“Cross Brain Training with Guitar”

For further information contact… Joy Eastman Sebring Middle School 500 East Center Street Sebring, Florida 33870 863-471-5700 [email protected]

2009 - 2010 Idea Catalog of Excellence n PROGRAM OVERVIEW chords and the right hand controls the in different languages, such as “Havah volume and rhythm of the music. Nagela” a Hebrew song played in E, Guitar instruction was initiated to A minor, D7, D, and A, or “Kumbaya”, enhance learning gains in each student’s The first song taught is a soft rock an African slave gospel, combining old education, which demonstrated purpose classic, “Horse with No Name”. This world rhythm and melody with Christian in performance-based curriculum. song uses two of the simplest chord lyrics, transported from the deep south Students tend to remember information configurations (E minor and D9/6), of the United States to the West Indies when put to music. The rhythm of the which most students can learn within and back. music enhances the rhythm of the 15 minutes and has the added benefit spoken language and words in text. of building up the muscles in the hands There is a strong sense of Music also stimulates the analytical and the forearms that will enhance the accomplishment, a need for teamwork portion of the brain as well. Performance performance of more complex songs. and cooperation and a requirement to with the guitar provides the students with Words to the chorus are given to the give back to the community, performing the means to understand the history and students to read and memorize as well. shows at Sebring Middle for the winter the development of societies expressed With practice each student learns to program, the end of the year Talent by music, and the students’ connection read the chord chart, read the words to Show, also at preschools, kindergartens, to the past and present globally. the music, listen to the other students nursing homes and assisted living playing and coordinate their efforts to centers. Students have demonstrated perform melodiously. increase in fluency, and the ability to I teach ESE and intensive students in stay on task. Cooperative learning Once basic chords, such as D, G my classroom. The need to incorporate has also been improved. There were, and A are memorized in the simple many different ways of teaching the also, tremendous gains in performing songs students are familiar with, like curriculum, utilizing the various learning musically, in stage presence requiring “She’ll Be Coming ‘Round the Mountain” styles of the students first made me students to overcome fears, and or “ABCD”, or “Wheels on the Bus”, want to try this manner of instruction. shyness, developing and strengthening they are challenged with more complex At present, I teach a guitar class of 20 a sense of self and purpose. Hand- rhythm and words that they are unfamiliar with 6th, 7th and 8th grade students who eye coordination and dexterity are with and must be able to read and are a cross section culturally – Hispanic, strengthened and improve fine motor memorize. Some of these songs include, Black, White and Multiracial, ESE skills, which enhanced the students’ “Feliz Navidad”, “Amazing Grace” and (EMH, EH SLD), regular education and ability to transcribe their ideas more “Oh, Susanna”. advanced curriculum students. The efficiently and accurately. Other songs, chords and rhythms are class is 45 minutes long, meeting twice a week. Guitars are provided for students The guitar is an instrument that no added to the repertoire as the student’s who lack instruments; some are even one learns automatically. Technique and confidence builds. With C, F, and G available to be checked out for practice practice are essential. The brain must be chords, songs such as “Twist and Shout”, at home. But what I have discovered is able to coordinate two things at once at “Lean on Me”, “God Bless America” and that in time, students truly interested in the start – thus the beginning of cross “Jingle Bells” are performed. Additional performing buy their own guitars. This brain training. The left hand forms the chords are added to unfamiliar songs “Cross Brain Training with Guitar” class has leveled the playing field as n LESSON PLAN TITLES n ABOUT THE DEVELOPER every one enters with the same skill level • Introduction to the guitar / simple Joy Eastman has a B.S. in Journalism and those that advance more quickly are chords, simple strum from the University of Florida, and a B.S. expected to help instruct those who learn in Theology from the Way College of at a different pace. Those expectations • Chords played with rhythmic strum Biblical Research in Rome City, Indiana. are always met without conflict. with familiar songs She is certified in Early Childhood • Chords played with increased Education and has taught in preschools complexity and syncopation in Kentucky, Kansas, Oregon, New n OVERALL VALUE Mexico, North Carolina and Florida. As I have used this program before, She is also certified in ESE, I received statistical information from n MATERIALS Reading, Integrated Curriculum, ESOL former students. Two students last year • Guitars and teaches at Sebring Middle School. taking FCAT increased their learning Her music education included choral and • Strings and maintenance gains by 300 to 500 points. Another instrumental instruction (guitar, piano, taking the Alternative Assessment for • Copier paper for song and chord clarinet and bass clarinet). FCAT scored one of the highest levels instructional books of achievement. Other students have • Three prong, two pocket folder to increased in fluency and the ability hold music H H H to stay on task. Cooperative learning has also been improved. There were, • Blank DVDs also, tremendous gains in performing • Digital Camcorder musically, in stage presence requiring • Tuning Fork in “A” students to overcome fears, and shyness, developing and strengthening a sense of • Overall materials budget including self and purpose. Hand-eye coordination pricing and vendors follows the and dexterity are strengthened and lesson plans. improve fine motor skills, which enhanced the student’s ability to transcribe ideas more efficiently. Performances are recorded on video and viewed by students and teachers to admire and critique. At the end of the year DVDs are given to each student as a keepsake and to show to their friends and family. I keep one as a record of the students’ growth and performances, as well.

