I’m the music producer and music supervisor for a podcast pilot. What does that even mean?

The title music producer is used for many different roles in the music industry. I’ve worked awhile as a composer and songwriter, and I’ve met a lot of people who introduce themselves as a music producer, though to be honest I’m not always sure what they do! A music supervisor is another title that is generally a little more straight forward, but might not always be that clear to everyone. While I can’t speak to what all those other folks do on other projects, I did get the opportunity to function as a music producer and music supervisor on a podcast. So what do I do?

As a music producer and music supervisor, my primary job is to make sure we have the right, great music that matches our exciting, educational and fun story. Also, I’m committed to making sure it is really great-sounding and broadcast quality. In a nutshell, this means leading and owning the efforts of music discovery, music direction, casting, (a little) composing, mixing, editing, and revising. I’ll break down each of these activities a bit further down in this article.

Keyshawn the Keymaker is a fictional podcast for kids that takes place in modern-day Minneapolis. Keyshawn is an 8-year-old on a quest to help someone in his community. In each episode adventure, listeners discover new types of careers and learn key career values. You can listen to it here, (as well as the rest of the fantastic podcasts in the PRX accelerator program I participated in): https://www.prx.org/ready-to-learn.

Here is a break-down of how I approached each these roles:

Music discovery and direction Before we could start creating, gathering and listening to tracks, we needed to metaphorically sit down and figure out what we wanted. The process was a bit like building the train tracks at the same time as building the train, since we had to figure out what music we needed, at the same time as we were writing the podcast.

We knew we wanted hip hop music to be the musical heart of the podcast. As we began analyzing different styles of hip hop, we realized we wanted to focus in on traditional, boom bap and more modern, trap. One thing that came up was that many of the beats we listened to for reference felt a little slow for a kids project, so we knew we would need to speed our beats up compared with standard tempos. I also realized pretty early on that this project would need great music for kids, but not necessarily kid’s music — a subtle, but big difference.

By the nature of our development process, I was functionally an embedded regular show producer, not just a music producer (not that there’d be anything wrong with that of course). This meant that I was reviewing scripts and helping guide the direction of our show. We went through a broad process of “I wonder” and “what if”. We kept everything on the table and we tried to create quick prototypes where we could decide what was working. We explored whether we wanted singing, rap, instrumental tracks or other songs. We ultimately decided on instrumental tracks for this pilot. We also made the choice not to include very much background music under the dialog, since we were concerned this would be too stimulating for the younger end of our demographic (4–8 year olds), and we really wanted to make sure that they were able to focus on the story.

The best way for us to streamline the process of finding the right music was to create a playlist of reference tracks, based on music that already exists. As we were trying create a playlist of music we thought would work, sometimes we found it helpful to note what music we thought definitely wouldn’t work, so parts of playlist came together by exclusion.

Music direction and supervision When we selected our beat maker, it was my job to create a written brief to figure out the music we needed in each spot. This activity is similar to when a composer has a spotting session with a director in a film. In this case, I created a document where I could confirm our music needs with the creative team and communicate those music needs to the beatmaker. I found myself referring back to this as we started selecting tracks. Once we generally had an idea of what we wanted, it was time to find a beat creator.

Casting Once we had our definition of what music we wanted, it was time to find the right band, musician, songwriter, composer, or in our case beatmaker. We chose one person to create the intro and transition beats. I could imagine using more than one person on a project this size, especially if there are multiple episodes and certainly multiple seasons.

From the outset, we were determined to find a beat creator from Minneapolis who shared the lived experiences with fictional Keyshawn. After a few starts and stops, we were introduced to Devron Mitchell, who grew up in Minneapolis, and currently lives in sunny Georgia. Devron was able to provide us with a small, original collection of music choices that I picked through, edited and mixed.

Composing I did contribute a little bit of composing in this project, adding sound elements to our intro, since we wanted some sound design from our key machine to be included rhythmically in our intro music. I built a musical sound design layer on top of a customized track that our beat maker created.

Mixing I used our reference tracks here, to help us define our overall sound. It’s important to pay attention to what you like about a track — sometimes just the sound of a reference track, the mix, is a crucial part of what is making the track sound good. Also, it was very helpful to have access to separate tracks, as I found myself muting some of the instruments channels. If you don’t mix the tracks yourself, at a minimum I would recommend making sure you have access to the stems of the tracks you’re working with so you can have maximum flexibility.

