Project Rhythm is an easy-to-use set of online lessons that teach students how to create their own songs using computers or tablets. The program offers a set of lessons for you or your children’s teachers to help facilitate the program without any prior music education. Project Rhythm is perfect for after school programs or a home learning group project.

What We Do


Project Rhythm brings a new kind of music method to your home or classroom. It teaches kids how to collaboratively produce their own music in groups and is a fun way for young people to take charge of the learning process.


  • For ages 10-18
  • Students learn life skills and make music like what they listen to on the radio
  • No music or production experience needed
  • Works with Chromebooks, PCs, Macs, and all tablets
  • Aligns with Common Core, SEL, STEAM, and ISTE standards
  • Aligns with existing music teacher skills
  • No formal music training required




Our goal is to teach young people life skills through the process of creating original art. We draw on our own experiences in the studio as musicians and in the classroom as teachers. while drawing from contemporary Social Emotional Learning (SEL) curriculums. We combined these skills with Common Core, STEM, SEL, ELA, CASEL, ISTE, ITEEA, and other national music and technological literacy standards to create an interactive, collaborative, and dynamic digital music curriculum.


Through the years we’ve honed our craft and named it the FLOAT method:


Frame of Mind – The approach used by teachers trained in our method: Think like a producer to capture the magic. Teachers show young people how to create the music of their generation. Music that is made in the 21st-century studio rather than the 19th-century study.


Leadership Skills – We guide our students through the creative process by teaching important leadership skills such as time management and conflict resolution. With our “Each one teach one” philosophy students not only learn by doing but are also empowered to teach and inspire each other in independent small groups.


Order of Operations – Here we walk our teachers through the process, helping them to see all that needs to be accomplished over the course of the year and how to prioritize what needs to be done by when. While we leave the curriculum open for each teacher to choose what best suits their style as a teacher and artist, we also provide suggestions for the structure of the year. We invite them to envision the arc of the year from getting started on the first day to the final performance.


Artistry (Music!) – While we don’t teach our students to read music we do pass on the basic building blocks of the artform. We combine traditional components such as melody, harmony, rhythm, and lyric writing with contemporary production elements such as arrangement, mixing, texture, and timbre.


Technology – Students learn how to use contemporary hardware and software to create, engineer, arrange, and produce their own music. These hardware and software principles can be applied to other computer programs and physical engineering.

  • Click here to learn about our Theory Of Change

    Project Rhythm is committed to using music as a way to educate and empower young people.


    We believe that by implementing effective youth programs, we can help young people:


    Improve their collaborative leadership skills through:

    • Collaboration
    • Conflict Resolution
    • Leadership
    • Confidence


    Improve cognitive development (executive functions) through:

    • Planning
    • Task Flexibility
    • Problem Solving
    • Execution


    Increase career readiness skills through:

    • Technology / Computer Skills
    • Engineering / Troubleshooting
    • Production / Product Creation
    • Public Speaking


    Ultimately, Project Rhythm believes these outcomes will empower youth to make positive life choices and to become beneficial contributors to society.

Music Classes for Youth
Learn music Production Online
Project Rhythm is a 501c3 non-profit organization committed to changing young lives one beat at a time.
Impact 1



We teach life skills (collaboration, social-emotional awareness, feedback, troubleshooting, technology, time management) through the collaborative process of making original music.


We’re an international, New York-based, non-profit organization with a unique approach to music education. Since 2008 we’ve worked with over 20 host institutions and teachers to share our gift with more than 1,500 children around the world.


We have imparted important life skills to kids through teaching team-based original song creation, using modern production tools. While teaching kids how to read and write music is important, we teach them how to create contemporary music that mirrors the professional songwriting process. We achieve this by teaching students how to use computers, record their own original songs, and work as a team.


Why is this our approach? We’ve watched students create original songs with digital technology, and in each session, we saw this process transform and empower them as people while teaching them essential life skills. Not only was it an amazing experience, but it helped us create training materials that boil our method down to the essentials. If you want to bring our method to kids in your home, school, or community, you can find our curriculum options here.


