John Batson 2309 Wilshire Drive, Temple, TX 76502, (254) 624-1328 [email protected]

Total Page:16

File Type:pdf, Size:1020Kb

John Batson 2309 Wilshire Drive, Temple, TX 76502, (254) 624-1328 Johnbatson@Hotmail.Com John Batson 2309 Wilshire Drive, Temple, TX 76502, (254) 624-1328 [email protected] Education American Band College with Central Washington University Master of Music Education, Class of 2018 Baylor University Bachelors of Music Education – Instrumental Music, Class of 2000 Experience Lamar Middle School – Temple, TX 2004 - Present Director of Bands for Lamar Middle School in TISD since 2017. Principal Director of the Symphonic Band and Advanced Jazz Band in addition to teaching all beginner band classes depending on need and scheduling. Also served as a TXBESS trained mentor teacher to new teachers on campus. Temple College – Temple, TX 2002 - Present Adjunct Bassoon Instructor teaching private lessons to music majors and non-music majors at Temple College. Currently serving as the Interim Director for the Temple College Symphonic Band, and served as Interim Director for the Temple College Symphony Orchestra in 2019. Frequent Guest Conductor of the Temple College Symphonic Band and Symphony Orchestra. Academie Musique – Temple, TX 2018 - Present Director of the Vivace Youth Orchestra as part of the Academie Musique String Program. Orchestra performs both string orchestra and full orchestra repertoire and meets once per week with a concert at the end of each semester. Moody High School – Moody, TX 2002 - 2004 Director of Bands for Moody ISD. Responsible for all aspects of the high school and middle school band programs in Moody, including marching band, all concert bands, and beginning instruction, and teaching music history at the high school level. Stephen F. Austin High School/Clint Small Middle School – Austin, TX 2000 - 2002 Conducted the Concert Band and assisted with Honors Band at Austin High. Also responsible for marching and concert uniforms at Austin High. Conducted the Concert Band, assisted the Wind Ensemble and taught beginner woodwind classes at Clint Small. Chaves County Community Youth Band – Roswell, NM 1997 - 1999 Coordinated and conducted the high school and junior high bands during two week long band camps. Responsible for all aspects of the camp, including conducting the bands, music purchase, securing a rehearsal site, as well as overseeing the registration of the students. Camp participation grew from roughly 25 students in year 1 to over 100 students in year 3. John Batson 2309 Wilshire Drive, Temple, TX 76502, (254) 624-1328 [email protected] Baylor University Golden Wave Band Graduate Staff – Waco, TX 1999 Appointed to the Graduate staff of the 300 member Golden Wave Band while still an undergraduate. Responsible for all aspects of marching and music rehearsals, including drill design for halftime shows. Clinic and Workshop Presentations Tips and Techniques from Veteran Band Directors: Temple ISD Professional Development – 2019 ABC for EIE: Temple ISD Professional Development – 2018 Instrument Repair for Band Directors: Temple ISD Professional Development – 2017 Clinician for ATSSB Region 8 Middle School All-Region Band – 2013 and 2014 Activities, Honors, and Achievements Middle School All Region Band Zone Chair Person, 2019-Present Member Texas Music Educators Association and Texas Bandmasters Association, 1998-Present Served as Drum Major of the Baylor University Golden Wave Band, 1998 Appointed to Academic Dean’s List at Baylor, 1995-1999 Appointed to Gold Key National Honor Society, 1996-1999 Member of New Mexico All-State ensembles all four years of high school (1st chair bassoonist in NM, 1995) Performance Experience Principal Bassoonist of the Temple Symphony Orchestra, 2003-Present Member of Temple College Symphonic Band (2003-present) Member of Temple College Symphony Orchestra (2004-present) Bassoon soloist with Heights Concert Band, performing Mozart Bassoon Concerto (Nov. 2002) .
Recommended publications
  • Kingsburg High School Band Handbook
    Kingsburg High School Band Handbook The Kingsburg High School Band Program provides an opportunity for students to develop an appreciation for music and encourages the skills and discipline necessary for achieving musical success throughout a lifetime of experiences. Students learn the importance of a cooperative team effort while working with fellow members to accomplish the shared goals of the Marching Band, Color Guard, Symphonic Band, Wind Ensemble, and Jazz Band. Music students have fun meeting new friends and traveling to new and exciting places. In addition, the program challenges students in areas of personal growth and musicianship. The KHS Viking Marching Band consists of members of the Marching Band and Color Guard. All Kingsburg High School band students participate in Marching Band. Students in Wind Ensemble will perform in the competitive field show and parade bands. Students in Symphonic Band will perform in the parade band. During the fall season, the Marching Band performs at home football games, parades, and competitive events throughout California. Band members play in one of two concert ensembles during the year, the Symphonic Band or the Wind Ensemble, depending on their musical maturity. Members of these two groups will play a wide variety of concert literature selected with the purpose of emotionally connecting them to the music and broadening their musical horizons. Members of the groups have the opportunity to perform in solo and ensemble festivals in the area. The Jazz Band begins meeting the second week of school in the fall semester. Auditions are held during the third week of school as needed. This group meets during 0 period at 7:00a.m.