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plan No 1: Introduction to the guitar / simple chords, simple strum n SUBJECTS COVERED MU.A.l.3.2 Sing, with appropriate Em D9/6 expression, a repertoire of music I've been through the desert on a horse Music – instrumental, guitar, vocal literature from various styles and with no name Reading historic periods. Em D9/6 Cooperative Learning MU.A.2.3.2 Perform as a member of a It felt good to be out of the rain music ensemble, with expression, Em D9/6 n easy to moderate music literature In the desert you can remember your GRADES from diverse genres and styles. name Six, Seven and Eight MU.E.1.3.2 Understand how the Em D9/6 elements of music connect to other 'Cause there ain't no one for to give you no pain n subject areas (e.g., how acoustics OBJECTIVES connects to science). La, la ... Goal: Identify and utilize the parts of the MU.E.2.3.3 Understand the role of guitar correctly music, musicians, and performance Vocabulary: Objective: students will identify guitar practices in various cultures. Guitar – A musical instrument having body parts, frets, strings by name a flat-backed rounded body that and tune the strings. narrows in the middle, a long fretted Goal: Students will be able to sing and n DIRECTIONS neck, and usually six strings, played play simple songs and rhythms. by strumming or plucking. Song: “Horse with No Name” Chord - A guitar chord is a collection Objective: Students will read chord Written by: Dewey Bunnell charts, words and follow the rhythm of tones usually sounded together

of the music cooperatively. at once, played on a guitar. Guitar “Horse with No Name” (chorus only) chords can be composed of notes Goal: Simple fingering to a simple with chords, in 4/4 time (four beats to a played on only a few strings at a tune measure of music, quarter notes get one time, whether occurring on adjacent Objective: Students will use simple beat, 1, 2, 3, 4,). strings or not, or on all the strings. fingering to “Horse with No Name”.

Chord Chart n SUNSHINE STATE STANDARDS LA.D.1.3.1 Understand that there are patterns and rules to semantic structure, symbols, sounds, and meanings conveyed through the English language. LA.D.1.3.4 Understand that languages change over time. LA.A.2.3.3 Recognize logical, ethical and emotional appeals in text. LA.D.2.3.1 Select the language that shapes reactions, perceptions, and beliefs. MU.A.2.3.1 Perform on at least one instrument (alone and in groups) using proper techniques (e.g., embouchure, posture, bow control).

