2017-2018 FALL / SPRING STUDENT CATALOG
HIGHER POWERED EDUCATION Looking Forward To Your Future TABLE OF CONTENTS
School Profile...... 1 Academic Programs...... 11 Philosophy Good News Theology Mission Teologia Buenas Nueva Vision 课程描述 Governance Gracias Music Facilities Mahanaim English Admissions...... 3 Student Conduct and Prospective Student Requirements Substance Policies...... 55 Tuition and Fees...... 4 Disorderly Conduct Payment Policy Fire Alarms Refund Policy Firearms and Weapons Refund Procedure Fireworks Financial Aid Illegal Entry of Campus Building Scholarship Initiatives Policy Against Harassment Academic Policies...... 7 Reporting Complaints on Harassment Attendance Hazing Tardiness Alcohol Leave of Absence Illegal Drugs Conditions for Interruption Smoking Academic Probation Mahanaim Disclosure Statement Expulsion Policy Mahanaim Discipline Policy Academic Integrity Student Life & Services...... 58 Classroom Conduct Career Services Dismissal Learning Disabilities Academic Grievances Physical Disabilities Registration Tutorial Services Drop/Add Policy Student Health Services Transfer of Courses Food Services Academic Progress Identification Cards Late Payment Policy Student Housing Full Time and Part Time Enrollment Christian Involvement Withdrawal Spiritual Counseling Graduation Requirements Mahanaim Staff Bible Study Mahanaim Faculty...... 59
Academic Calendar...... 10
SCHOOL PROFILE
PHILOSOPHY of performance skills, enabling them to soothe the hearts For many years, the International Youth Fellowship (IYF) of audiences. Gracias Music ultimately aims to glorify God and International Youth Fellowship Educational Foundation through administering music education with these specific (IYFEF) have directed many college students, utilizing the goals in mind. knowledge of the world of the heart that is manifested in Mahanaim English equips students from all over the world, the Bible. Through this methodology, many students have with the powerful tool of English. It serves as a cornerstone amazingly acquired progressive and healthy mind-sets while for individuals that wish to become leaders of the world who evolving into more effective individuals. strive to serve others, not themselves. We have discovered with assurance, how people such as Abraham Lincoln, and Biblical figures such as Joseph and David, gained wisdom from the Word of God. We have also GOVERNANCE discovered education methodologies that will produce Mahanaim is governed by the International Youth Fellowship leaders for the next generation who will become catalysts of Educational Foundation (IYFEF), in pursuit of becoming peace and bliss for all people. an accredited institution of higher education. Mahanaim’s institutional policies and academic programs are reviewed, accepted, and formally implemented by the IYFEF Board MISSION of Directors. Mahanaim is reviewed on a quarterly basis by The Mission of Mahanaim is to cultivate selfless servant the IYFEF. Institutional changes such as general direction, leaders who possess the qualities needed to comfort, heal, and key personnel changes, and financial policies, are voted transform the world. Mahanaim achieves this by providing upon and implemented by the IYFEF. The IYFEF retains unsurpassed academic programs while instilling in our sole responsibility for the effectiveness of all Mahanaim’s students faith in God, hope for the future, and the inspiration programs and initiatives, both curricular and extra-curricular. needed to ignite change. Mahanaim is constantly striving to contribute to the academic, spiritual, cultural, and artistic enrichment of its students, as well as fulfill our obligation to FACILITIES our surrounding communities. The Huntington Campus Mahanaim’s New York campus is located in Huntington, NY, ____ approximately one mile from the Huntington Station, which 1 VISION provides easy access for commuter students and convenient Mahanaim will fulfill its mission through rigorous, intensive transportation to the campus. The town of Huntington lies learning that pushes students to expand their boundaries of approximately ten minutes north of Mahanaim. The Huntington knowledge and gain insight on their respective fields of study. campus was erected in the late 1930’s as a middle school in the Mahanaim will pursue the proper licensing needed to confer Huntington School District, and has since established itself as a degrees in New York State and institutional accreditation, both notable landmark in Northern Long Island. Mahanaim is proud on the national and regional level. to be part of the Huntingtoncommunity and serves as a great Mahanaim is making this vision a reality by implementing center of education and culture, creating an ideal learning and educational programs in theology, music, and English as a living environment for all. Second Language. Computer Lab Good News Theology teaches Biblical, Gospel-based Mahanaim strives to enhance the learning experience for Theology and equips students with the armor of God. its users (currently enrolled students, faculty, and staff) Mahanaim will then dispatch theological scholars all over through the innovative and effective use of technology at the world to preach the Gospel and faith according to the our computer lab. The computer lab also serves as a music Bible. Theologians from Mahanaim will also fight against the lab with extensive music resources which allow students forces that cloud the Gospel to ultimately contribute to its to enjoy music from different eras. The computer lab aims mission for the world: Spreading the truth of the Gospel to to create an environment that supports the educational every corner of the Earth. pursuits of Mahanaim students. To ensure that these goals are Gracias Music at Mahanaim specializes in unsurpassed met, the lab provides quality, state-of-the-art software and classical music education. Musicians from Mahanaim will hardware resources. High-speed internet access, multimedia develop pure hearts toward music and acquire a high level capability, and knowledgeable professionals managing the Mahanaim is committed to creating an accommodating accommodating an creating to Mahanaimcommitted is parts all to disabled access of the providing by environment doors, automatic equipped with are Our facilities campus. ensure to and an elevator and corridors, widened hallways be full participants may individuals with disabilities that in the Mahanaim community. Cafeteria on-campusThis food and finest quality the eatery provides and staff, faculty, our students, to service cost a reasonable at exceptional flexibility, which offer Our meal plans, guests. the Office at of be purchased may and convenience, value, the option of purchasing also have Students Life. Student meals on a meal-to-meal basis. Mahanaim Auditorium Gracias serves Mahanaim for Auditorium site The as the seating With Music concerts events. and various academic the Mahanaim Auditorium 850 people, approximately for as academic lectures and seminars as well can facilitate a be to aims Mahanaim Auditorium The events. cultural of Huntington. in the town center cultural Disabled Access