Music editing and revisions When we felt like we had the right music, we needed to make sure the tracks interacted with the story naturally; that all the entrances and exits sounded right. Each track needed to be edited for length. We were moving pretty quickly with changes and revisions to the dialog, so I made the music edits. Given some advance planning, some of the music editing could be achieved in pre-production by a composer or beatmaker if you ask for various edit lengths and clean endings.

In summary One of the biggest differences for me in this project compared to my work as a composer, was that I started with a wide, macro lens. When I’ve worked on a project as a composer, someone has usually already identified that I’m likely the right fit for the project. During this macro step, I was able to be more strategic since the planning happened early on, during the development of the project. This process was generally new to me, but it was a step that I enjoyed, and one that I hope to be able to participate in again.

Do you need a music supervisor or music producer? It really depends on how big a role music is playing in your podcast. If you’re feeling confident, and you have access to great music that you can obtain legally, I say go for it — place some music into your podcast and see if you like it! If you’re not sure about your confidence, and you’re on a small team, from what I’ve heard anecdotally, these roles will get filled by default by someone, often the audio engineer. It’s possible this person can do a great job with this. However, if there is a whole lot of work on their plate, as is often the case, it might be good to bring someone in, even for a short period of time to help you with music discovery, help you source what you’re looking for and to help you put a plan together as you move forward. It’s possible that it could save you time in the end, and very likely that it could improve the quality of your podcast.

Care to share? Do you have any experiences that you’d like to share as a music producer or music supervisor? Do you have an experience to share about working with one? Do you have a music producer or music supervisor question about your podcast? I’d love to hear from you!

Jerome Rossen is a composer and songwriter who focuses on kids media for apps, internet, podcasts and TV. Jerome is the music producer for the podcast Keyshawn the Keymaker. He has created a series of ABC songs for preschool kids in South Korea and, music and sound design for the math app Math Tango 2. Jerome creates the music for the Happy Tree Friends, a very funny (though very violent) cartoon for adults and mature kids, with a huge cult following. In addition, Jerome has placed his music in major TV shows like “The Bachelor” on ABC, MTV’s “The Challenge” and USA Network’s “Temptation Island”. He runs Freshmade Music, an independent audio studio. 

Keyshawn the Keymaker – pilot completed

Would you like to listen to the future of podcasting for kids? Listen to these six podcasts to see where this industry is going! I had the privilege of attending a PRX accelerator program over the last few months, and helped to create the pilot episode of Keyshawn the Keymaker. I’m so fortunate to be on this team! I’m the music producer, Ed Jenkins is the writer and executive producer and Avery Moore Kloss is the audio editor and sound designer. Our program was funded by Corporation for Public Broadcasting in partnership with PBS Kids. 

Listen to the pilot episodes of all six teams here:

https://www.prx.org/ready-to-learn

Once Upon an Upset podcast by Jessica Laurel Kane launched

I’m so delighted to share a new podcast that has just launched. My friend, Jessica Laurel Kane has created “Once Upon an Upset” for kids 9 and up. She describes it as “stories and conversations to help make sense of difficult times”. I had the pleasure of creating the music for her. I hope you’ll consider listening and subscribing. https://www.jessicalaurelkane.com/

Song Form Song

Every spring for the last 10, I’ve collaborated with 2nd graders to write songs. They provide ideas about a character trait or something fact-based, I turn their ideas into lyrics, then add music. Once it’s finished they work with their music teacher to learn the song. The physical distancing situation that we’ve been in for the last year has meant that this project was in jeopardy of happening at all. But when there’s a will… let’s just say we figured a bunch of workarounds!

During the first session of our songwriting workshop I teach about pop song form. This year I made a video! I formalized it a little more than usual. Here is the “Song Form Song”. I used the 80s rock ballad genre (of course) for the music.

Happy New Year 2021

I recorded this a few years ago, but the song Auld Lang Syne is timeless. For me it’s that bittersweet message of saying goodbye and hello at the same time – keeping the good parts in your heart, and being open to the new ones. Here’s to a clean reset for 2021 – to safety and good health.

I Stayed Home in 2020 and Met People From Twelve Countries


I’m an independent composer and songwriter. I focus on kids projects, for TV and the internet.