Project Rhythm has worked with about 20 host partners including 5 NYC public schools, Sesame Street Workshop, and the Center for Court Innovation.


Learn more:

  • Our Story

    Project Rhythm was founded in 2008 by Jāmin Gilbert (aka Benjamin Shaffer). As a recording studio owner, engineer, producer, DJ, and a volunteer youth music instructor in the NYC tri-state area, Jāmin observed first-hand how group-based song creation using modern technology positively affected the young people with whom he worked.


    In the face of the rapid erosion of music programs being cut from public schools, Jāmin saw an urgent need to preserve and further evolve the real-world experience that music can offer. He was convinced that Project Rhythm’s unique approach – the use of music as a tool to foster broader skillset development rather than learning direct music instrumentation – was a key to effectively reach underserved students in need.


    Today, with a passionate team of board members, educators, and partners, Project Rhythm has grown into a multi-pronged, interdisciplinary youth outreach organization that cultivates both personal and professional skills through the progression of several programs including a mobile studio, a clubhouse studio, work-study, and mentorship.


    By participating in these programs, our students encounter the breadth of possibilities that music had to offer while learning collaboration, conflict resolution, computer skills, engineering skills, planning, troubleshooting, performance, public speaking, and product creation.

  • Our Mission/Vision

    Project Rhythm is a 501c3 non-profit organization committed to changing young lives one beat at a time using music as a tool to educate, empower and enrich underserved youth who are rich in potential.

  • Our Team

    Jāmin Gilbert (aka Benjamin Shaffer) – Executive Director


    Jāmin is the founder and Executive Director of Project Rhythm. Throughout his life he has used music and technology to uplift people. Jāmin’s interest in music, technology, community and entrepreneurship has been a theme throughout his career. He began DJing at age 12 and has since DJayed globally for discreet private events for clients including Daniel Craig, Vogue, Teri Hatcher, Tom Cruise, Christian Dior, and at top nightclubs and music festivals.


    Jāmin holds a BA from New York University in Music Technology with a focus on business, and was the first person accepted as a DJ into the music program. He founded his first business, Ishlab Recording Studio in 2000. Jāmin created a community for engineers, producers and artists to flourish. Ishlab has facilitated recording and production for gold and platinum recording artists such as A$AP Rocky, Skrillex, Roberta Flack, French Montana, Jet, Santigold, and MIA as well as many budding independent artists. In order to help independent artists, he created a music licensing and sonic branding division that licensed music for national network Television and Advertising agencies to companies including CBS, Oxygen, and MTV. The company developed proprietary technology to curate music by context.


    Jāmin has spoken on panels at Harvard, NYU and the Global Nexus. He was a student mentor at the NY General Assembly technology school and startup incubator. He is an advisor for, a nonprofit that helps students of color build businesses. He holds a pending patent for music curation technology. His original music can be found at and on streaming platforms.


    Chelsea Watts – Digital Training & Production


    Chelsea Watts has been involved with Project Rhythm since 2014. Initially she supported the team by helping with administrative tasks, now you”ll recognize her as the personality of many of our latest training videos. Professionally, Chelsea is an actress and operatically-trained singer. You can see her on TV shows such as Deception (ABC), Power (Starz) and Betrayal (ABC) as well as on national commercials. She is also the mother of her energetic young son who she credits as her own personal Fountain of Youth.


    Josh Robertson – Video Content Creator


    With a varied creative and technical skillset across video production, music composition, digital strategy and innovative web design, Josh is at the cutting edge of interactive media, and is a creator and producer of music, video, and images. Currently digital strategist and VP of Content for collaborative music startup Indaba Music, Josh has created successful music initiatives for major brands like Converse, Red Bull and Microsoft. Josh has helped develop Project Rhythm”s video platform – including producing, shooting, and editing various videos for Project Rhythm.


    Sage Atwood – Video Content Creator

  • Our Board & Ambassadors

    Board of Directors


    Kevin Shiiba


    Kevin is currently a full-stack software engineer with a strong product focus, helping companies launch new businesses and products or grow existing ones. His experience in full-stack application development spans isomorphic JavaScript via Node.JS and React.JS (with a functional and functional reactive programming focus) and mobile development via React Native.