Music Practice Spaces Music Practice or with 37 grand equipped 31 practice spaces are There The school. the throughout available pianos upright studio reserve to practice students Music OfficeGracias allows Mahanaim build more is planning to on a daily basis. rooms in the near future. music practice spaces Multimedia Lab Multimedia optimize to Mahanaim multimedia lab at is designed The in-class instruction. of language development range A full are Students practice. student for is available materials develop to use these materials to encouraged strongly use the language lab their language skills. may Students improve and skills, practiceenrich listening vocabulary, to computer lab also offers multimedia The rate. their reading the opportunity students instruction,assisted which gives the internet programs, processing with word work to network,communications skill and language development regular of In a component being to addition programs. help students work, to course the multimedia lab is designed of personal and in areas their skills pace develop their own at interest. area will allow students to obtain the information they need the information obtain to students will allow area landscape. academic in today’s succeed to
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Mahanaim | 1.631.944.4400 | www.mahanaim.com ____ ADMISSIONS
Mahanaim Gymnasium Mahanaim currently offers three programs of study: Good This newly renovated gymnasium provides recreation space News Theology, Gracias Music, and Mahanaim English. for Mahanaim students, faculty, and staff and is also used for Students will select one of the three programs offered at special events hosted by the school and the community. the time of application. Tuition, deadlines, and application requirements may differ according to the program. Mahanaim’s Licensure Mahanaim is currently licensed to operate as a proprietary school by the New York State Education Department, Bureau PROSPECTIVE STUDENT REQUIREMENTS of Proprietary School Supervision. FOR ALL STUDENTS 1. A completed and signed admissions application New York State Education Department 2. A copy of the applicant’s official high school diploma, an Bureau of Proprietary School Supervision (BPSS) official transcript, or GED 89 Washington Avenue, Room EBA 560 Albany, NY 12234 Additional Requirements for Gracias Music [email protected] 1. Pre-screening recording (mp3 file or DVD) - due at time of (518) 474-3969 application 2. Live Audition (as specified in the Application for Admission) Mahanaim’s Nondiscriminatory Policy Mahanaim (incorporated as International Youth Fellowship Educational Foundation) admits students of any race, color, national Additional Requirements for Good News Theology origin, and ethnic origin to all the rights, privileges, programs and 1. Essay – Statement of Calling (as specified in the activities generally accorded or made available to students at Application for Admission) the school. Mahanaim does not discriminate on the basis of race, color, national origin and ethnic origin in the administration of its There are no specific requirements for Mahanaim English program. educational policies, admission policies, and athletic and other school administered programs. The CELSA Placement Exam Students enrolling at Mahanaim must exhibit English proficiency. This can be done through submitting TOEFL scores or taking the Mahanaim administered CELSA English placement test. Students ____ who do not meet Mahanaim’s CELSA score requirement of 42 3 must be enrolled in supplementary ESL courses. These courses will be determined by an academic advisor. $3,000 $3,000 $ 50.00 $ 25.00 $ 30.00 $ 50.00 $ 25.00 $ 30.00 $ 100.00 $ 625.00 $ 100.00 $ 800.00 $ 800.00 $1,470.00 $1,470.00 $ 1,500.00 $ 1,500.00 Clock Hours: 96 Clock Hours: 120 Clock Hours: 120 ...... Registration Fee ...... Fee Registration ...... Fee Technology ...... Book Fee Total ESL Explorer (PT):Part-time = 8 weeks term 1 Tuition ...... Fee Registration Total Mahanaim ESL Clock Hours: 525 weeks = 15 1 term Full-time: Tuition ...... Total ESL Practical (PT):Part-time = 16 weeks 1 term Tuition Registration Fee ...... Fee Registration Total ...... Fee Technology ...... Book Fee ESL Explorer (PT):Part-time = 8 weeks 1 term Tuition ...... Fee Registration Total
$ 625.00 $ 100.00 $ 25.00 $ 100.00 $ 100.00 $1,850.00 $2,075.00 $30,100.00 Clock Hours: 96 Clock Hours: 870 Clock Hours: 1155 (1 term = 15 weeks) (1 term Clock Hours: 1125 Clock Hours: (1 term = 15 weeks) (1 term (1 term = 15 weeks) (1 term
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...... Full-time (4 terms) (4 terms) Full-time ...... (4 terms) Full-time ...... (4 terms) Full-time MAHANAIM ENGLISH Gracias Music II Gracias Conducting ...... Clock Hours: 1305 Choral Hours: 1455 Voice...... Clock Hours: 1110 Piano...... Clock Hours: 1200 Stringed instruments...... Clock Mahanaim Music at Gracias for Cost Program Full-Time $30,000 Tuition...... (one-time $100 fee)...... Fee $30,100 Total...... is available. per Plan term *Payment GRACIAS MUSIC GRACIAS Music I Gracias Tuition (one-timeRegistration ...... fee) ...... Activity Fee ...... Fee Technology Total Music I,II Gracias for Cost Program Full-Time $30,000.00 Tuition...... Registration Total Mahanaim Music at Gracias (1 term = 15 weeks) = 15 (1 term (FT)Full-time 4 terms: Term Per Cost Program Full-Time TUITION AND FEES AND TUITION Mahanaim ESL Clock Hours: 525 = 15 weeks 1 term Full-time: Tuition...... $3,000 Total...... $3,000 ESL Practical (PT):Part-time = 16 weeks 1 term Tuition GOOD NEWS THEOLOGY (GNT) THEOLOGY GOOD NEWS
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Mahanaim | 1.631.944.4400 | www.mahanaim.com ____ PAYMENT POLICY according to the above policy, or may fill out a Mahanaim Registration is not complete until the Office of the Bursar has provided form. The date on which the application is filed received the full payment for all tuition and fees. is considered the official date of the student’s withdrawal and any refund to which the student may be entitled is - Payments by cash, check, money order, Visa, computed using that date. The appropriate refund amount MasterCard, Discover, and/or American Express can be will be issued according to the tender it was received. made at the Office of the Bursar
- Make checks payable to Mahanaim - Tuition will be refunded in full for those courses which Tuition and Fees - Payments, other than cash, can be dropped off at the at any time are cancelled by Mahanaim. Office of the Bursar during operating hours or mailed to: - Student activity fees will be refunded only in cases
