I Was a Kaleidoscope - Death Cab for Cutie

Intro: / A - - - / D – Asus2 - / E – Esus4 - / D - - - / (x2)

A                    D     Asus2

    I put on my overcoat and

E                 Esus4         D

walked into winter - my teeth chattered rhythms

A                                          D             Asus2

   And they were grouped in twos or threes, like a

E                   Esus4         D

Morse code message was sent from me to

A                                     D                  Asus2

Me.  And cars on slippery slopes were stuck: people

E                                Esus4      D

pushing through their mittens as I was beginning

A                              D               Asus2

   to feel it soaking through my shoes, getting

E                Esus4   D (x2 measures)

colder with every step i took to your apartment, dear.

Riff 1

A                         D     Asus2

    And I was a kaleidoscope: the

   E              Esus4      D

snow on my lenses distorting the image

A                            D       Asus2

    of what was only one of you and I

E                 Esus4        D (x2 measures)

didn't know which one to address as all your lips moved

(w/Riff 1)

and this is when I forget breathe

and all the things I scripted, they sound unfounded.

And the look that you're giving me,

That tells me exactly what you are thinking:

D7/6

"This ain't working anymore."

Repeat Intro

D5

They got their mothers worked into a panic

B5

sledding down hills into oncoming traffic

        D5

the parents layered clothes until the children couldn't move and then

B5

left them outside ‘til their noses were blue and

F#5   Dm/maj7

I got left there, too.

/ A - - - / D – Asus2 - / E – Esus4 - / D - - - /

A                    D     Asus2

    I put on my overcoat and

E                 Esus4         D

walked into winter - my teeth chattered rhythms

A                                          D               Asus2

   And they were grouped in twos or threes, like a

E                   Esus4         D5 (x4 measures)

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.