    A multidisciplinary jack-of-all-trades with experience both in the trenches of early stage startups and through hyper-growth phases, Kevin brings a customer-centric approach, business strategy focus, and UX intuition to my software engineering work. He spent 4 years as a Product Manager at General Assembly (employee #4) for products ranging from online education and hiring platforms to community products. Kevin also consults for companies and first-time founders who are looking to define and build their MVP.


    Portia Jones


    Portia Jones is a Director of Special Services and Principal Fellow at Achievement First currently in her 15th year in education where she supports Deans, principals, and teachers in developing strong special education programs across NYC schools. She previously taught lower elementary as a Special Education ICT teacher and served as a Dean of Special Services. She received her B.A. in Psychology from Columbia University and an M.S.Ed from Bank Street College of Education and is a Teach for America NYC Alum. In the past, she has served as a Curriculum Developer and founding After School Director. She has developed a passion for education through her personal experiences and work with schools and organizations across the globe including Chicago, Boston, London and Kenya. She is incredibly excited to be on the Board at Project Rhythm to support music education, self-expression & creativity.


    Nafisa Dodi


    Ambassadors and Advisors


    Allison Jones


    Allison Jones is a branding expert with a deep background in the arts. In her current role as Brand Strategist at Google, she helps shape how the Google brand evolves and connects with an ever-changing world. In her previous role at global brand consultancy Landor, Allison worked with leading organizations across diverse sectors to sharpen their core purpose and pursue their unique opportunities for growth.


    She also served as a Senior Strategist at LaPlaca Cohen, a New York-based strategy, design, and advertising firm working exclusively in the cultural sector. In this role, Allison led engagements with clients including Yale University, the Hammer Museum at UCLA, and the American Institute of Architects. Previously, she worked in communications and curatorial roles for the Studio Museum in Harlem, SITE Santa Fe, and the Yale Center for British Art.


    Allison received a B.A. in Art History from Yale University and an M.A. in Art Business from Sotheby’s Institute of Art.


    Annetta Seecharran


    Annetta joined UNH as Director of Policy and Advocacy in January 2012. She comes to UNH with a 20-year track record as a leader within the social justice movement. Prior to UNH she served as an independent consultant, providing strategy, policy and organizational development services to not-profit organizations. In September 2009 she completed an eight-year tenure as the Executive Director of South Asian Youth Action (SAYA!), the pioneering organization dedicated to ensuring the transition and success of low-income South Asian youth and families in the United States. Under Annetta’s leadership SAYA! grew from a start-up to a nationally recognized organization that provides comprehensive youth development programs to 600 youth whilst having an influential voice on public policy issues related to youth and immigrants. At the time of Annetta’s departure, SAYA! was considered to be the largest South Asian American organization.


    Prior to joining SAYA!, Annetta spent five years at the International Youth Foundation, where she ran YouthNet International, a best-practices network of youth development organizations in over 30 countries, and created YouthActionNet, now a leading global initiative promoting youth social entrepreneurship. Earlier, Annetta worked for the United Nations Development Fund for Women and the Gender and Development Program of the United Nations Development Program.


    Annetta holds an M.A. in international political economy and development from Fordham University, a B.A. in political science from Manhattanville College, and executive management certificates from Columbia Business School and Harvard Business School. She serves on the boards of the New York State Immigrant Action Fund, New York Immigration Coalition and the National Coalition for Asian Pacific American Community Development.


    Boris Khmelnitskiy


    Boris Khmelnitskiy is an organizational effectiveness consultant, partnering with education, social justice and community non-profit organizations on project management, organizational strategy, technology innovation, and grassroots organizing. His recent collaborations include Immigration Equality, San Francisco Spikes, Urban Opera, Voter Owned Elections, and GetEqual. Boris’s expertise areas range from leadership (corporate and non-profit management) and organizational effectiveness (budgeting, evaluation, revenue generation) to talent management (training facilitation, integration of technology into traditional instructional design and delivery models) and technology (programming languages, databases, web technologies). Currently, he works with Community Collaborative Consulting to help manage the Soda Foundation ASK Initiative, with a focus on knowledge capture and the website.


