Introduction
In 2001, I began my student teaching in Ms. Woodbury’s third-grade classroom at Pineview Elementary School in Tallahassee, Florida. A master teacher and beloved “other mother” to generations of students, Ms. Woodbury, worked with the kids no one else wanted—and helped them thrive.
One day, I noticed a boy sitting in the back with his head down. “Why are we letting him sleep in class?” I asked. Ms. Woodbury, full of the wisdom and compassion that defined her, looked at me and said, “Baby, if that boy wants to sleep, let him sleep. You don’t know what’s going on in his life.”
Weeks later, I discovered that the same boy had been contemplating suicide. The principal and Ms. Woodbury called me into the office. “You’re a Black man. He’s a Black boy. Do something,” they said. That moment changed the course of my life. Welcome to The Paragon Project. This is the story of how it began.
Elementary School (Tallahassee, FL)
At the time, music was the one thing I truly understood. I studied classical music at Xavier University while nurturing a deep love for hip-hop. As a teen, I joined The Self-Esteem Team program, led by Mr. Alfred C. Ray—a master teacher, mentor, and father figure. This performance-based group united African American youth nationwide to confront issues affecting our communities.
I grew up in that program and eventually stepped into the role of Coordinator, gaining hands-on experience in leadership, teaching, and educational administration. We emphasized academic excellence, critical
thinking, and substance abuse prevention, creating a space where Black youth from different economic and social backgrounds could thrive.
In Ms. Woodbury’s classroom, I challenged her students to write a song called “I Love Myself.” They jumped at the opportunity. I even used my new drum machine to turn math and spelling lessons into rhythm-based activities. The excitement was contagious—students in other classes begged to join.
I made them a deal: if they scored 100% on their math and spelling tests, we’d go to a real recording studio. They delivered. That moment in the classroom marked the beginning of my career.
Bassline Entertainment Middle School - (Wilmington, DE)
After Ms. Woodbury’s class performed “I Love Myself” on the nationally syndicated Bobby Jones Gospel radio show, Professor Shuaib Meacham reached out and encouraged me to pursue doctoral studies at the University of Delaware. During my campus visit, I met Ms. Bishop, a middle school English teacher working on her Master’s degree under Dr. Meacham. She felt frustrated that several of her African American students—many who had failed multiple times—could freestyle rap with ease but struggled in English class.
She and Dr. Meacham launched a poetry club to engage them in literacy better. It sparked their interest, but the students wanted more. One even drafted a proposal to build a music studio in the classroom. Dr. Meacham invited me to join the effort and teach students about hip-hop culture while supporting their academic growth. That partnership gave rise to Bassline Entertainment and the Sound Vision Music Camp.
Bassline went on to record three albums. Every member enrolled in college. They toured nationally, opened for major artists like Busta Rhymes and Mary J. Blige, and even performed in Sheffield, England. One student signed a record deal.
Several others earned music scholarships, including awards to the prestigious Berklee College of Music and top-tier universities. Our work drew national attention, earning features in The Source, Vibe, Scratch Magazine, AllHipHop.com, and more.
The Roots (Philadelphia, PA)
Bassline's success opened the door to a life-changing opportunity: Richard Nichols, longtime manager of The Roots, invited me to join his team as an Assistant Artist Manager and A&R. Together, we worked on several albums, including "How I Got Over", "Undun, ...And Then You Shoot Your Cousin," and "Lay It Down," The Roots' collaboration with Al Green.
While living in Philadelphia, I served as Dean of Students at Mastery Charter Thomas Campus. I taught as an Adjunct Professor at the University of Delaware. Alongside colleagues Andrea Garner, Priyanka Rupani, LaToya Coley, and Miki Poy, I co-founded Molding Gentlemen of Distinction (MGD) and Developing Independent Virtuous Adults (DIVAs)—programs designed to support socio-emotional wellness and develop leadership skills. That initiative eventually evolved into Inspiring Minds, with several active chapters throughout Philadelphia. When The Roots transitioned to The Tonight Show, I returned home to Columbus, Ohio. I married my incredible wife, Angelett, and accepted a position as Assistant Principal at KIPP Columbus, where I served for two years.
High School - The Paragon Project - Columbus, Ohio
In 2015, I accepted the role of Assistant Principal at Fort Hayes Metropolitan Education Center—a college-prep, arts-focused magnet high school in Columbus City Schools. Students wanted to create art about their experiences with rising racial tensions. I drew on everything I had learned—lessons from The Self-Esteem Team, Ms. Woodbury’s classroom, Bassline, and the MGD/DIVAs model. Together, we launched The Paragon Project, a youth-led collective of musicians, artists, thinkers, and performers who use music to confront social issues. The group began with Black boys at its core but quickly grew to include Black and Brown students of all gender identities. While boys often sparked the conversations, much of the music centered around themes of women’s empowerment. The girls shaped the project’s emotional depth, brought critical reflection, and highlighted issues of mental health, abuse, and healing.
The Hip-Hop Cultural Continuum
As a researcher and practitioner, I developed a model called “The Hip-Hop Cultural Continuum.” Imagine a pyramid
At the base are observers—those on the outside looking in.
In the middle are consumers—mostly youth who engage with the culture but don’t create it.
At the top are creators who generate original content and meaning.
The goal was to move students from consumers to creators. When youth produced music instead of absorbing it—especially toxic content—they gained a deeper understanding of themselves and the world.
Hip-hop education wasn’t about watering down content. It was about tapping into what students cared about and channeling it toward powerful, transformative learning.
Through The Paragon Project, we created safe spaces where youth produced and performed socially conscious music rooted in their experiences.
The Album: Add-A-Lesson