where the student’s registration is cancelled because Office of the Bursar of withdrawal of all courses by Mahanaim. Mahanaim (300 Nassau Road, Huntington, NY 11743) The application fee, instructional fees, and all other fees and service charges are not refundable. MAHANAIM LATE ADMISSION PENALTY POLICY Students must pay the non-refundable registration fee as well as the cost of any books received/used. Applicants to the Gracias Music at Mahanaim program must Student refunds for full-time and part-time students will be submit all applications and supporting documents (pre- issued at the following rates: screening material, transcript, etc.) by March 1st of the year for the Fall semester, and by October 1st for the Spring semester. During First Term A late admission penalty of $100 is assessed to students who If termination occurs Refund Rate submit applications and supporting documents after the Prior to or during the first week 100% deadline for each semester or to students who submitted During the second week 80% documents that were not completed/missing information. During the third week 65% This must be paid before or on the first day of classes. Failure During the fourth week 50% to pay the penalty in time will result on a hold being placed During the fifth week 30% on the student’s academic record. Students with the hold After the fifth week 0% ____ are unable to obtain a copy of their transcripts or use other school services requiring a student ID number. In addition, 5 During Subsequent Terms students will not be able to access to their grades for the If termination occurs Refund Rate term until they pay. Prior to or during the first week 100% During the second week 80% STUDENT REFUNDS During the third week 65% During the fourth week 50% Refund Policy During the fifth week 30% Students who find it necessary to withdraw may do so. The After the fifth week 0% effective date of a student’s withdrawal will be his or her last official day of attendance. All monies due to the student will be refunded within 30 days of the last date of attendance. FINANCIAL AID A student who cancels within seven days of signing the Mahanaim currently offers no financial aid for any of its enrollment agreement, but before instruction begins, will programs. be refunded in full with the exception of the non-refundable registration fee. In all other cases, a percentage of tuition SCHOLARSHIP INITIATIVES costs will be refunded based on the elapsed time from the Mahanaim is currently in the process of establishing course start date as shown below. scholarships for students who display academic excellence and reflect the values Mahanaim advocates and pursues. Refund Procedure When ready to be offered to students, information on A request for refund of tuition and fees must be made applying and qualifying for scholarships will be made in writing to the Office of the Registrar. The student may available to the students. submit a dated letter formally requesting a refund of tuition should be particularly miss other not to careful
Scheduled special events constitute an excuse to miss to an excuse constitute Scheduled special events 1. Students are responsible for initiating the process the process initiating for responsible are 1. Students when due must be submitted Work of makeup work. is present. whether or not the student 2. or practice will not be a viable but preparations class, absence. class for excuse should clear their class schedules with directors3. Students conflicts. potential minimize classes to for registering before 4. Missed classes for authorized eventswill count in such involved are who so students as absences, events LEAVE OF ABSENCE LEAVE of absence. leave for terms two up to request may Students least School the at Director must be made to request The should request The the start before of the term. weeks two School Director The of absence. the leave for the reason state of absence. leave the or deny the authority grant to will have the startthe term, before of the returning weeks Two return of intention of notice written a submit must student an extension the School to Director. for request or a written leave for terms consecutive If or more takes two a student must be re-evaluated the student determine to of absence, and/or English proficiency placement. program proper INTERRUPTION FOR CONDITIONS participation by occasioned Absences in a school-approved by the activity governed are (field trips events) and special following: ACADEMIC POLICIES ACADEMIC Regular and punctual class attendance expected is and is essential optimizing to academic achievement.If a student has more than six absences, the student will be dismissed from the class. If the dismissal happens during the period in which thestudent entitledis refund,a to the refund amount will be tuitionrefund calculatedaccording frompolicy, Mahanaim’s the ofto date dismissal, which the is sixth of consecutive day absence. The student will not be eligible for a tuition refund for that class. studentAny dropped from a class for excessive absences will receive a grade of “W” (withdrawal). TARDINESS expected be in class on time and shall be to are Students The tardiness. instructorthe of for discretion the at penalized of instructor the norms will determine and consequences them. abide by to obligated are and students tardiness ATTENDANCE
Mahanaim | 1.631.944.4400 | www.mahanaim.com 6 ____
6 ____ class sessions for unauthorized reasons. one’s own. It involves failure to acknowledge material copied from others or failure to acknowledge one’s indebtedness 5. Students shall not be penalized for missing class for to another for the gist of important thoughts in a formal authorized school activities by loss of attendance points. statement, written or oral. Charges of violating academic On the rare occasion it would be impossible to make up integrity shall be handled according to established student a missed class or lab, the student should miss the activity. discipline procedures.
ACADEMIC PROBATION CLASSROOM CONDUCT Probation is a term used to designate a period of close academic Students are expected to behave in a manner that best supervision, generally including reduced allowable activities, promotes a positive learning experience for all. Common imposed to improve unsatisfactory academic performance. sense is to be exercised and students should be considerate A student’s official transcript will reflect academic probation of the whole learning environment. Students are expected following any full term in which a student’s current or not to sleep in class, nor excessively walk in and out of the cumulative grade point average drops below a “C” average classroom while a lecture or examination is taking place. (2.0). The designation will remain on the transcript unless the Students are expected to remain silent during lectures and student receives a change of grade prior to the end of the in-class work. withdrawal period of the following semester.
Academic probation will continue for the student until the current and cumulative GPA (Grade Point Average) is DISMISSAL Students are subject to dismissal if they meet the criteria for raised to 2.0. If a student is on probation for more than two probation two terms in a row. Any student dismissed from consecutive terms, he/she is subject to dismissal. Mahanaim may petition to the Admissions Committee for readmission. The case will be carefully reviewed to determine EXPULSION if there is a basis for the student to resume their program of study at Mahanaim. Readmission is not guaranteed and Ultimate authority for student discipline is vested in the should not be assumed. A student dismissed and then School Director. Failure to meet the attendance requirement readmitted by the Admissions Committee is placed on or a violation of the student conduct or substance policy ____ academic probation and must maintain a GPA of 2.0 or higher outlined in the Mahanaim catalog are considered grounds 7 for each term thereafter in order to remain at Mahanaim. for expulsion.