    Previously, Boris worked as the Vice President/Chief Technology Officer for The New Teacher Project (, a national non-profit that applies innovative human capital strategies to eliminate educational inequity. In this role, he led the division during the 20% org-wide business expansion and executed strategy to double internal IT capacity to meet increased demand in technology services. Additionally, he introduced a 5-year IT roadmap – a strategic plan for growth and cross-product integration. Mr. Khmelnitskiy also spent many years with Morgan Stanley as a Learning & Development Manager, a Program Manager for IT Analyst Training, and an Equity Trading Systems Developer.


    Boris started his B.S. in Mathematics at Moscow University in Russia, and received B.A. in Computer Science and Mathematics and an M.S. in Computer Science from New York University.


    Nancy Shankman


    Nancy served as the liaison between the Department of Education and the cultural community of New York City, expanding the walls of the classroom by encouraging collaboration among teaching artists, performing ensembles and schools. Ms. Shankman conducted the choir at Hostos Community College, served as Director of Creative and Performing Arts for Bronx High Schools, chaired the Department of Music and the Arts at Columbus High School and held the post of Arts Coordinator in Community School District 7. She designed and developed music programs and curriculum, most recently creating the Blueprint for Teaching and Learning in the Arts in collaboration with the New York Philharmonic, the Metropolitan Opera Guild, Jazz at Lincoln Center and other arts and cultural organizations. In March of 2002, Ms. Shankman was honored by the Music Educators Association of New York City and in April of the same year, was recognized by the Bronx Museum of the Arts for her outstanding contributions to Bronx schools. In May of 2003, her work was cited by the New York Assocation for Supervision and Curriculum Development, and in December of 2005, she was privileged to receive the Outstanding Educator of the Year Award from the New York State School Music Association.


    Carrie Gillispie


    Carrie is an advocate for the powerful, positive impact of music education on the developing brain, and is excited to support Project Rhythm in its measurement and evaluation. Carrie is a current doctoral student at the George Washington (GW) University in Applied Neuroscience in Special Education and Disability Studies. She is a graduate assistant for the Secondary Special Education and Transition Services program at GW. She has worked with students, families, educators, and policymakers in a variety of roles, including as a former school psychologist, as a special education teacher aide, as a government relations intern at Autism Speaks, as a research fellow at the National Institute of Mental Health, and as a consultant to the U.S. Department of Education for the National Assessment of Educational Progress. Carrie grew up playing piano and violin and singing, and is currently a high school musical theater coach and student of musical improv. She has consulted to schools on applying neuroscience findings to improve music education for students with disabilities. She has a M.Ed. in school psychology from the University of North Carolina at Chapel Hill, and a B.A. in English and Creative Writing from Bates College.


    Radhika Batra


    Originally from Southern California, Radhika came to New York City in 2008 to pursue a Master of Public Administration degree. Upon graduation, she began working on BBVA’s project finance team which funds large-scale infrastructure and energy projects. Her day-to-day involves the analysis of potential infrastructure opportunities to determine whether they meet the bank’s financing criteria and support in the execution of such projects. Though in the private sector, Radhika is dedicated to incorporating social change issues into her life. As a two-year Indicorps fellow in rural Rajasthan, Radhika worked primarily on livelihoods and employment projects such as a start-up women-based small business and a vocational institute. Her exposure abroad instilled in her the desire to give back beyond her time there. As such and given that she also worked to engage youth in sports in India, Project Rhythm’s mission resonated with her and she’s excited to be involved.


    In her free time, Radhika can be found trying new restaurants, justifying the food with exercise, reading, or rooting for the Lakers.