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plan No 1 (cont.): Introduction to the guitar / simple chords, simple strum

String - A guitar string has a number of Tuners – used to adjust the pitch of each n EVALUATION/ frequencies at which it will naturally of the strings on the guitar. ASSESSMENT vibrate. These natural frequencies Sound hole – the vibrations of the See attached Rubric for Evaluation and are known as the harmonics of strings are echoed and amplified Assessment information. the guitar string. The wavelength with the sound hole. of the standing wave for any given harmonic is related to the length of Body – The largest portion of the guitar, the string (and vice versa), if the usually curved length of a string is known. Sit comfortably in an armless chair, with your back against the back of the Fret – Any of the ridges of wood, metal H H H or string, set across the fingerboard chair. Avoid slouching. Hold the guitar, of a guitar, lute, or similar instrument, so the back of the body of the instrument which help the fingers to stop the comes in contact with your stomach/ strings at the correct points. chest, and the bottom of the neck runs parallel to the floor. The thickest string on Headstock - The main function of a the guitar should be the closest to your headstock is holding the instrument's face, while the thinnest should be closest strings. Strings go from the bridge to the floor. If this isn't the case, turn the past the nut and are usually fixed on guitar in the other direction. machine heads on headstock. Bridge - A device for supporting the strings on a stringed instrument and transmitting the vibration of those n RESOURCES ONLINE strings to some other structural AND PRINT component of the instrument in order to transfer the sound to the 1. http://dictionary.reference.com/browse/guitar surrounding air. 2. http://en.wikipedia.org/wiki/Guitar_chord 3. http://ask.reference.com/web?q=guitar%20chord&l=dir&qsrc=2891&o=10616 4. http://www.guitar-theory-in-depth.com/guitar-fretboard-chart.html 5. http://guitar.about.com/library/weekly/aa071200b.htm 6. http://www.accessbackstage.com/america/song/song005.htm 7. http://www.accessbackstage.com/america/cord/cord005.htm 8. http://www.guitarchordsmagic.com/guitar-chord-charts/free-printable-guitar- chord-chart.html 9. http://www.beaconlearningcenter.com/standards/ 10. http://en.wikipedia.org/wiki/Syncopation

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plan No 2: Chords played with rhythmic strum with familiar songs n SUBJECTS COVERED LA.D.1.3.4 Understand that languages n DIRECTIONS change over time. “Feliz Navidad” – lyrics and chords (D, Song: “Feliz Navidad” with chords, in G, and A) LA.A.2.3.3 Recognize logical, ethical 4/4 time (four beats to a measure of and emotional appeals in text. Music – instrumental (guitar) and vocal music, quarter notes get one beat, 1, LA.D.2.3.1 Select the language that 2, 3, 4). Syncopation of the rhythm Reading, Social Studies, Cooperative shapes reactions, perceptions, and will be added as students master Learning beliefs. the song. MU.A.2.3.1 Perform on at least one Written by: Jose Feliciano instrument (alone and in groups) n GRADES using proper techniques (e.g., em- D G Six, Seven and Eight bouchure, posture, bow control). Feliz Navidad MU.A.l.3.2 Sing, with appropriate A D expression, a repertoire of music Feliz Navidad n OBJECTIVES literature from various styles and G historic periods. Goal: Students will be able to sing and Feliz Navidad play simple songs and rhythms. MU.A.2.3.2 Perform as a member of a A D music ensemble, with expression, Prospero Ano y Felicidad. Objective: Students will read chord easy to moderate music literature charts, words and follow the rhythm from diverse genres and styles. of the music cooperatively. MU.E.2.3.3 Understand the role of D G Goal: Students will be able to sing and music, musicians, and performance Feliz Navidad play “Feliz Navidad”. practices in various cultures A D Objective: Students will read chord SS.A.2.3.1 The student understands how Feliz Navidad chart for D, G & A chords, play the language, ideas, and institutions of G chords accurately with chord changes, one culture can influence other Feliz Navidad & sing the lyrics to the song. cultures (e.g., through trade, A D exploration, and immigration). • Play the song through as the Prospero Ano y Felicidad. students sing-along SS.A.2.3.1.7.1 The student extends • Proper fingering for D – play and and refines understanding of ways then sing language, ideas, and institutions D G of one culture can influence other • Proper fingering for G – play and I wanna wish you a Merry Christmas cultures (for example, exploration, then sing A D immigration, trade in the Western • Practice chord transition from D I wanna wish you a Merry Christmas Hemisphere). to G G • Practice fingering for A – play I wanna wish you a Merry Christmas and then sing n MATERIALS A D • Practice chord transition from G From the bottom of my heart. to A, A to D This activity can be done individually or with a small or large group, and requires • Slowly play and sing lyrics with the Repeat lyrics chord changes as indicated on the the following materials. handouts in Four/Four time • Chairs Sing chorus twice at the end • Guitar • Chord chart identifying D, G, & A n SUNSHINE STATE • Lyrics to “Feliz Navidad” STANDARDS LA.D.1.3.1 Understand that there are patterns and rules to semantic structure, symbols, sounds, and meanings conveyed through the English language.