When the pandemic hit the US, it seemed apparent that the typical projects I work on would be placed on hold, and after a few weeks it turned out I was right. I was unsure where to turn for networking and new business opportunities. After a few months of new normal, I wearily signed up for my first virtual conference, not really sure what to expect. As a natural skeptic, it was easy to for me to make a list of the what I thought wouldn’t go well. Here’s what was going through my mind-

The downsides seemed obvious:

  • I wouldn’t be with actual humans (though of course that’s the point), where you meet, have small talk, read body language.
  • No chance for randomness. Sometimes the greatest parts of conferences are the random meetings, or casual conversations. Or running into folks I’ve met before, where then introduce me to someone new. In person, this all happens very organically. In a virtual world there would be no framework for this type of serendipity.

To be fair, I was hopeful that it would be time well spent. The plus sides seemed pretty clear:

  • Cost – travel, food and lodging = $0. (Of course it’s not lost on me that all the folks in the travel and related industries rely on folks like me to travel for their income. Reason #27 why I can’t wait to travel again.)
  • Time – no commute or travel time. I could hang out with my family while I wasn’t virtually attending the conference. I could also continue my regular work, which is kind of nice.

The parts I wasn’t sure about:

  • I didn’t know whether there would be a typical exchange of ideas or learning.
  • I didn’t know whether it would feel like an escape from my usual routine.

I attended that initial conference and it exceeded my expectations! I had some great one-on-one conversations and saw different insights into creative process, and I got to learn about some really fun IPs that have a lot of potential. This first conference went so well for me, that I signed up for two additional conferences with slightly different formats.

Over the course of 2020, I stayed home and I met with people from twelve different countries. I watched 15 kid’s animation pitches for new shows, and witnessed some great feedback by industry veterans. I screened a bunch of new cartoons that are currently being broadcast in regions around the world. I was inspired by so much amazing content.

Things I’m grateful for:

  • I got to meet people from all over the world in creative industries that were really nice.
  • In this dark time, folks who were strangers at the beginning of my zoom call were genuinely concerned about the health and welfare of my family.
  • I got to meet with inspiring, seriously creative, funny people from all over the world with seriously creative, funny ideas.
  • I got to learn about projects and meet people who share values that translate all over the world, like this one: Educating kids through diverse, creative content, with stories that come from a diversity of voices is necessary and possible in so many creative ways.

 No, 2020  hasn’t gone the way any of us had planned, and I fear that 2021 could get off to a rocky start. But I’m so glad that I was able to make the most of it, and to “travel” by meeting so many folks, with interesting voices and perspective from all over the world.

When we journey forward into the new normal, I look forward to a hybrid world that will include travel both IRL and virtual. I hope that by including virtual travel to conferences in the future, we will see that there are at least a few positive experiences that we can bring out of this unfortunate time. I look forward to seeing you, or “seeing” you in 2021!

Work more efficiently with a composer: What is an audio brief, and why do you need one?

An audio brief is a road map, or recipe composers use that contains the logistical, technical, business and creative information necessary to begin creating music for a project. As a composer, I use audio briefs as a way to build consensus to make sure that everyone on the creative team agrees with all the details and the creative direction that the music is heading. The creative folks can be some combination of creator, director, writer, copywriter, producer, art director, or audio director depending on the project and industry. Usually if it’s a large group of people I’m meeting with, they have spoken and agreed on most if not all of these details. I prefer to go through each of these items, even if they seem clear to me, in case any of the details have changed.

Here’s the breakdown of the four parts I like to include in an audio brief:
Logistical details include deadlines, track length and any required alternate versions. Many of the logistical details will be included in the business contract between the client and the composer, or in a less formal audio agreement. In most cases, I generate the audio brief once the contract or audio agreement is in place, so those details can be brought into the audio brief.

Technical specifications can be pretty straight forward or complicated, specific to the project. They may include information like the bit rate, sample rate and audio file type, but can also include extensive audio requirements related to finalizing the track before delivery. It can get complicated pretty quickly in a video game project. Many details will be covered in the Game Design Document then incorporated and outlined in an Audio Master Document, which lists out information for all the sound assets in the game, including music, sound design and voice. No matter the complexity, getting these details ironed out early will ensure that the audio files can be easily synced and implemented upon delivery. This is especially helpful toward the end of projects when things are moving fast.

The business details like the target market, broadcast medium (which may overlap with the technical specs) and any other research that might be helpful to take into consideration when exploring the direction of the music.