    Bob Power


    Grammy and Multi-platinum Producer/Mixer Bob Power possesses a wide and diverse range of musical talents: producer, engineer, composer, arranger, performer, and educator. In the recording world, Power has produced, recorded, or mixed hundreds of pop and jazz recordings for such artists and groups as Erykah Badu, D’Angelo, India Arie, Chaka Khan, MeShell N’degeocello, Ozomatli, De La Soul, Common, A Tribe Called Quest, Miles Davis, the Roots, Tony Toni TonÈ, Mos Def, Macy Gray, Curtis Mayfield, David Byrne (Talking Heads), Spike Lee, The Brand New Heavies, Big Daddy Kane, Maceo Parker, Pat Metheny, KRS 1, Phylis Hyman, The Jungle Brothers, Quincy Jones (Remix), Greg Osby, and Run DMC. A 1997 Grammy Award nominee himself for mixing, Bob Power has had over 40 charting records, and has received more than 20 gold or platinum records. As a feature T.V. composer, Power is best known for his theme music for the Emmy Award winning Over Easy on P.B.S.; he also composed the original theme and score for the Disney family series The Scheme Of Things. Bob Power is a popular and dynamic speaker and lecturer; clients include Apple Computer, Apogee Electronics. The National Academy of Recording Arts and Sciences (Grammys), Aguilar Electronics, Red Bull, CMJ, Guitar Center Pro, Boot Camp Convention -Vancouver, Pacific Coast Jazz Festival and has taught or lectured for University of San Francisco/Lone Mountain College, NYU, William Patterson University, Mercy College, New York Institute of Technology, Parkway School District (St. Louis), and the Boys’ Club of New York. He is an adjunct professor at New York University.


    Akir Plan


    Akir has been dedicated to outreach and activism predominantly focused on underserved youth. In 2008 he was named the head of artist relations at the Hip Hop Caucus during the Respect My Vote campaign, which featured such celebrities as TI, Chris Brown, Maino,DJ Green Lantern, Dawn Richard, Keyshia Cole, Sean Kingston, The Simmons Sisters and Pharoahe Monch. Akir also found himself working with at-risk youth teaching writing, production, and recording with the non-profit organization Art Start, working in a studio donated by Bruce Willis, Russell Simmons and Queen Latifah. As an MC artist he was featured in the The Source’s: Unsigned Hype and Off the Radar and XXL’s: Show & Prove and Chairman’s Choice among them. AKIR has rocked over 1000 shows, completing 7 international and 10 domestic tours, including Paid Dues, Rock the Bells Vans Warped Tour and, tours with Fort Minor and Redman. He’s also performed with other such landmark artists as Lauryn Hill, Snoop Dogg, Rage Against the Machine, Nas, Wiz Khalifa, Kool G Rap, Tribe Called Quest, Rakim, KRS-One, Wu-Tang, The Game, Talib Kweli, and Yelawolf. As the founding member of “The Sound” production collective he has produced for: Immortal Technique, Chino XL, Crooked Eye, and Timbo King.


    Samara Gaev


    Samara is a New York based activist, educator, dancer, poet. She has been working as a teaching artist in the New York City schools, shelters, transitional programs and community centers for over ten years. Her active involvement in progressive social change has taken her beyond the classroom and the stage, and towards actualizing the change she wishes to see. As a consultant for a number of Arts and Education organizations, she has initiated young women’s groups, support networks for pregnant and parenting teens, interactive educational theatre residencies, and performance poetry and hip-hop intensives for formerly incarcerated youth. She serves as an educational specialist, teaching artist, and artist in residence at the Brooklyn Academy of Music and was the lead teaching artist for BAM’s Theatre and Justice program.


    Samara graduated Magna Cum Laude with a BA from NYU’s Gallatin School of Individualized Study; her interdisciplinary degree was awarded in performance as a tool for cross-cultural education and social change. She received her Master’s Degree in Performance Studies from NYU’s Tisch School of the Arts with a thesis that explored trauma, advocacy, and witnessing.