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plan No 2: Chords played with rhythmic strum with familiar songs

Vocabulary: n RESOURCES ONLINE Syncopation - music, syncopation 1. http://guitar.about.com/library/weekly/aa071200b.htm includes a variety of rhythms which are in some way weak beats in a 2. http://www.guitarchordsmagic.com/guitar-chord-charts/free-printable-guitar- meter or pulse. These include a chord-chart.html stress on a normally unstressed 3. http://www.beaconlearningcenter.com/standards/ beat or a rest where one would 4. http://en.wikipedia.org/wiki/Syncopation normally be stressed. "If a part of the measure that is usually unstressed is accented, the rhythm is considered to be syncopated." H H H Syncopation is used in many musical styles, if not all, and is fundamental in such styles as funk, reggae, ragtime, rap, jazz, and salsa. “All dance music makes use of [syncopation] and it's often a vital element that helps tie the whole track together". In the form of a back beat, syncopation is used in virtually all contemporary popular music.

n EVALUATION/ ASSESSMENT See attached Rubric for Evaluation and Assessment information.

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plan No 3: Chords played with increased complexity and syncopation n SUBJECTS COVERED n SUNSHINE STATE n MATERIALS “Twist and Shout” – lyrics and chords STANDARDS This activity can be done individually or (C, F, and full G) LA.D.1.3.1 Understand that there are with a small or large group, and requires the following materials. Music – instrumental (guitar) and vocal patterns and rules to semantic structure, symbols, sounds, and • Chairs Reading meanings conveyed through the • Guitar Social Studies English language. • Chord chart identifying C, F and full Cooperative Learning LA.D.1.3.4 Understand that languages G change over time. • Lyrics to “Twist and Shout” LA.A.2.3.3 Recognize logical, ethical n GRADES and emotional appeals in text. Six, Seven and Eight LA.D.2.3.1 Select the language that shapes reactions, perceptions, and beliefs. n OBJECTIVES MU.A.2.3.1 Perform on at least one Goal: Students will be able to sing instrument (alone and in groups) and play more complex songs and using proper techniques (e.g., rhythms. embouchure, posture, bow control). Objective: Students will read chord charts, words and follow the rhythm MU.A.l.3.2 Sing, with appropriate of the music cooperatively. expression, a repertoire of music literature from various styles and Goal: Students will be able to sing and historic periods. play “Twist and Shout”. MU.A.2.3.2 Perform as a member of a Objective: Students will read chord music ensemble, with expression, chart for C, F, and full G chords, easy to moderate music literature play the chords accurately with from diverse genres and styles. chord changes, and sing the lyrics to the song. MU.E.2.3.3 Understand the role of music, musicians, and performance • Play the song through as the practices in various cultures students sing-along SS.A.1.3.1 The student understands how • Proper fingering for C – play and patterns, chronology, sequencing then sing (including cause and effect), and the • Proper fingering for F – play and identification of historical periods are then sing influenced by frames of reference. • Practice chord transition from C SS.A.3.3.1 The student understands to F ways in which cultural characteristics • Proper fingering for full G – play have been transmitted from one and then sing society to another (e.g., through art, architecture, language, other • Practice chord transition from full artifacts, traditions, beliefs, values, G to C, F to full G and behaviors). • Slowly play and sing lyrics with SS.B.2.3.1.8.1 The student knows the chord changes as indicated examples of migration and cultural on the handouts in Four/Four diffusion in United States history. time, then increase tempo with syncopated rhythm.