    [Show full text]
  • High School Band, Choir & Orchestra Guidelines 2021
    HIGH SCHOOL BAND, CHOIR & ORCHESTRA GUIDELINES 2021 - 2022 United Independent School District Fine Arts Department High School Band, Choir & Orchestra Guidelines 2021 - 2022 I. Enrollment/Participation………………………………….….5 II. Rehearsal/Performance Expectations………………………5-7 II. Grading/Assessment………………………………….………7 III. Eligibility……………………………………………………..8 V. Auditions, Chair & Group Placements…………….…….…...8 VI. Uniforms……………………………………………….……..8 VII. Awards………………………………………………….….....9 VIII. Officers/Drum Majors ………………………………….….. ..9 IX. Mariachi Guidelines ……………………………………….....9 X. District Owned Musical Instruments………….…………….10 XI. Allowable Fees ……………………………………………...10 XII. Student Extracurricular Insurance…………………………...11 XIII. UISD Drug Testing Policy……………………………….….11 XIV. High School Marching Bands ………………………............11 XV. Color Guard/Winter Guard Enrollment……………………..12 XVI. Extracurricular Trips…………………………………….…..12 2 XVII. Alternating Events for UISD High School Bands…….……..12 XVIII. Booster Club Guidelines……………………………....……..12 XIX. UIL Eligibility Calendars...................................…….…….…12 XX. Parent/Student Agreement…………………………….…..….13 3 PREFACE TO STUDENTS AND PARENTS The Fine Arts Department has prepared these guidelines for band, choir and orchestra students as well as parents in United I.S.D. It is United I.S.D.’s belief that participation in these organizations promote and develop a well- rounded student through emphasis of academic excellence while advocating student role models for their school. Our district also supports
    [Show full text]
  • Concert Band Handbook
    North Central Silver Knights Concert Band Handbook Jonas E. Nix, Director of Bands [NCHS] Isaac P. Pitts, Director of Bands [NCMS] [email protected] / [email protected] ​ ​ Statement of Purpose and Policy The purpose of this handbook is to provide valuable information to parents and students about the North Central Band Program. Members should familiarize themselves with this handbook and procedures. The intention of this handbook is to make certain that all members and parents of our band are well informed. This handbook will address questions and concerns in regards to the policies, procedures, calendars, etc. of our band. If a problem should arise, the director should be consulted for an explanation. All information in this handbook correlates with the North Central Middle and High School handbooks and Kershaw County School District Guidelines. Should there be a difference or conflict the District Handbook will be followed. In order to assist band members and parents in understanding areas of responsibility, a statement of band policy is set forth. Becoming familiar with this policy will enable each individual to make the most of the opportunity to be a member of the North Central Band Program, enhancing skills as a student musician. Members must develop a high sense of purpose toward the goals ​ which they are willing to work. RESPONSIBILITY is the focus behind any level of achievement ​ within this program. We intend to conduct ourselves in a manner that will facilitate all students in learning and bettering themselves. Objectives / Goals of the Band Program As the director of the North Central Band Program I have the following goals and expectations for those of you who choose to be members: 1.