    Maya Azucena


    Maya Azucena is a global singer-activist known for making music that uplifts the soul. Born & raised in Brooklyn, she travels the world inspiring through her songs. Featured as a coach on MTV’s Made, she also has a Grammy-certificate for her collaboration with Stephen Marley; performed at the 2013 Essence Fest with artists like Beyonce, Jill Scott and Maxwell; has been mentioned in O Magazine, Washington Post, Billboard, and countless other publications; heard on HBO’s The Wire, seen on NBC’s 30 Rock; and sang at prestigious events with incredible world-movers such as TEDxWomen; Secretary General Ban Ki-Moon’s Every Woman, Every Child event at the UN; One Billion Rising international campaign to end violence against women; and Omega Institute’s Where We Go From Here conference alongside President Bill Clinton. Maya is also an artist ambassador for BeadForLife, an NGO based in Uganda that enables women to overcome extreme poverty by becoming business-women with sustainable skills, through jewelry making.



Learn With Us


Free Trial


Click Here for Free Trial



  • Welcome to Project Rhythm Video
  • Our curriculum guidebook
  • An equipment list
  • A signal flow guide to help you troubleshoot equipment setup


You will learn:

Lesson 1: Establishing a Working Environment

Lesson 2: How to Use Soundtrap recording platform

Lesson 3: Critical Listening


Full Course


Click Here for Full Course



  • Welcome to Project Rhythm Video
  • Our curriculum guidebook
  • An equipment list
  • A signal flow guide to help you troubleshoot equipment setup


You will learn:

Lesson 1: Establishing a Working Environment

Lesson 2: How to Use Soundtrap Recording Platform

Lesson 3: Critical Listening

Lesson 4: Assigning Roles

Lesson 5: How to Make a Beat

Lesson 6: Lyric Writing

Lesson 7: Recording Vocals

Lesson 8: Song Arrangement

Lesson 9: Culture Reflected & Transformed Through Music

Lesson 10: Mixing Songs

Lesson 11: Advanced Production & Song Critique

Lesson 12: Exporting Songs

Lesson 13: Performing Your Songs


Webinar Series


Click Here for Webinar Series



  • Welcome to Project Rhythm (video)
  • Session 1: Getting Started with Project Rhythm
  • Session 2: Checkpoint #1, Lessons 1 – 6
  • Session 3: Checkpoint #2, Lessons 7 – 10
  • Session 4: Wrap Up


Full Course + Webinar Series


Click Here for Full Course + Webinar Series



  • Welcome to Project Rhythm Video
  • Our curriculum guidebook
  • An equipment list
  • A signal flow guide to help you troubleshoot equipment setup
  • Four webinar sessions


You will learn:

Lesson 1: Establishing a Working Environment

Lesson 2: How to Use Soundtrap Recording Platform

Lesson 3: Critical Listening

Lesson 4: Assigning Roles

Lesson 5: How to Make a Beat

Lesson 6: Lyric Writing

Lesson 7: Recording Vocals

Lesson 8: Song Arrangement

Lesson 9: Culture Reflected & Transformed Through Music

Lesson 10: Mixing Songs

Lesson 11: Advanced Production & Song Critique

Lesson 12: Exporting Songs

Lesson 13: Performing Your Songs

Enrol Now For Free
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Reaching Youth through music
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Project Rhythm helps me get out of my shell… it’s like wow, I can do this? I can play the piano, I can write songs. It gives me confidence. It’s a really great experience.


~ Tamika, Project Rhythm Student


I learned if someone else isn’t good at something, to never criticize, instead give them positive feedback. I learned a lot about how to make songs, and how how to setup equipment and how to express myself through music.


~ Rayshaun (aka Happy Feet), Project Rhythm Student


Working with Project Rhythm for the past two years has been an amazing experience for my students. In addition to empowering them and increasing their self-confidence, they had an opportunity to problem solve and work with students other than their friends. They have learned so much about writing and performing; all the while having a positive and fun learning experience.


~ Diane Rigo, English Teacher, Brooklyn School for Career Development


This is a great program, it gives the kids the opportunity to be creative and helps their collaboration skills. Making something out of nothing is important for them. The kids get excited about the technology, making the music and performing it. Some kids who want to do the engineering, some who want to sing, everyone has an important role. There are a lot of kids who want to be in the program.