The creative portion generally contains information related to genre, style, and mood. This step in the refining the audio brief usually requires some questions and probing. It There may be references to other audio tracks, or to artwork, which may be completed or in still in draft form. The initial brief I receive may start with something as simple as “upbeat, happy”. After a quick phone meeting with the creative team, I may amend the initial creative portion of the brief to “upbeat, happy – try ukulele, listen to the two reference tracks provided, light percussion but not too heavy, no glockenspiel, not too busy during first part of voice-over”. The second version is a lot more descriptive, right?

Most of my clients generally have a clear sense of what they want. In almost all the cases, they’ve worked on the project much longer than I have and have thought a lot about music options that they think will work. They also have a better understanding about any nuances and context, details that I will learn about if necessary as the project unfolds. My first job is to listen and consider their ideas. My second job is ask questions in order to refine the audio brief, and to make sure I can deliver the best music options possible. I also see it as my obligation to bring my years of experience to offer ideas that I think will work, asking questions like, “Have you thought of this other option?”. Since it can sometimes be difficult to figure out music just from discussing it, it’s often better to hear it. I find it helpful at the beginning of projects to write a few different ideas, a couple of short snippets that we can all examine, then figure out which one is working best and move forward.

During my audio brief meeting, I make sure to confirm all the items including the logistical and technical ones. Since projects often change, I want to make sure I have the latest updates. After I’ve confirmed all of these details over the phone, I will write up my notes into an email and send it to my clients to confirm. Once I get a confirmation from my client and I begin creating and producing music, I can move forward with the knowledge that the whole team is on board.

Creatives, what do you need from the audio brief? If you’re starting from scratch and you haven’t yet hired your composer, sketch out the details that you think your project needs and work with the composer you hire to fill in the remaining details. Also, don’t feel like you have to answer every question you have; in fact I find it can be helpful to know the list of questions or problems that my clients are trying to solve. Also remember, you don’t want to get stuck in process, you want to focus on the deliverable you’re going to receive. I find that it’s less important to my clients how I do my job of composing and producing, then whether I deliver what they’re looking for, when they’re looking for it. If they find it interesting to discuss audio production, I’m happy to explain my workflow and tools.

Composers, what do you need from an audio brief? Everything! If you’re looking through a brief that you didn’t create and anything looks unclear, or if there are acronyms you aren’t familiar with – ask! I would much rather firm up any details related to what my client wants before I start writing music, rather than deliver some music and have them point out something that isn’t consistent with the specs in the audio brief, or deliver something based on a false assumption that I made because I was too shy or embarrassed to ask a question. And as I’ve eluded to above, if the audio brief is incomplete or non-existent, I create it myself.

Audio briefs can be a helpful tool for communication. If used properly, they can be a foundation to a stable creative framework for a project and even to long lasting business relationship. I hope this explanation about audio briefs has been helpful. Do you have any questions? Are there details that you include in your workflow that I’ve missed? Please let me know!

Jerome Rossen is a composer, songwriter, producer and professional musician. For 18 years, Jerome has created music for advertising, apps, and kid’s video games. Jerome has placed his music in major TV shows like “The Bachelor” on ABC, MTV’s “The Challenge” and USA Network’s “Temptation Island”. Jerome also creates the music for the Happy Tree Friends, a very funny (though very violent) cartoon for adults and mature kids, with a huge cult following. He runs Freshmade Music, an independent audio studio. You can learn more at www.freshmademusic.com.

Songwriting by Kids for Kids – A Recipe and Process for Writing Songs with Kids

Over the last nine years, I have collaborated with around 500 kids K-5, usually twenty at a time, to write over a dozen songs about character education, science and local history. This project has been so rewarding for my soul! I’m putting this article together to outline my process, since I think it’s transferable, and so that more kids and communities can benefit from this fun process.

If you are a music teacher, classroom teacher, principal, administrator, composer, songwriter, musician or an interested parent, I would be happy to discuss any of these ideas in greater detail to figure out how to customize a program that you can bring this process to your local school, or organization.

Two quick things to note: I’ll admit that I don’t necessarily think that my process is particularly original – I expect there are others that are doing similar, worthy projects. I’m sharing what works for me, and pointing out some areas that I think are important. Also, all the benefits that I point to are anecdotal, taken from classroom teachers, music teachers and my observations.

Benefits – Why write songs with kids?