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plan No 3 (cont): Chords played with increased complexity and syncopation n DIRECTIONS Vocabulary: Volume – Loudness of the sound Song: “Twist and Shout” with chords, in 4/4 time (four beats to a measure of music, quarter notes get one beat, 1, 2, 3, 4,). Syncopation of the rhythm will be added as students master the song. n Written by: Phil Medley and Bert Burns (credited as Medley-Russell) EVALUATION/ ASSESSMENT

See attached Rubric for Evaluation and C F G Assessment information. Well, shake it up, baby, now, (shake it up, baby) C F G Twist and shout. (twist and shout) C F G n RESOURCES ONLINE Cmon cmon, cmon, cmon, baby, now, (come on baby) 1. http://guitar.about.com/library/ C F G weekly/aa071200b.htm Come on and work it on out. (work it on out) 2. http://www.guitarchordsmagic.com/ guitar-chord-charts/free-printable- C F G guitar-chord-chart.html Well, work it on out, honey. (work it on out) 3. http://www.beaconlearningcenter. C F G com/standards/ You know you look so good. (look so good) 4. http://en.wikipedia.org/wiki/ C F G Syncopation You know you got me going now, (got me goin) C F G 5. http://en.wikipedia.org/wiki/Volume Just like I knew you would. (like I knew you would, wuu!)

C F G Well, shake it up, baby, now, (shake it up, baby) C F G H H H Twist and shout. (twist and shout) C F G Cmon, cmon, cmon, cmon, baby, now, (come on baby) C F G Come on and work it all out. (work it all out, wuu!)

C F G You know you’re a twisty little girl, (twisty little girl) C F G You know you twist so fine. (twist so fine) C F G Come on and twist a little closer, now, (twist a little closer) C F G And let me know that you're mine. (let me know you’re mine)

G Ahhhhhhhhhh, Ahhhhhhhhhh, Ahhhhhhhhhh, Ahhhhhhhhhhh, Ahhhhh, Ahhhhh!

Repeat entire song with much volume at the end.

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Lesson Plans Materials Budget

Materials Budget Supplier Item Description Cost Quantity total Cost

Uptown Music Guitar stringing 10.00 ea 10 100.00 ______Guitar Picks .25 ea 20 5.00 ______SBHC Warehouse Copier Paper 3.36 ea 2 reams 6.72 ______Folders - 3 pronged 5.38 / box 1 box of 25 5.38 ______CD - recordable 9.26 / spindle 1 pkg of 50 9.26 ______DVD-R 10.18 / spindle 1 pkg of 50 10.18 ______Walmart Treats and Snacks 25.00 1 25.00 ______Printer Ink Cartridge 15.00 ea 2 30.00 ______

______

______Subtotal ______$191.54 Tax if applicable ______$8.46 Shipping if applicable Teacher’s Name______Joy Eastman ______School:______Sebring Middle School TOTAL BUDGET $200.00 AMOUNT

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Rubric

Assessment Beginning Developing Accomplished Exemplary

Identifies Identifies parts Identifies the Identifies strings Tunes own guitar Guitar parts of the guitar strings and frets, that are out of tune, from “E” and uses accurately by number and and adjusts the names tuners

Simple Chord, Em and D9/6 D, A, G Plus former Plus former Simple Strum Stroke strings Stroke strings C, F, E, Am, D7 G7, A7, E7, down with Up and down with 4/4 time F#, B, Bm, thumb thumb 3/4/time Bm7 Plus former chords Syncopated and strum Plus former chords Plus former chords and strums and strums

Chords with “Horse with “Feliz Navidad”, “Twist and Shout”, “Hava Nagela”, rhythm and No Name” “You Get a Line”, “Jingle Bells”, “God Bless lyrics “ABC” song “Amazing Grace” America”, “Sweet Home Alabama”

Finger picking Pluck 5th and Pluck 1, 2, 3, Pluck 1, 2, 3, 4 Pluck 5th and 6th 6th Bass strings strings together 4, 3, 2, 1 strings Bass strings with the with thumb with ring finger, individually with former finger picking to rhythm middle finger and pinky, ring, middle forms index finger to the and index fingers to rhythm the rhythm

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Additional Information - 1

Print: The Complete Absolute Beginners Guitar Course, AMSCO Publications, (includes book, CDs and DVD)