ACADEMIC INTEGRITY ACADEMIC GRIEVANCES To assure an open atmosphere in academic life at Mahanaim, The Mahanaim faculty, staff, and students affirm that the procedures have been established to provide a fair process principles of truth and honesty are absolutely necessary in an for any academic complaint registered by a student. academic environment. Upholding the standard of academic Students who feel they have been improperly evaluated integrity that relies on honesty is the responsibility of both by their instructor or any other member of the Mahanaim faculty and students. Conduct that violates the academic academic committee should first try to address the issue integrity of Mahanaim include: with the head instructor of his/her program. If this avenue 1. Dishonesty proves unsuccessful, the student should submit, in writing, Examples of dishonesty include: Copying examinations, all the pertinent details of the grievance within one month allowing one’s own examination paper to be copied, reading of the alleged impropriety to the Office of Academic Affairs. a copy of an examination without the instructor’s consent The issue will then be dealt with by the Mahanaim Academic prior to the date it is given, unacceptable aid on take-home Judiciary Committee. Each case will be dealt with on its assignments or examinations, use of unauthorized aids, merits. Students can also contact BPSS for grievances. Please submitting the same work for different courses, and disclosing see page 2 for contact information. or accepting information if one takes a test at a different time than other students that are taking the same course. 2. Plagiarism REGISTRATION Plagiarism is stealing or using ideas or language of another as Student registration is considered complete when all tuition Tuition + $50 late fee fee + $50 late Tuition fee + $100 late Tuition fee + $150 late Tuition The parent or guardian becomes liable for his/her child’s his/her child’s for liable becomes or guardian parent The by make the payment to Failure tuition upon registration. payment is subject in late 10% of the balance the due date to participate will not be able to student in classes The fee. or make make payments fails to or guardian if the parent the due date. by payments for arrangements A student becomes liable for his/her tuition upon registration. tuition upon registration. his/her liable for becomes A student in a will result the due date by make the payment to Failure day. business of $50.00 on the following fee payment late 10 business days an additional will be give student The including the late on the account balance the total pay to Ifthe extended misses the student due date, fee. payment will be charged. fee payment then an additional $50.00 late $150.00 per semester, up to fees, payment late Incremental by paid completely not all accounts assessed on will be concerning notified be will student The dates. due the an opportunityoutstanding tuition delinquencies and given If the student and fees. tuition pay to arrangements make to make to fail or payments tuition make to fails continually the allotted by payment tuition and fee for arrangements his/her academic progress will have the student time, class attend to able be not will and term the for discontinued grades. or receive 10 Business Days 1 to Late 20 Business Days 11 to Late 30 Business Days 21 to Late Programs Youth Midterm Grades and Appraisal and Midterm Grades will receive students of each term, 8th week the end of the At This grade. or letter percentage of a the form in an evaluation the transcript. appears on that grade final is not the grade of the midpoint academic standing at only indicates This fallen out of good who have those and urges the semester their learning. better changes to make academic standing to Examinations Final which includes on an academic calendar, Mahanaim operates partweek as an integral term. of each spring and fall finals the time at each class meets exams, of final During the week schedule. in the published exam designated the course from be requested Makeup may examinations the sole is at makeup examinations for Allowance instructor. of the instructor. discretion POLICY PAYMENT LATE Programs Adult Very Good Very Average Above than SatisfactoryBetter Minimally Acceptable Unsatisfactory Grade Passing Lowest of authorization Only by No Pass 4.0 Excellent 3.7 Outstanding 3.3 3.0 Good 2.7 2.3 2.0 Acceptable 1.7 1.0 0.0 Failure N/A Withdrawal N/A Pass N/A
A A- B+ B B- C+ C C- D+ 1.3 D F W P NP
ACADEMIC PROGRESS ACADEMIC System Grading Performance Penalty Inferior Director No School TRANSFER OF COURSES TRANSFER Mahanaim at will be plan on enrolling that students Transfer course the opportunityfor their transcripts given present to Itof the school whether or the discretion is at equivalency. other at completed have students courses accept not to institutions as sufficient and unaccredited accredited student The programs. own its instructionalfor hours to the start as will be notified before of his/her program Mahanaim as satisfactorily by accepted are which courses courses. completed ADD/DROP POLICY ADD/DROP the start prior to courses add or drop of the may Students term. weeks of the the first two and throughout each term the Dean of Academic by changes must be approved Course week of the after the second dropped courses Any Affairs. When the course. from a withdrawal will be handled as term they are should make sure students courses, dropping under the found requirement meeting the 24-credit-per-year students Also, of Satisfactorystandards Progress. Academic a 12-creditmust maintain minimum per term. and fees have been paid. Students with outstanding balances with outstanding balances Students been paid. have and fees Theology, Gooda new term. News for register not may at offered are Mahanaim and courses English Music, Gracias Mahanaim spring only in the fall and terms.
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Mahanaim | 1.631.944.4400 | www.mahanaim.com ____ It is important to note that Mahanaim is not an accredited students have incurred. When students are notified that their institution and there is no guarantee that courses taken at withdrawal status has been removed they must contact the Mahanaim will be transferable to any other accredited or Admissions Office to re-register for subsequent coursework. unaccredited institution if the student wishes to transfer. The following rules apply for students wishing to return from a withdrawal:
1. Financial clearance must be granted from the Office of FULL TIME AND PART TIME ENROLLMENT the Bursar before the student may return. Most students enrolled at Mahanaim will follow the set program 2. A Petition for Readmission prior to confirmation of requirements of the respective programs. Students registered registration is required. Students must submit a written for the courses outlined in the program requirement for his/her explanation of their ability to return to the program. respective terms are considered full-time. Students who do not follow the program requirements, but register on a class-by- 3. If students are not enrolled for more than one year and class basis, are considered part-time. are later re-admitted, they must meet the requirements current at the time of re-admission.
WITHDRAWAL Students who decide to withdraw from Mahanaim will abide GRADUATION REQUIREMENTS by the following polices: A Certificate of Completion will be awarded upon the Office of the Registrar and School Director’s verification that all of 1. A voluntary withdrawal will be granted if students request the following graduation requirements have been fulfilled it in writing from the Office of the Registrar. In addition, and posted on the student’s transcript: students must meet with an academic advisor prior to withdrawal to ensure good standing with Mahanaim. 1. Pass all required courses Failure of a student to notify the School Director in writing 2. Paid all tuition and fees in full of withdrawal may delay refund of tuition due pursuant to Section 5002 of the Education Law. BIBLE STUDY 2. Students who have not attended classes, or who have To advocate the values stated in Mahanaim’s mission not participated in instructional events, without any prior statement and also to enhance the Christian mindset, all ____ written notice, will - in accordance with school practice - be non-theology full-time students can register for a Bible Study 9 assumed to have withdrawn without authorization from class consisting of five instructional hours per week. This Mahanaim and will be withdrawn from all administration, course is to equip students with the proper mentality and to forfeit fees and any deposits paid to the institution. This enrich their spiritual experience at Mahanaim. unauthorized withdrawal will result in an “F” for the class the student has enrolled in. Student refunds will only be issued, in concordance with Mahanaim’s refund policy. For full time students, there are no refunds per class, only per term.
3. If students have not registered for classes for two consecutive terms and neglect to turn in a Leave of Absence form, the institution will assume that students have permanently withdrawn from Mahanaim. Students wishing to be re-admitted must su`bmit an Application for Re-admission.