Music, plus a whole lot more In my workshops, I teach more than just musical ideas. I cover basic songwriting, general music concepts, the principles of narrative, how to construct a story, learning about working collaboratively and the creative process. Depending on the topic I have also included discussions on character education, community activism, science and history; where those last two are linked to the Common Core and to the State of California Standards. Yes, it sounds pretty deep, but many of the songs are pretty funny! (Listen to “The Plankton Song”)

Songwriting is empowering There is a wealth of great music written for kids to perform, however when kids are part of the songwriting process, and they get the opportunity to perform material they helped create, they demonstrate a huge sense of pride from literally having their ideas heard. The schools where I have written songs have a special new identity for these creations, even years later – “these are our songs”. (Watch “Kinder Than Necessary”)

Kids work closely with their topic When we write songs together, the students work with the subject matter in a number of ways. It keeps the topic fresh while they take a deep dive into their topic. They first learn about subject matter with their teacher in the classroom, then I discuss the subject matter with the kids during the songwriting process, and together we uncover then the essential elements of the subject matter – these become a main ingredient to the song. Next, they learn the song, which is a repetition of those essential elements, often memorize the song i.e. the main theme and supporting facts of the subject matter. Then they perform the songs, often for other students, and they have the opportunity to teach other kids about what they’ve learned. (Listen to “Symbiotically” from We Are Coral) 

Kids teach kids There are a few points in this project where kids teach other kids, which I find to be amazing. During the lyric writing process, the kids discuss what ideas and elements are the most important for the song. They often recite facts that their teacher has taught them. Kids remember different bits and pieces, and they piece them together to make a whole story, which in turn becomes a song. Poetic, right?

The next kid-teach-kid learning opportunity happens when the kids perform their songs for other grades, younger and older. Most often the younger kids are hearing these ideas for the first time, and the older kids are getting a review or a slightly new take on ideas they’ve learned in previous grades.

Kids have different styles of learning There are always a few kids that are surprise thrivers during my workshops. These are kids that the classroom teachers report as being bored sometimes, or a little hard to reach. Music and songwriting unlocks something in these kids. Somehow, a change comes over some children during the songwriting process. In some cases, the kids might be shy and not overly comfortable with sharing their ideas in class, but somehow music affects them on a different level, and they begin to open up. The power of music should not be under estimated!

 

The Recipe

I have honed my process over a nine year period, with the help and input of some great classroom teachers, a fantastic music teacher, and some open minded kids. I have written character education songs with 1st graders, a nine song coral reef musical with 2nd graders, a local history review with 3rd graders and a song about kindness with a huge collaboration of an entire K-5 elementary school.

In all of the projects I’ve worked on, the common factor is that kids have generated all the ideas for the lyrics. I flip some words around, put them in an order, and help them figure out the main idea, which becomes the chorus. But when I say the kids write the lyrics to these projects, I really mean that they write the lyrics – to me, that is the secret sauce. That part is non-negotiable. I try my best to include as many ideas as possible and to leave whole phrases intact, so they are recognizable when the kids experience the songs.

Here’s my basic recipe. I realize this is a lot to pull together, and I’m grateful that I’ve been able to sustain this for so many years. Ingredients for writing songs with kids:

 

1          Engaged classroom teacher – willing to spend the necessary time to see the project through, including to help the kids learn the songs

1          Topic to write about (anything could work, examples are character education, science, history)

1          Chunk of time, agreed upon by the classroom teacher and the music teacher

1          Small funding source to pay for the program

1          Engaged person to write a grant (optional)

1          Supportive administrator like a principal

1          Group of kids – Generally one classroom/group of kids works well to write one song

1          Open-minded songwriter – ability or access to record and deliver drafts and completed songs

1          Dedicated music teacher – willing to teach the songs, sometimes in lieu of learning other songs, or sometimes during classroom time

1          Confirmed performance

 

The Process

I generally like to meet with the kids a few times – once to introduce songwriting, once to gather ideas to write, once to introduce the song. I have been able to keep my classroom times pretty low, partly to keep the grant amounts reasonable.

For my first session, I like to present an introduction to songwriting and songwriting form so the kids get used to me, and we can get used to working together. During this process, I often try to quickly generate some ideas to begin to write a song on the spot. I make an effort here to show them that creativity can be fun and casual – all we need is a little bit of structure.  (During this first session process, this song came together with 1st graders. It was a week before MLK day. We talked about Dr. King for a few minutes, then I asked them about their dreams. (Listen to “I Have A Dream”)

At some point before my next meeting with the kids, I like for the kids to have learned something from their teacher – if it’s history or science-based, they may do some research. If it’s character education, they may read an age-appropriate book.