    [Show full text]
  • 5Th Grade Instrument Selection – WMS Beginning Band 2013-2014 Parent Email: Phone #___
    5th Grade Instrument Selection – WMS Beginning Band 2013-2014 Parent email: ____________________________Parent phone #______________School: Hardeman 1) Physical Characteristics: 2) Musical Characteristics: Lips (fullness, tear drop)________________ Rhythm __________Tonal___________ Teeth/Bite ___________________________ Prior piano training? ________________ Braces (now or anticipated)________________ 3) R__________________ M_________________ Preliminary Student Instrument Preferences: 1 ___________, 2 ___________, 3 ____________ Mouthpiece Sounds: (A score of four (4) or five (5) indicate a strong chance of success on that instrument; Percussion: A score of five (5) is required for percussion class. We will only take 7-9 in this class) COMMENTS Flute 1 2 3 4 5 __________________________ Oboe 1 2 3 4 5 __________________________ Bassoon 1 2 3 4 5 __________________________ Clarinet 1 2 3 4 5 __________________________ Saxophone 1 2 3 4 5 __________________________ Cornet (Trumpet) 1 2 3 4 5 __________________________ French Horn 1 2 3 4 5 __________________________ Trombone 1 2 3 4 5 __________________________ Euphonium 1 2 3 4 5 __________________________ Tuba 1 2 3 4 5 __________________________ Percussion _______ (physical and rhythmical coordination, piano background, high academic grades as well as class behavior are determining factors for this class. You must have a second instrument choice upon checkout. ********************************************************************************* Band Director Approved Final Selection: _______________________________________________ 5th Grade Recruiting Suggested Plan for Success In order to ensure successful recruiting of current 5th graders, the band staff should come to an agreement on a number of important topics. Consensus in these areas, through discussion and compromise, will ensure that all directors have a thorough understanding of the process and that a detailed plan of attack can be implemented.
    [Show full text]
  • The Double Reed Project
    The Double Reed Project: Recruitment, Instruction, and Retainment of Double Reed Instrumentalists at the 6th – 12th Grade Level Arts Honors Undergraduate Thesis Austin Ahlborn The Ohio State University Dr. David Hedgecoth Advisor April 2019 Abstract The purpose of this study is to better understand how double reed instrumentalists are recruited, instructed, and retained within the scheme of public-school instrumental music programs. Data was collected through semi-structured interviews with high school band directors. These directors were individuals who worked at schools with successful double reed programs within their overall band programs. Participants described the structure of their programs and individual approaches to double reed recruitment, instruction, and retainment. Interview data suggests that a number of factors influenced success among these programs including private lessons, the personality of the double reed players, and teacher encouragement and comfortability with double reed instruments. Interviews also revealed challenges that educators face such as knowledge of instrument specific pedagogy, bassoon and oboe reeds, and the nature of wind band repertoire, especially with respect to the bassoon. Introduction As integral parts of the modern-day symphony orchestra and wind ensemble, the bassoon and oboe are well known by professional musicians and music educators alike. These instruments have been part of standard instrumentation in orchestral ensembles since the 16th century and more recently in the modern wind band. The standard double reed section in professional orchestras and wind bands typically consists of two to four bassoonists, with one bassoonist who will double on contrabassoon when the instrument is called for, and two to three oboists, with one oboist doubling the English Horn as needed (Garofalo & Whaley, 1976; Reed, 1962).
    [Show full text]
  • Band Handbook 2017-2018
    Jamestown High School Department of Music Band Handbook 2017-2018 The Band Believes In Blue 1 Table of Contents Welcome...................................................................................................................................3 Attendance................................................................................................................................4 Scheduling Conflict Resolution Policy.....................................................................................6 Grading......................................................................................................................................7 Late Work Policy......................................................................................................................9 Bands.......................................................................................................................................10 Performance Dress..................................................................................................................12 Marching Uniforms.................................................................................................................13 Instruments..............................................................................................................................14 Lettering and Awards..............................................................................................................16 Master Schedule......................................................................................................................18
    [Show full text]
  • Band Program Handbook
    John Hersey High School Band Program Handbook Contents Page Number Philosophy 1 Music Department Grading Policy 2 Schedules 3 Attendance 5 Discipline 5 Rehearsal Etiquette 5 Percussion Expectations 6 Band Newsletter 6 Pep Band 6 Uniform Guidelines 6-7 Class Offerings 7-8 Student Fundraising 9 Recommended Instrument/Accessories/Supplies 9 School-Owned Instruments 9 Band Letter 10 Football Game Etiquette 11 Private Lessons 11 Solo/Ensemble Contest 11 All-District Band 11 Information sheet (PLEASE RETURN) 12 Medical Release Form (PLEASE RETURN) 13 Band Fee Information (PLEASE RETURN) 14 Mr. Scott Casagrande, Director of Bands E-Mail address: [email protected] Office phone: 847-718-4941 Mr. Thomas Beckwith, Assistant Director of Bands Ms. Joann Langley, Fine Arts Assistant Philosophy The John Hersey High School Band Program has played an important role in the academic lives of our students since the school opened in 1968. The band has represented the school and community at such famous venues as the Rose Bowl Parade, the Orange Bowl Parade, the Cotton Bowl Parade and MidWest International Band and Orchestra Clinic. Recent accolades include two invitations and performances at the National Concert Band Festival and an unprecedented eight consecutive invitations and performances at the Illinois Superstate Concert Band Festival. Last December our Symphonic Band was one of five featured high school bands from across the nation invited to perform at the MidWest Band and Orchestra Clinic. Their performance inspired a standing ovation which led to our inviation to perform in the French Riviera next summer. Offering full academic credit in a variety of ensembles, band teaches crucial life skills such as discipline, confidence and leadership.