Students may be withdrawn due to failure to meet financial obligations. Proper notices to the student will be given before such a withdrawal is issued. These students are prohibited from continuing in coursework and attendance of classes until all financial obligations to the school are met. Possible causes of such action may result from delinquency of payment to the school for any outstanding balance 10 ____ APRIL MAY JUNE JANUARY JANUARY FEBRUARY MARCH · March 12 – April 10: 12 – April · March / Lessons) (No Classes Spring Break Sunday · April 1: Easter 17 - June 1: Recitals · May 19: · May Ensemble Concert Opera / Chamber Concert 26: · May Spring Concert 28: · May Memorial (No Classes / Lessons) Day · June 5: Music Spring Gracias of 2018 / Lesson Last Class · June 6 -12: Finals SPRING 2018 SPRING · January 22: Music Spring of 2018 Gracias day First 19: · February (No Classes / Lessons) Day President’s 2 : 20 – March · February Concert 10 minutes 2: 26 – March · February recommended) Midterms (6th week, 10: 12 – April · March / Lessons) (No Classes Spring Break December 15: December FALL 2017 DECEMBER NOVEMBER OCTOBER SEPTEMBER AUGUST JULY · Theology Mahanaim of 2017 Fall Last day November 4: · November Concert Ensemble Opera Concert / Chamber (Subject Change) to 11: · November (Subject Concert Change) to Fall 10: · November / Classes of Lessons Last Day – School in Session) Day (Veteran’s 13 – 15: Finals · November · October 9: – No Classes / Lessons Day Columbus 10: Recitals · October 23 – November · September 4: – No School Classes / Lessons – No Labor Day · September 5-11: Mid-Terms · September 11: Teology Mahanaim of 2017 Fall day First · September 19 – October 19: (No Classes) Tour Christmas Cantata Gracias · August 14 – 18: · August Concerts 10 minutes · July 18 : Music Gracias Fall of 2017 day First
Mahanaim | 1.631.944.4400 | www.mahanaim.com
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GOOD NEWS THEOLOGY 3 3 3 3 3 4 3 3 4 3 5 19 18 75 2.0 2.0 2.0 2.0 Required Hours/Week Hours/Week Instructional Instructional Minimum GPA ...... 19...... 19...... 19...... 18...... Instructional Hours ...... The Pauline Epistles [THEO Epistles Pauline The 170] ...... Theology Systematic - 210]. Soteriology [SYST HistoryChurch III - Modern 310]...... [CHIS Movements Religious [INDV 110]...... Individual Counseling [WTNSWitnessing 001] . TOTAL Required ...... First Second STUDENT PROGRESS CHART Term ...... Third ...... Fourth TERM 4 Course History [THEOTestament 300]...... Old Acts [THEOThe 190]. TERM 3 Course II [THEO Pentateuch The 220]...... Romans [THEO. 150] Church Event Management [CEM 110]...... Management [CEM Event Church [WTNSWitnessing 001]. TOTAL INSTRUCTIONAL HOUR...... TOTAL TOTAL 3 3 3 3 3 3 3 3 3 3 4 4 19 19 Hours/Week Hours/Week Instructional Instructional ...... TERM 2 Course Genesis I [THEO 110]...... Gospels I [THEO Four The 130]...... Early Church The HistoryChurch I - 110]...... [CHIS - Repentance Theology Systematic 110]. [SYST and Faith Genesis II [THEO 210]...... Gospels II [THEO Four The 230]...... I - Pentateuch The ...... 120] Tabernacle[THEO and the Exodus HistoryChurch II - 210]...... [CHIS Reformations Religious 010]...... [SCOM Speech Communication [WTNSWitnessing 001]. GOOD NEWS THEOLOGY PROGRAM PROGRAM THEOLOGY GOOD NEWS REQUIREMENTS TERM 1 Course Good News Theology will help students possess a fully possess help students will Theology Good News knowledge extensive of both spiritual formation, developed skills and essential needed Testaments, the Old and New or whether in the ministry, next the of their careers, step for total a lasts program The short/long-term missions. world instructional terms. 15-week spanning four of 60 weeks, final for term the end of each at one week given are Students examinations. both an offer to is designed program educational This learnin-class wide a students immersive where experience through field experience and genuine of Biblical topics, range planning and and event community outreach, witnessing, offers program Theology Good News The implementation. the exact at be completed to no electives and is designed Mahanaim below. layout of the program specifications educational an students prospective offer to excited is in the and grounded our times, to is relevant that experience of Bible-basedroots theology. COURSE DESCRIPTIONS - GOOD NEWS THEOLOGY NEWS - GOOD DESCRIPTIONS COURSE GOOD NEWS THEOLOGY PROGRAM THEOLOGY GOOD NEWS DESCRIPTION English Composition [COMP 010]...... [COMP English Composition [WTNSWitnessing 001]. TOTAL TOTAL
Mahanaim | 1.631.944.4400 | www.mahanaim.com
12 ____ COURSE DESCRIPTIONS - GOOD NEWS THEOLOGY
Genesis I Romans [THEO 110] [THEO 150] An in-depth examination of significant events throughout Prerequisites: NONE the first eleven chapters of Genesis, specifically the creation The book of Romans is often called the greatest book on process, the fall of man, Cain and Abel, the genealogy Earth, the Diamond of the Bible, and a summation of its of Adam, the events behind the greatest damnation to sixty-six books. Martin Luther was inspired by it, leading to humankind, the reasons for God’s specific providence during the biggest religious reformation in history. This course will this period, and the true heart of God. observe how and why Romans has garnered this reputation among other Biblical works through examination of the Genesis II nature of man, the intricacies of righteousness versus sin, the [THEO 210] true meaning of the law, and the state of man after the death This is the second and final course of study on the book of of Christ. Genesis from chapters twelve to fifty. This course will identify and analyze Abraham, Isaac, Jacob and Joseph, the four main The Acts figures that foreshadow the major character of the Bible, [THEO 190] Jesus Christ. This course will closely examine why and how Prerequisites: NONE they foreshadow Jesus Christ and what aspects of Christ they This course not only tracks the works of the saints, but also represent. traces the providence of the Holy Ghost. Also covers how Peter, Paul, and Phillip, all who lived completely different The Pentateuch I- Exodus and the Tabernacle lives from Jesus Christ, became His living manifestations [THEO 120] through the divinity of the Holy Spirit upon His ascension. Prerequisites: NONE The first course of a two-term course sequence that covers The Four Gospels I the Exodus of the Jews, and the structures, functions, and [THEO 130] significances of the Tabernacle which leads to the discovery Prerequisites: NONE of the heart of God in each component of the Tabernacle, Jesus ministered on the Earth for three years and His life such as the Ark, bread table, veil, altar, laver candlestick, and is exclusively