Dave simmons phoenix




















Includes Address 11 Phone 4. Resides in Ontario, CA. Includes Address 6. Resides in Orangevale, CA. Includes Address 1 Phone 1. Resides in Indio, CA. Includes Address 4 Phone 4 Email 1. Resides in Tucson, AZ. Also known as Simmons P David. Includes Address 8 Phone 8. Resides in Columbus, OH. Includes Address 8 Phone 4.

Resides in Rocklin, CA. Includes Address 5 Phone 9 Email 9. Resides in Albuquerque, NM. Also known as Da Simmo. Includes Address 8 Phone 6 Email 9. Resides in San Francisco, CA. Lived In Sacramento CA.

Includes Address 5 Phone 3. Includes Address 5 Phone 5 Email 1. Resides in Los Angeles, CA. Includes Address 6 Phone 1. Resides in Catasauqua, PA. Related To Roberta Simmons. Resides in New York, NY. Includes Address 9 Phone 2 Email 5. Resides in Cheyenne, WY. Includes Address 4 Phone 3 Email 5. Resides in Greene, ME. Includes Address 9 Phone 3. Resides in Boulder, CO. Includes Address 7 Phone 3. Resides in Denver, CO.

Includes Address 1 Phone 3. Also known as Simmons David. Includes Address 2 Phone 6 Email 9. Includes Address 7 Phone 1. Resides in Lake Wales, FL. Related To Virginia Simmons. Includes Address 7. Resides in Commerce City, CO. Includes Address 10 Phone 3 Email 1. Includes Address 5 Phone 2 Email 1. I was galvanized. This is why my life was saved. I immediately began combining my years of experience in the arts, gathered the support of what is now the UBU Board of Advisors film and television actor J.

We specialize in Arts Integration; supporting core curriculum teachers through student-led, project-based, goal-oriented, arts-infused residencies. We also utilize these interactive, performing arts residencies to lead suicide prevention, substance abuse prevention and anti-bullying residencies, Most recently I was honored to work with the students, faculty and counseling staff of Cactus Shadows High School in Cave Creek, AZ.

Over the course of five weeks, I guided the students in creating four original songs of highly diverse styles and a minute original script. All combined this material will become a student-led, peer-mentoring substance abuse prevention outreach program for the students, by the students, in their own voice, their stories, their fears and their hopes for the future plus action steps to get there. What is most inspiring is that the vast majority of these teens are dealing with their own substance and mental health issues and very few of them have any experience in the arts.

Their willingness to step forward in courageous vulnerability and share their stories and work to find hope for themselves and their peers has been life-altering. This is but one example of many. The road to creating any business from the ground up is fraught with numerous potential pitfalls and detours.

However, my years of experience combined with the assistance of my board of advisors, friends, and colleagues has helped smooth over every twist and turn along the way. What sets The UBU Project apart from any other arts education outreach programs and there are many wonderful outreach organizations throughout the Phoenix Valley is that I am able to speak from deep experience especially when leading the suicide prevention, substance abuse prevention and anti-bullying residencies.

I am a thriving survivor of my own suicide attempts, 26 years sober in recovery and a former victim of grade school, middle school, and high school bullying. Also, all UBU Project residencies are completely interactive and student-led.

When there is a performance, it is created by and for the students thereby increasing their meta-cognition of the subject matter at hand. As a creative performing artist and educator I bring decades of experience and training in opera, musical theater, rock, pop, blues, jazz, funk, folk, country and soul music as well as creative dramatics, Shakespeare, movement and technical theater I am an honors graduate of the University of Montana School of Music.

I then take their suggestions and input as to what style of music we will use. They were studying native tribes of the desert southwest. I helped them create their spring performance piece with each class focusing on two tribes. Each classroom chose a style of music for their songs one per tribe , and these songs became the centerpieces of their performance.



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