    [Show full text]
  • Band Handbook
    CLAY HIGH SCHOOL INSTRUMENTAL MUSIC DEPARTMENT BAND HANDBOOK 2018-2019 PROPERTY OF______________________________ ii CLAY HIGH SCHOOL 5665 Seaman Road Oregon, Ohio 43616 Telephone: 419/693-0665 Fax: 419/698-6066 Principal: Jim Jurski Asst. Principal: Nathan Quigg INTRODUCTION Welcome to the Clay High School Band. You are here because you have displayed the talent, effort and determination that it takes to excel musically. As a member of the band, you will gain valuable experiences as well as life-long memories of your days in high school. This handbook has been prepared for you and your parents. This handbook communicates expectations, policies and procedures for instrumental activities in the 2018-2019 school year. Keep this handbook handy for future reference and to justify your music expectations. Please, with your parents/guardians, review the handbook, sign the verification letter at the end of the handbook and return it to Mr. Gyuras before the second day of fall practice (July 27, 2018). I wish you the highest level of achievement and success as a member of the bands at Clay High School. Mr. Brian J. Gyuras Director of Bands iii CURRICULUM OVERVIEW MISSION STATEMENT The Clay High School Instrumental Music Program exists to provide the opportunity for all students to develop musically, cognitively, and physically through participation in a performance based class. PROGRAM PHILOSOPHY From the elementary through the senior high school levels, training of students for effective participation in the band is a developmental learning process. Teaching the fundamentals of instrument technique begins with every student from the moment he or she comes in contact with the instrument and continues to develop throughout his or her participation in instrumental music.
    [Show full text]
  • Band Instrumentation Becoming a Better Musician
    Welcome to St. Mary Magdalene Catholic School Band Program, I am very excited that your child has chosen to be part of our accomplished band program. Band can be a rewarding experience with dedication and progress. Band is a class comprises of people with different personalities and cultures but we are all one group where everyone plays a vital role. Music is close to my heart and it is my goal that my students will develop this same appreciation of music. This document is an outline of our goals and general class expectations as well as a roadmap for each student’s musical experience and progress. I look forward to an amazing year with these bright students and the musical journey that we take in the upcoming years. Sincerely, Jacobi Davis [email protected] Band Instrumentation St. Mary Magdalene school band instrumentation includes: Flute, Oboe, Clarinet, Saxophone, French Horn, Trumpet, Trombone, Baritone Horn, Tuba and Percussion. As students progress through each school year, they may be invited to move to alternative instruments in order to expand the ensemble. For example, Clarinet moving to Bass Clarinet or Alto Saxophone moving to Tenor or Baritone Saxophone. Other typical transitions include Trombone to Baritone Horn or Tuba. Percussion students are expected play a variety instruments such as Snare Drum, Bells, Xylophone and Bass Drum. Private lessons are highly encouraged for percussionists’ progress. Recommendations ae readily available if parent contacts director through email. If a student plays drum set outside of school, he or she is making a commitment to learn different percussion instruments within a school band instrumentation (Bells, Xylophone, Cymbals, Snare Drum etc.).
