the founder and director of Passionate Drumming & Music Lessons, which was driven from his early passion for drums. Murray received his B.S. music degree with a concentration in instrumentalists from Morgan State University. Murray has been teaching drums/percussion since 2004. Murray is also a teaching artist for the BSO Orchkids program in Baltimore, MD. Between 2017-2019, Piper was the lead percussionist for the University of Maryland Baltimore County dance department. In 2016, Murray was accepted as a member of the National Association of Music Merchants (NAMM). Murray is extraordinary in all styles of music such as Rock, Jazz, Gospel, Christian, Latin, Marching, Classical, Blues, and many more. Piper is an Emmy Nominated drummer for his outstanding role in the 2015 Stage Musical “Oh Gospel” The Evolution of Gospel Music. His drumming and percussion career has launched him into one of the most sought after instructors & drummers of our time. Piper’s skill level and personality has brought him some major partnerships with some of the biggest names in the industry such as Odery Drums, RBimusic, VicFirth, Sabian, Sledgepad, StickPro, JAMTec USA, and Evans. Piper has performed with many Steller’s and Grammy artists such as Richard Smallwood, Tamela Mann, Marvin Sapp, Dorinda Clark Cole, Isaiah D. Thomas, American Idol contestants, Broadway Musicals, Washington DC Orchestra, Sunday Best contestants, and Washington Talented Agency Bands. Connect and work with Murray via the AED Arts Directory!
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
DURATION
- Approximately 10 minutes
MATERIALS
- No materials needed! Students will clap, snap, stomp, and pat to make their rhythms.
1. Introduction
-
- Gather students in a circle in the classroom.
- Briefly explain the activity’s purpose: to create a rhythm of the day that sets a positive tone for learning and fosters a sense of community.
- Note: If needed, define rhythm: the arrangement of long and short sounds (and silences) to create patterns
2. Creating the Beat
-
- Begin by either the teacher or a student initiating a simple beat using body percussion (e.g., patting lap and clapping hands; a well-known example is pat, pat, clap, echoing the “We Will Rock You” beat) or use a drum beat.
- Emphasize that the beat will serve as a consistent base for the activity.
3. Participation Round
-
- Explain that the rhythm spotlight will pass around the circle, one person at a time.
- Each student, as their turn comes, can either add their unique rhythm or personal expression over the back beat, or simply join in with the existing back beat. Model both options before beginning.
- Encourage students to get creative and add their touch to the rhythm.
4. Reflection and Closure
-
- Once every student has contributed or joined in, acknowledge the collective rhythm created by the class.
- Reflect briefly on the experience: How did it feel to contribute to the rhythm? How does the rhythm reflect the communal energy and mood for the day’s learning?
5. Assessment
Observe student participation and engagement during the activity to take an emotional “temperature check” of your class.
Invite students to stand up, explaining that we will now play a game of follow the leader. Begin as the leader, clapping your hands at a steady beat and invite students to join in
-
- Then, stop clapping, holding your hands about six inches apart. Pause here for several seconds.
- Next, begin stomping your feet at a steady beat of your choice. Again, invite students to join you.
- Then, stop stamping, holding one foot (if possible) several inches off the ground.
- Invite students to put their foot down.
Ask students what they noticed or wondered about the game.
BRAIN TARGETED TEACHING IN THE CLASSROOM
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!
Murray S. Piper, noted Performer, Instructor, Clinician & Adjunct Professor at Johns Hopkins University Peabody Preparatory. Murray is the founder and director of Passionate Drumming & Music Lessons, which was driven from his early passion for drums. Murray received his B.S. music degree with a concentration in instrumentalists from Morgan State University. Murray has been teaching drums/percussion since 2004. Murray is also a teaching artist for the BSO Orchkids program in Baltimore, MD. Between 2017-2019, Piper was the lead percussionist for the University of Maryland Baltimore County dance department. In 2016, Murray was accepted as a member of the National Association of Music Merchants (NAMM). Murray is extraordinary in all styles of music such as Rock, Jazz, Gospel, Christian, Latin, Marching, Classical, Blues, and many more. Piper is an Emmy Nominated drummer for his outstanding role in the 2015 Stage Musical “Oh Gospel” The Evolution of Gospel Music. His drumming and percussion career has launched him into one of the most sought after instructors & drummers of our time. Piper’s skill level and personality has brought him some major partnerships with some of the biggest names in the industry such as Odery Drums, RBimusic, VicFirth, Sabian, Sledgepad, StickPro, JAMTec USA, and Evans. Piper has performed with many Steller’s and Grammy artists such as Richard Smallwood, Tamela Mann, Marvin Sapp, Dorinda Clark Cole, Isaiah D. Thomas, American Idol contestants, Broadway Musicals, Washington DC Orchestra, Sunday Best contestants, and Washington Talented Agency Bands. Connect and work with Murray via the AED Arts Directory!
RACHAEL BARILLARI
Rachael Barillari is the manager of the Baltimore Arts Integration Project and the founder of Soul Stori LLC, which produces integrative curricula and resources that seamlessly incorporate SEL and the arts into educational settings. She has served as an Adjunct Professor at Johns Hopkins’ School of Education and has authored several publications, including “The Compassion Formula: Where Head Meets Heart For Greater Well-Being.” Her work emphasizes compassionate and holistic learning environments that nurture every child’s creative core. Rachael holds a Masters in Teaching from JHU and a Masters in Educational Psychology from Columbia University. She is a certified Integrative Wellness Coach and HeartMath Trainer, as well as a former Baltimore City Schools teacher.