Often during this classroom learning the teacher takes notes that they bring to this session, so the kids can see. These can be helpful for the kids to review, especially if the learning has been more than two weeks before. What I’m really looking for is for the kids to convey ideas in their own words. While it can be hard sometimes, we always get there!

I’m always glad for the classroom teacher to be present during this session, and if they have any specific notes or directions that the song should take, I always ask for their input. However, it’s crucial that teachers and other adults present participate as little as possible with the idea gathering, other than help with aspects like calling on students. Words from adults can sometimes be more eloquent than necessary –  I honestly think it’s the words from the kids that give these songs their magic. (Listen to “Honesty”)

When I meet with the kids for the second session, we quickly review songwriting form then move forward to work on lyrics. To them, I make it clear that we’re just working on ideas. I try to start with a blank canvas. I also try to just listen and get them to talk, asking questions to learn more about what they know. I sometimes remind them that we’re just looking for ideas, not necessarily perfect lyrics or phrases. I find that if kids, especially in the younger grades try to give what they expect means a clever idea, it often comes out a bit forced. We don’t worry about rhyming, order or anything that might get in the way of their free thought.

Toward the end of this session, I try to make sure we agree as a group about a working main idea, that could work as a chorus. I like to try to demonstrate some music ideas that might work on the spot to allow the kids to have some input on what genre(s) might work for the song. I also try to show demonstrate some ideas that probably wouldn’t work well, maybe playing music against the subject matter (like a sad music for happy lyrics).

Next, I take the ideas into my studio and fashion them into a song. I wish I could better explain how I put lyrics into music! I realize this part of the process is pretty important but I just don’t know how to break it down to explain it… I supposed it’s like trying to describe to someone how to walk – you put one foot in front of the other, and place your weight on your front leg when you do it… but that doesn’t quite describe walking. I’m certain that each musician and songwriter would have their own process here. I suppose that the right songwriter is a rather crucial ingredient for this process to work.

I like to make the songs singable and memorable for the kids, and I try to make sure the kids can sing them, making sure that it’s in their range. In my approach, I write songs that are written and performed by kids – but I don’t write “kid songs” per se (not that there’s anything wrong with those). I have found that kids can handle pretty sophisticated syncopation and harmonic motion. I generally use Pop songs and classic Broadway songs as a reference.

I generally continue to work on the chorus first, but not always. I really try to get all the kids ideas into the song with the aim of keeping the song at around three minutes or less. Once I feel like the song has the right flow, I make a scratch recording and share it with the music teacher for a quick review. Sometimes I make a few tweaks after this process, then I make a better recording, including the piano accompaniment that the classroom teachers can use to teach the song. I will also share the draft lyrics with the classroom teacher to make sure we have all our facts straight, and change anything necessary.

In my third session with the kids, I introduce the song to them. This is generally my favorite part, as they can see the whole process come together. I find it to be really rewarding when they spot their own idea, or their friend’s “you wrote that part!” Once I see whether I need any further tweaks, I create a written music chart for the song so the music teacher can teach it, and so the school can perform it in the future.

At this point, the music teacher and classroom teachers take over the project, teaching the song to the kids. It’s always hard to find time for the kids to learn the song(s), so I find it helpful to at least get a rough idea of when the learning will take place at the beginning of the process so that the teachers can support each other.

Finally the kids perform their precious songs for their parents, and hopefully other kids.

While this process is slightly different every time, it is always rewarding for me to watch the kids collaborate, learn and perform. Do you have questions about how you might incorporate this process into your school or organization? Please let me know if you’d like to learn more about my experiences and to see if together, we can customize a program that works for you.

 

Jerome Rossen is a composer, songwriter, producer and professional musician. Jerome has worked with over 500 kids to write 15+ songs and counting, including “We Are Coral” a musical about saving the Coral Reef. Jerome creates music for advertising, apps, kid’s video games and TV. Jerome has created music for Originator Kids “Math Tango: Starbase”, Leapfrog and Spinmaster. Jerome has placed his music in major TV shows “The Bachelor” on ABC  and MTV’s “The Challenge”. He runs Freshmade Music, an independent audio studio.