depicted in the first four books of the New incense table. The unfolding of the revelation of the person Testament. Through His ministry, many people were ____ and work of Jesus Christ within the first few works of the changed, and through His death, the entire world. This course 13 Pentateuch will be closely examined. will detail Jesus’ life, including the beginning of His ministry, healings, miracles, death, and resurrection, all of which are The Pentateuch II recorded in the books of Matthew, Mark, Luke, and John. [THEO 220] Prerequisites: THEO 120 The Four Gospels II The final course of a two-term course sequence that covers [THEO 230] the last three works of Moses: Leviticus, Numbers and Prerequisites: THEO 130 Deuteronomy, while continuing to unfold the revelation of Jesus Christ often times conveyed His sermons through the person and work of Jesus Christ. parables in order for layman comprehension. Through these original stories and examples of Jesus, we can understand Old Testament History and appreciate His precious heart. This course will analyze [THEO 240] key parables of Jesus Christ, including the Good Samaritan Prerequisites: NONE and the Prodigal Son, as well as their implications on Old Testament History is a theology course that provides salvation and spiritual life. accurate account of the history of Israel as well as the journey of the Ark of the Covenant to the establishment The Pauline Epistles of the Temple, beginning with the prophet Samuel, until [THEO 170] Babylonian captivity. This course also provides exegesis of Prerequisites: NONE significant events from the books of 1 Samuel, 2 Samuel, In his Epistles, Paul deals with spiritual life, rather than 1 Kings, and 2 Kings, describing the heart of God towards religious life. This course allows us to closely observe the Israel, and the comparability of that heart towards modern structure of the early church, as well as appropriate Christian man. and church conduct, life after salvation in the Holy Spirit and the Gospel, and the analysis of the law in relation to grace. Bible Study for Non-Theology Students I, II, III I, II, Students Non-Theology for Bible Study [BIST 010, 020, 030] NONE Prerequisites: all non-theology for required is institutional course This programs. of their respective all terms for studies students depth in their hearts create to students allows course This and minds while learning a the ethos of Mahanaim from week, times a meets five course This spiritual perspective. one hour per session. [COMP 010] [COMP Satisfactory Proficiency English Prerequisites: in writing with an emphasis on pre-writing,A basic course the and analyze will explore Students and editing. revising, use to in order writers and creative essayists, of scholars, work will complete Students their own. as models for their prose an on a variety and be provided of topics critical essays and discussion opportunity review for submit their work to with peers and the instructor. Speech Communication* 010] [SCOM Satisfactory English Proficiency Prerequisites: and the theories of civic discourse explores course This skills will develop Students of language in public life. role speaking public in applying the principles of effective in structured speaking A number of speeches on a situations. enable to and analyzed varietybe presented will of topics become one another to critically evaluate to students practicum will also be A preaching public speakers. effective integrated. Individual Counseling 110] [INDV NONE Prerequisites: topics the study of spiritual counseling, involves course This for strategies and conversational in Christian anthropology, Jesus Christ. to leading non-believers Witnessing* [WTNS 001]* NONE Prerequisites: street witnessing, town remote experience Students kiosk witnessing trips, money-less and slum witnessing, hospital witnessing, center prison and juvenile witnessing, and door-to-door while learning and witnessing, witnessing, Only each type of witness setting. for practicing strategies instructional four hours for will count witnessing overseas per week. STUDIES THEOLOGICAL FOR ENGLISH STUDENTS English Composition* Prerequisites: COMP 010, SCOM010, two semester completion completion two semester 010, SCOM010, COMP Prerequisites: of WTNS 001 implementation, planning, cover to is designed course This start variety for a from management to finish and effective Bible Bible seminars, including Bible conferences, events and community functions. camps, youth crusades, Church Event Management Management Event Church 110] [CEM Systematic Theology- Theology- Soteriology Systematic 210] [SYST 110 SYST Prerequisites: that course of a course sequence the final two-term This Christology, of study the with deals specifically Soteriology, a born-again the specific path regarding and Ecclesiology a genuine spiritual life. must take for believer Systematic Theology- Repentance and Faith and Faith Repentance Theology- Systematic 110] [SYST NONE Prerequisites: course of a that course sequence is the first two-term This Christology, salvation, of study systematic the with deals a born-again the specific path regarding and Ecclesiology a genuine spiritual life. must take for believer Church HistoryChurch III: Modern Religious Movements 310] [CHIS CHIS 210 Prerequisites: of a three-termcourse and final course is the third This have individuals that post-modern covers that sequence made a lasting impact the world, on the Gospel throughout as Moody, and D.L. Norman Grubb, including Charles Studd, Faith, WEC, Shield of such as organizations influential as well Mission.and the Good News Prerequisites: CHIS 110 CHIS Prerequisites: of a three-term course sequence is the second course This examines Martinthat the the Reformation, and Luther and Wesley John of the works Taylor, missions of Hudson and the birth John Calvin, of American Christianity. Church History Church Reformations II: Religious 210] [CHIS [CHIS 110] [CHIS NONE Prerequisites: This the is firstcourse of a three-termcourse sequence, outlining periods key in the establishment of thechurch after the death of Christ, including the first church, the persecutions, the rise and of the heresy, development of Roman Catholicism during the Middle Ages. Church History I: The Early Church Church Early The HistoryChurch I:
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14 ____ TEOLOGIA BUENAS NUEVAS
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Track in Spanish The goal of the Track in Spanish is to provide Good News Theology program in Spanish to meet the particular needs of Hispanic ministries in the United States as well as fulfill the mission and the vision of Mahanaim as a world mission center dispatching missionaries throughout the world.