~ Miss S., School Liaison for Board of Education, Horizons Juvenile Detention Center, Bronx NY

  • Testamonials

    At first, I didn’t want to write because I wasn’t good at it, but I learned and I helped write the chorus to a song. I also didn’t know about technical stuff, but now I do. And when people had different ideas we would try it different ways and there wasn’t any arguing. There’s nothing you should change about it, it’s great.


    ~Stephanie, Project Rhythm Student


    The leadership we had of the production and engineering was wavy (cool). I learned new things about how to hook things up and how to record.


    ~ Rayshawn, Project Rhythm Student


    It is a good way for everybody to learn about new things and be able to make some thing bigger than themselves, something more than music.

    It’s a good way for us to learn about our potential.


    ~ Nyre, Project Rhythm Student


    This is an amazing organization! I’m an art therapist and work with inner-city teens, so I know firsthand the far-reaching benefits of arts education on so many areas of development. I’ve witnessed Project Rhythm’s fantastic work at Camp AmeriKids. Music is something kids are naturally drawn to, and they generate their own enthusiasm. Their gains in skills and self-esteem are awesome to see.


    ~ Helen Ellis, Volunteer and Supporter


    Well first I gotta say without listening, communication, creativity, or collaboration you won’t get far in this game. And that’s what I got from Project Rhythm. Since working with Project Rhythm, I went out and met new people and was inspired to work hard and I started my own company. I love what I do. Project Rhythm helped me find my goals in life.


    ~ Shingi, Project Rhythm Student


    Project Rhythm allows campers to see what they have in common and to express themselves through music, the medium which is by far the most influential in their lives. It is nothing short of truly life-changing for them. That’s what Project Rhythm brings to the table.


    ~ Steve Kidd, Program Director, Camp AmeriKids


    In here you can let yourself be free, you can say what you gotta say, you can let it all out, you can cry, you can laugh. Thank you for this opportunity. I could have been roaming the halls doing nothing, which I was doing, but I got a job and I’m happy for myself.


    ~ Danielle, Project Rhythm Student


    Project Rhythm has opened my eyes in a positive way using a different and smart method, music. Some people help kids chase their dreams, but thanks to Jamin and Project Rhythm, kids live those dreams. They’ve impacted and continue to impact my life greatly and I’m forever grateful. Project Rhythm is inspiration.


    ~ Rodney, Project Rhythm Student


    Confidence and teamwork can take you a long way, and that’s what you get from Project Rhythm.


    ~ Tyshawn, Project Rhythm Student


    To see how these guys were really quiet and to see how they then helped to create music and make beats and started talking a lot and became leaders…it’s been really amazing to see the growth.


    ~ Timothy Ryan, – Staff, Camp AmeriKids


    This means a lot to me. I never really had someone take the time out to listen to what I had to say.


    ~ Lisa, Project Rhythm Student


    It’s cooperative and supportive and terrifical and I didn’t know it would be this much fun.


    ~ Jantee, Project Rhythm Student


    Project Rhythm has had an enormous impact on the Camp AmeriKids program and has become a central part of our camp culture. The hands-on workshops led by the staff of Project Rhythm allows children with different skills and personalities to participate fully, whether on stage as performers in our Talent Show, or behind the scenes as song writers, composers, and editors. While learning about music, our campers develop collaboration skills, active listening, and learn how to support and respect each other through the creative process. Each child feels connected to the final product, and can proudly share it with his or her peers. For years, we’ve watched Project Rhythm inspire our kids to speak up, give their opinions and insight, and discover a deep sense of pride in their contributions.


    It is so important, given the challenges that many of our kids are facing, to create spaces where they feel empowered and valued. It is wonderful to see children build self-esteem through a process whereby they discover their own talents and to know that they carry this confidence into other areas of their lives. We are incredibly grateful for the work that Project Rhythm has done with our campers and hope it can continue for years to come.