    [Show full text]
  • The Pas Educators' Companion
    THE PAS EDUCATORS’ COMPANION Volume I Spring 2015 A resource from the PERCUSSIVE ARTS SOCIETY EDUCATION COMMITTEE THE PAS EDUCATORS’ Volume I COMPANION Spring 2015 The PAS Educators’ Companion is a publication of the Percussive Arts Society focusing on providing percussion education resources to the music education community. THE COMPANION STAFF Paul Buyer James Corcoran Pete DeSalvo Jonathan Latta Brian Nozny Josh Torres Michael Sammons Ben Stiers GRAPHIC DESIGN Adrian Valderrama PAS EXECUTIVE COMMITTEE Julie Hill, President Brian Zator, President-elect George Barrett, First Vice President Paul Buyer, Second Vice President Chris Hanning, Secretary John R. Beck, Immediate Past President Jeff Hartsough, Executive Director CONTACT PAS 110 W. Washington Street, Suite A, Indianapolis, IN 46204 Telephone: (317) 974-4488 Fax: (317) 974-4499 E-mail: [email protected] Web: www.pas.org COPYRIGHT © 2015 by the Percussive Arts Society. Reproduction of any part of this publication without permission from PAS is prohibited by law. LET’S ACCESSORIZE! CHOOSING TRIANGLES AND TAMBOURINES FOR YOUR SCHOOL PROGRAM 5 THE PAS Ben Stiers DEVELOPING EAR CHOPS 12 EDUCATORS’ Paul Buyer PERCUSSION POTPOURRI: 10 TIPS FOR HELPING YOUR COMPANION PERCUSSION SECTION 18 Brian Nozny Volume I Spring 2015 ESTABLISHING CONSISTENCY WITHIN YOUR MARCHING PERCUSSION SECTION 22 Gordon Hicken IT’S NOT ABOUT THE DRUMMING: INCORPORATING DRUM CIRCLE ACTIVITIES WITH YOUR CAMPUS SPECIAL NEEDS DEPARTMENT 29 Ralph Hicks PERCUSSION REPAIR 101 36 Christopher Davis Music Educators, Greetings, and welcome to the inaugural volume of the PAS Educators’ Companion! We at the Percussive Arts Society realize that the field of percussion has an extremely wide spectrum of subjects, many of which music educators must deal with on a daily basis.
    [Show full text]
  • African American Students in Band and Orchestra Programs
    STUDENTS’ PERCEPTIONS AND EXPERIENCES: AFRICAN AMERICAN STUDENTS IN BAND AND ORCHESTRA PROGRAMS By Sharese Pearson-Bush BM (East Carolina University) 2005 MA (Webster University) 2010 MEd (Lesley University) 2015 A DISSERTATION Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England Submitted in Partial Fulfillment of Requirements For the degree of Doctor of Education Portland & Biddeford, Maine May 2020 Copyright by Sharese Pearson-Bush 2020 ii iii University of New England Doctor of Education Educational Leadership This dissertation was presented by Sharese Pearson-Bush It was presented on April 14, 2020 and approved by: Heather Wilmot, Ed.D, Lead Advisor University of New England Darren Akerman, Ed.D, Secondary Advisor, University of New England Ryan Westberry, Ed.D Affiliate Committee Member Berkeley County School District, South Carolina iv Sharese Pearson-Bush May 2020 Educational Leadership STUDENTS’ PERCEPTIONS AND EXPERIENCES: AFRICAN AMERICAN STUDENTS IN BAND AND ORCHESTRA PROGRAMS ABSTRACT The purpose of this mixed-methods study was to explore how African American students in a South Carolina metropolitan area perceived their experiences in band and orchestra at their middle school. Fifty-one sixth through eighth grade students responded to an inventory that measured students’ predisposition to music, pedagogical preferences, and cultural awareness. Furthermore, seven of the fifty-one students engaged in individual, semistructured interviews that measured students’ personal connection to musical experiences within their culture and communities. This study examined the minimal rate at which African American students participated in music programs through the conceptual lens of African-Centered Pedagogy and Culturally Responsive Pedagogy.
    [Show full text]
  • Marching Band Handbook ______
    “All-American” MARCHING BAND HANDBOOK PURDUE “ALL-AMERICAN” MARCHING BAND HANDBOOK _____________________________________________________________________________________________ FOREWORD This booklet is an addendum to the “All-American” Bands and Orchestras General Information Handbook. It is not intended as a replacement for that handbook, but as an additional resource for members of the “All-American” Marching Band containing information of a nature that is applicable specifically to the marching band. It is assumed that all marching band members will have read the General Information Handbook, as it contains important information on matters such as membership and enrollment, rehearsal and performance procedures, equipment, attendance and grading, administrative organization, and awards. Specific policy matters that directly affect the membership of the marching band are discussed in the General Information Handbook, and all members will be expected to be familiar with such information. The “All-American” Marching Band Handbook includes a list of marching band fundamentals, information on reading charts, and specific discussions of special policy matters that affect only the marching band. A thorough understanding of this information along with the general information provided in the regular handbook will enable you to function as a knowledgeable, contributing member of the “All-American” Marching Band. Membership in the “All-American” Marching Band is an honor and a privilege, and makes you a member of a unique musical organization with over 130 years of service to Purdue University. Your commitment and dedication to the traditions and service of the marching band will insure the continuing role of this organization as the major force in building and maintaining a love and spirit “for the honor of old Purdue”! TABLE OF CONTENTS SECTION TOPIC PAGE I.
    [Show full text]