3 3 3 3 3 4 3 3 3 4 5 18 75 19 2.0 2.0 2.0 2.0 requerido Promedio mínimo Promedio Hora de instrucción de instrucción Hora de instrucción Hora ...... 19...... 19...... 19...... 18...... de instrucción Requisito de la hora de la hora Requisito ...... DE INSTRUCCIÓN TOTAL HORA DE LOS DE PROGRESO TABLA ESTUDIANTES Período PERÍODO 3 PERÍODO Matería /Semana II [THEO Pentateuco 220]...... [THEO Paulinas Las Epístola 170] ...... II- Soteriología sistemática Teología ...... 210] [SYST religiosos Historia III- Movimientos de la Iglesia 310]. modernos [CHIS PERÍODO 4 Matería /Semana Testamento Historia del Antiguo [THEO 300]...... Hechos [THEO 190] Romanos [THEO 150]...... de la iglesia Gestión de eventos ...... 110] [CEM [WTNSEvangelización 001]...... TOTAL ...... Primero Segundo...... Tercero Consejería individual [INDV 110]...... Consejería [WTNSEvangelización 001] ...... TOTAL Cuarto...... 3 3 3 3 3 4 3 3 3 3 3 4 19 19 Hora de instrucción Hora Hora de instrucción de instrucción Hora ...... PERÍODO 2 Matería /Semana Génesis II [THEO 210]...... II [THEO Evangelios Cuatro 230]...... Los y el tabernáculo I- Éxodo Pentateuco THEO 120] ...... Historia religiosas de la Iglesia II- Reformas ...... 210] [CHIS 010] ...... [SCOM Discurso de comunicación [WTNSEvangelización 001]...... TOTAL Matería Matería /Semana Génesis I [THEO 110]...... I [THEO Evangelios Cuatro 130]...... Los Historia de la Iglesia I- La iglesia primitiva ...... 110] [CHIS y la fe I- Arrepentimiento sistemática Teología 110]...... [SYST 010]...... en inglés [COMP Composición [WTNSEvangelización 001] REQUISITO DEL PROGRAMA DE TEOLOGÍA TEOLOGÍA DEL PROGRAMA DE REQUISITO BUENAS NUEVAS PERÍODO 1 Teología Buenas Nuevas ayudará a los estudiantes que posean estudiantes a los ayudará Buenas Nuevas Teología profundo conocimiento espiritual desarrollada, formación la y las habilidades esenciales Testamento, y el Nuevo del Antiguo sea en el ya paso de su carrera, el siguiente para necesarias El de corto o misiones mundiales plazo. / largo ministerio, periodos cuatro que abarca 60 semanas en total, dura programa tienen una estudiantes Los de 15 semanas de instrucción. al final de cada semana de examines finales trimestre. una tanto ofrecer está diseñado para educativo programa Este aprendenexperiencia de clase donde los estudiantes inmersa experienciala y de campo bíblicos, temas amplia gama de una la a la comunidad, alcance de predicaciones, través a real mismos. de los y la implementación planificación de eventos cursos no- ofrece Buenas Nuevas Teología de El programa completar diseñado para electivos y está detalladamente continuación.exactamente a especificados programas los del futuro a los estudiantes en ofrecer Mahanaim se complace nuestrosen relevante sea que experienciauna educativa Biblia- de la teología las raíces en y fundamentada tiempos, céntrica. DESCRIPCIÓN DE CURSOS-TEOLOGÍA BUENAS NUEVAS BUENAS DE CURSOS-TEOLOGÍA DESCRIPCIÓN DESCRIPCIÓN DE PROGRAMA DE DE PROGRAMA DESCRIPCIÓN NUEVAS BUENAS TEOLOGÍA TOTAL
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16 ____ DESCRIPCIÓN DEL CURSO- TEOLOGÍA BUENAS NUEVAS
Génesis I Romanos [THEO 110] [THEO 150] Una revisión minuciosa de los eventos significativos a lo largo El libro de Romanos a menudo se llama el libro más grande de los primeros once capítulos del Génesis, específicamente en la Tierra, el diamante de la Biblia, y un resumen de sus el proceso de creación, la caída del hombre, Caín y Abel, la sesenta y seis libros. Martín Lutero se inspiró en él, dirigiendo genealogía de Adán, los hechos detrás de la mayor condena la reforma religiosa más grande de la historia. En este curso a la humanidad, las razones de la providencia específica de se va a observar cómo y por qué el libro de Romanos ha Dios durante este período, y el verdadero corazón de Dios. ganado esta reputación entre otras obras bíblicas, a través de la revisión de la naturaleza del hombre, las complejidades Génesis II de la justicia contra el pecado, el verdadero significado de la [THEO 210] ley y el estado del hombre después de la muerte de Cristo. Este es el segundo curso y el final del estudio del libro del Génesis del capítulo doce al cincuenta. Este curso será para Hechos identificar y analizar Abraham, Isaac, Jacob y José, las cuatro [THEO 190] principales figuras que prefiguran el personaje principal de Prerequisites: NONE la Biblia, Jesucristo. Este curso examinará detenidamente Este curso no sólo examina las obras de los santos, sino cómo y por qué son el preludio de Jesucristo, y qué aspectos también las huellas de la providencia del Espíritu Santo. de Cristo que representan. También se explica cómo Pedro, Pablo y Felipe, todos los que llevaban una vida completamente diferente de Jesucristo, Pentateuco I- Éxodo y el Tabernáculo se convirtieron en sus manifestaciones de vida a través de la [THEO 120] divinidad del Espíritu Santo en su ascensión. El primer curso de cursos de dos períodos seguidos que abarca el éxodo de los Judíos, y las estructuras, funciones Los Cuatro Evangelios I y significados del Tabernáculo, que conduce a descubrir [THEO 130] el corazón de Dios en cada uno de los componentes del Jesús ministró en la tierra durante tres años y su vida está Tabernáculo: como el Arca, la mesa de los panes, el velo, el exclusivamente representada en los primeros cuatro libros altar, el candelero de oro, y el altar del incienso. El desarrollo del Nuevo Testamento. A través de su ministerio, muchas de la revelación de la persona y obra de Jesucristo dentro personas se han cambiado, y con su muerte, el mundo ____ de los primeros estudios de Pentateuco será examinado con entero. En este curso se observa la vida de Jesús, incluyendo 17 detalle. el comienzo de su ministerio, sanidades, milagros, la muerte y la resurrección, todos los cuales están registrados en los Pentateuco II libros de Mateo, Marcos, Lucas y Juan. [THEO 220] Prerequisites: THEO 120 Los Cuatro Evangelios II El curso final de cursos de dos períodos seguidos que [THEO 230] cubre las tres últimas obras de Moisés: Levítico, Números Jesucristo muchas veces transmite sus sermones a través de y Deuteronomio, mientras continúa desarrollándose la parábolas para que los laicos también comprendan. A través revelación de la persona y obra de Jesucristo. de estas historias originales y ejemplos de Jesús, podemos entender y apreciar su