    ~ Gaby Moss, Executive Director, Camp AmeriKids


    Being a part of Project Rhythm has been such an inspiring opportunity to build community through the arts with young people from a diverse range of backgrounds. As a teacher, I have worked intensively alongside Project Rhythm instructors to cultivate the students’ voices in a safe space and enable them to tell their powerful stories and build self-confidence. Carrying their voices from the page to the studio where they become agents in the production of their own work, I have born witness to the emergence of young empowered writers, directors, musicians, and engineers working together to solve problems and support one another as they meet their powerful reflections, sometimes for the first time. Project Rhythm is a refuge for young people in inner cities who work tirelessly to uphold tough exteriors and battle mainstream discriminatory assumptions and stereotypes; transforming bravery into beats, hopelessness into harmony, rage into riffs, and sorrow into song, it has been miraculous to be a part of such a joyful community.


    Powerful stories and build self-confidence. Carrying their voices from the page to the studio where they become agents in the production of their own work, I have born witness to the emergence of young empowered writers, directors, musicians, and engineers working together to solve problems and support one another as they meet their powerful reflections, sometimes for the first time. Project Rhythm is a refuge for young people in inner cities who work tirelessly to uphold tough exteriors and battle mainstream discriminatory assumptions and stereotypes; transforming bravery into beats, hopelessness into harmony, rage into riffs, and sorrow into song, it has been miraculous to be a part of such a joyful community.


    ~ Samara Gaev – BAM/ Brooklyn Reads Host Instructor and Project Rhythm Ambassador

  • Case Studies

    Brownsville Community Justice Center


    In 2014 the Brownsville Community Justice Center, which provides alternative sentencing options for young offenders age 16-24, invited Project Rhythm to run programs and train staff and students to run classes independently.


    After a year of direct programming and teacher training sessions, they were off and running on their own! Their program coordinator Sharese told us two years later that it has become one of their most successful programs. The students loved it and learned so much that they created their own studio to continue the program on their own. They’re still at it today!


    This case study is an excellent example of how organizations and communities can leverage the Project Rhythm method to uplift youth and impart valuable life skills through making music together.


    Learn more about the amazing work Brownsville Community Justice Center is doing to keep youth out of incarceration and guide them toward being positive contributors in their communities.


    Kaitlin’s Story


    Everywhere 16-year old Kaitlin turned, including at home, she was told “you’re going to fail!” and “you’ll never amount to anything in life!”


    School wasn’t any better. She felt lost and invisible in an overcrowded Brooklyn public high school. Not exactly the most nurturing environment for a teenager. Struggling to stay afloat, Kaitlin faced ridicule when she dropped out of school. Her only refuge? Music. Enter: Project Rhythm. What happened? She found a new self. In the Project Rhythm Program, Kaitlin made songs from start to finish – writing, playing, recording, engineering, producing, rehearsing, and performing. She experienced the transformative power of collaboration, communication, problem-solving, and focus.


    Kaitlin continued on as a Project Rhythm Intern where she worked on special social media projects, and then attended a Project Rhythm Mentor Roundtable, where she received advice and guidance from seasoned professionals in the music industry. When we asked her what she learned and how she felt, she said, “I learned how to be more professional…far more patient…I started feeling more alive in school. I had so much to look forward to…I was doing something special, I mattered. Thank you Project Rhythm for the countless opportunities you’ve provided, you’ve kept me so engaged with school and you’ve helped me conquer the obstacles life has thrown at me.”


    Danielle’s Story


    In 2009, Danielle J felt lost and could not face the idea of sitting in a classroom after tragically losing her best friend to an unfair death at a young age. Government budget cuts made music-the medium which is by far the most influential in her life-virtually non-existent. For Danielle, expressing herself and overcoming her conflicts seemed impossible to do on her own, without a vehicle that could drive her feelings towards healing and productivity. But then, Project Rhythm came to her school for the first time. She took part in a Project Rhythm program, where she collaboratively wrote, recorded, produced and performed songs. She was empowered to express herself and collaborate in the creative process. She graduated from high school and gained the confidence and skills she needed to secure a job. Danielle continues her involvement in Project Rhythm programs and she continues to writes songs and grow through music. She said to us, “In here you can let yourself be free, you can say what you gotta say, you can let it all out, you can cry, you can laugh. Thank you for this opportunity. I could of been roaming the halls doing nothing but now I got a job and I’m happy for myself”



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