Rock Guitar Method, by Brett Duncan, Learn to Play Music Publishing, Pty Ltd, 2003, Website: www.learntoplaymusic.com

Online: http://dictionary.reference.com/browse/guitar http://en.wikipedia.org/wiki/Guitar_chord http://ask.reference.com/web?q=guitar%20chord&l=dir&qsrc=2891&o=10616 http://www.guitar-theory-in-depth.com/guitar-fretboard-chart.html http://guitar.about.com/library/weekly/aa071200b.htm http://www.accessbackstage.com/america/cord/cord005.htm http://www.accessbackstage.com/america/lyrics/lyrics/005.htm http://www.guitarchordsmagic.com/guitar-chord-charts/free-printable-guitar-chord-chart.html http://www.beaconlearningcenter.com/standards/ http://en.wikipedia.org/wiki/Syncopation http://guitar.about.com/library/weekly/aa071200b.htm http://en.wikipedia.org/wiki/Volume

Basic Chord Chart:

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Additional Information - 2

Chords and Lyrics Song: “Horse with No Name” Song: “Feliz Navidad” Written by: Dewey Bunnell Written by: Jose Feliciano

“Horse with No Name” (chorus only) with chords, “Feliz Navidad” with chords, in 4/4 time (four beats in 4/4 time (four beats to a measure of music, to a measure of music, quarter notes get one quarter notes get one beat, 1, 2, 3, 4,). beat, 1, 2, 3, 4,). Syncopation of the rhythm will be added as students master the song. Em D9/6 I've been through the desert on a horse with no name D G Em D9/6 Feliz Navidad It felt good to be out of the rain A D Feliz Navidad Em D9/6 G In the desert you can remember your name Feliz Navidad Em D9/6 A D 'Cause there ain't no one for to give you no pain Prospero Ano y Felicidad. La, la ...

D G Feliz Navidad A D Feliz Navidad G Feliz Navidad A D Prospero Ano y Felicidad.

D G I wanna wish you a Merry Christmas A D I wanna wish you a Merry Christmas G I wanna wish you a Merry Christmas A D From the bottom of my heart.

Repeat lyrics

Sing chorus twice at the end

2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Additional Information - 3

Chords and Lyrics Song: “Twist and Shout” Written by: Phil Medley and Bert Burns (credited as Medley-Russell)

“Twist and Shout” with chords, in 4/4 time (four beats to a measure of music, quarter notes get one beat, 1, 2, 3, 4,). Syncopation of the rhythm will be added as students master the song.

C F G Well, shake it up, baby, now, (shake it up, baby) C F G Twist and shout. (twist and shout) C F G Cmon cmon, cmon, cmon, baby, now, (come on baby) C F G Come on and work it on out. (work it on out)

C F G Well, work it on out, honey. (work it on out) C F G You know you look so good. (look so good) C F G You know you got me going now, (got me goin) C F G Just like I knew you would. (like I knew you would, wuu!)

C F G Well, shake it up, baby, now, (shake it up, baby) C F G Twist and shout. (twist and shout) C F G Cmon, cmon, cmon, cmon, baby, now, (come on baby) C F G Come on and work it all out. (work it all out, wuu!)

G Ahhhhhhhhhh, Ahhhhhhhhhh, Ahhhhhhhhhh, Ahhhhhhhhhhh, Ahhhhh, Ahhhhh!

Repeat entire song with much volume at the end. 2009 - 2010 Idea Catalog of Excellence “Cross Brain Training with Guitar” Joy Eastman Additional Information - 4

Performance In addition to instruction and practice both in the classroom and at home, students are encouraged to perform publicly in a number of venues. Past performances have been held at Sebring Middle for Winter Holiday shows, and end of the year Talent Shows. In the community students perform in the fall and spring for Pre-K and Kindergarten classes and on Valentines Day for the Palms Nursing Home and Assisted Living Centers. Some of the performances are fashioned as a concert, others are sing-a-longs, so students will have the exposure to both experiences.

H H H

2009 - 2010 Idea Catalog of Excellence