corazón precioso. Este curso analizará Historia del Antiguo Testamento las parábolas clave de Jesucristo, incluida la del buen [THEO 240] samaritano y del hijo pródigo, así como sus implicaciones en Historia del Antiguo Testamento es un curso de teología la salvación y la vida espiritual. que ofrece una cuenta exacta de la historia de Israel, así como el viaje del arca del pacto para el establecimiento del Las Epístolas Paulinas templo, comienza con el profeta Samuel, hasta la cautividad [THEO 170] de Babilonia. Este curso también ofrece la exégesis de los En sus epístolas, Pablo trata de la vida espiritual, en lugar de acontecimientos significativos de los libros de 1 Samuel, 2 la vida religiosa. Este curso nos permite observar en detalle Samuel, 1 Reyes y 2 Reyes, que describen el corazón de Dios a la estructura de la iglesia primitiva, así como la conducta hacia Israel, y la comparabilidad de este corazón hacia el apropiada del cristiano y de la iglesia, la vida después de la hombre moderno. salvación en el Espíritu Santo y el Evangelio, y el análisis de la ley en relación a la gracia. [COMP 010] [COMP énfasis en la pre-escritura, con de escritura Un curso básico el y analizarán explorarán estudiantes y edición. Los revisión con creativos y escritores ensayistas de los estudiosos, trabajo cuenta.como el modelo por su propia el fin de utilizar su prosa varioslos con críticos ensayos los completarán estudiantes Los la oportunidad la para su trabajo y tendrán temas de presentar y el instructor. los compañeros y discusión con revisión Discurso de comunicación 010] [SCOM y el papel del discurso cívico las teorías curso explora Este desarrollarán estudiantes del lenguaje en la vida pública. Los en eficaz principioslos aplicar oratoria la de para habilidades de discursos Un número estructuradas. las conversaciones que y analizados para presentados serán varios temas sobre crítica entre de manera puedan evaluarse los estudiantes La predicación eficaces. en oradores así convertirse sí para en el curso. integrado práctica un tema también será no- de los estudiantes para Estudio bíblico I, II, III teología [BIST 010, 020, 030] NADA Prerequisito: los todos para curso institucional es requerido Este todos de que no son de estudio de teología estudiantes a los curso permite Este que corresponden. los programas sus y sus corazones en profundidad la obtener estudiantes el espíritu de Mahanaim desde se aprende mientras mentes a la veces cinco curso se reúne la perspectiva Este espiritual. por sesión. semana, una hora Consejería individual Consejería 110] [INDV espiritual, el estudio de la consejería curso comprende Este de cristiana,estrategias y las de la antropología los temas de Jesucristo. a los no creyentes dirigir para conversación Evangelización* [WTNS 001]* NONE Prerequisites: en los campos a predicar experimentarán estudiantes Los puerta en hospitales, las calles y barrios, a puerta,alejados, cada para y practica las estrategias que aprende mientras evangelización. tipo de situaciones de DEL ESTUDIANTES LOS PARA INGLÉS TEOLÒGICO ESTUDIO en inglés Composición Gestión de eventos de la iglesia Gestión de eventos 110] [CEM completion two semester 010, SCOM010, COMP Prerequisites: of WTNS 001 cubrir la planificación, curso está diseñado para Este los y gestión eficaz de principio implementación a fin para seminarios bíblicas, incluidas las conferencias varios eventos, y las juveniles, campamentos las cruzadas bíblicas, bíblicos, funciones de la comunidad. [SYST 210] [SYST seguidos que específicamente cursos de dos final el curso es Este arespecto cristología, la soteriología, la estudio de ocupa del se cómo debe nacido de nuevo creyente un la ruta específica para una vida espiritual auténtica. tener Este es el primer curso de dos cursos seguidos que se ocupa delEste eclesiología, la cristología, de la salvación, estudio sistemático nacido de nuevo un creyente para a la ruta específica respecto una vida espiritual auténtica. tener debe cómo Soteriología sistemática- Teología Teología sistemática- Arrepentimiento y Fe Arrepentimiento sistemática- Teología 110] [SYST [CHIS 310] [CHIS cursos seguidos final del curso de los tres es el tercer Este que los personajes de la etapa post-moderna que trata el en todo en el Evangelio han hecho un impacto duradero y D.L. Norman Grubb, Charlesa Studd, incluyendo mundo, como el influyentes de organizaciones así como Moody, y la Misión Buenas Nuevas. WEC, escudo de la fe, Este es el segundo curso de los tres cursos seguidos que de los tres es el segundo curso Este las misiones de Hudson y la Reforma, examina Martín Lutero y el nacimiento y Juan Calvino, Wesley de John la obra Taylor, del cristianismo estadounidense. Historia de la Iglesia III: Movimientos modernos religiosos Historia de la Iglesia II: Reformas religiosas religiosas II: Reformas Historia de la Iglesia 210] [CHIS Historia de la Iglesia I: La iglesia primitiva iglesia primitiva de la Iglesia I: La Historia 110] [CHIS NONE Prerequisites: destacando seguidos, cursos es el primer curso de los tres Este de la iglesia después en el establecimiento los períodos clave las iglesia, primera la incluyendo muertela de Cristo, de del y el desarrollo de la herejía, el aumento persecuciones, Media. en la Edad catolicismo
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18 ______19 课程描述 好消息神学
课程简介 好消息神学课程帮助学生们获得一种发展式信仰构建， 丰富的旧约新约知识以及职业生涯所需 的核心技能。不论是长期从事宣教事业还是短期海外宣教都可以受益。课程总长是60周，共4个学 期，每个学期15周 。每学期末有一周期末考试周。此课程通过学习广泛的圣经专题，给学生们丰 富的课堂体验，并且通过传道，社区服务，以及活动策划实行等给学生们提供实际经验。 好消息神学课程没有选修课，需要完成下表中的全部内容。最后的两个学期学生会参与高等神学， 教会历史，以及实际宣教实践，包括传讲话语，开展传教活动等。玛哈念很荣幸能给学生们提供 符合当今时代的基于圣经的神学. 19 19 学期学时 学期学时 3 4 3 3 3 3 3 3 3 3 3 4
讲 四福音书I 教会历史I： 早期教会 系统神学I：悔改与信心 英语写作 传道 课程 创世记I 课程 教会历史II：宗教改革 演 传道 创世记II 四福音书II 摩西五经I：出埃及记和会幕
CHIS 110 110 SYST 010 COMP WTNS 001 课程编号 THEO 110 THEO 130 THEO 230 课程编号 THEO 120 CHIS 210 SCOM 010 WTNS 001 THEO 210 学期 2 学期 1 神学强化课程大纲
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20 ____ 学期 3
课程编号 课程 学期学时
THEO 220 摩西五经II 3 THEO 170 使徒保罗的书信 3
SYST 210 系统神学II： 耶稣救世 3 19 CHIS 310 教会历史III 现代宗教运动 3 INDV 110 个⊺信仰交谈 3
WTNS 001 传道 4
____ 学期 4 21
课程编号 课程 学期学时
THEO 240 旧约历史 3
THEO 190 使徒行传 3 THEO 150 罗詬书 3 18 CEM 110 教会活动管理 4
WTNS 001 传道 5
210] 110]
这是一个三学期的课程的第二个部分，探究马丁· 路德和宗教改革，戴德生的传教生涯，约翰·卫斯理 和约翰·卡尔文的工作，和美国基督教的诞生。 保罗的书信 [THEO 170] 在他的书信中，保罗谈的是信仰生活，而不是宗教生 活。该课程允许我们密切观察早期教会的结构，以 及适当的基督徒和教会的行为，得救之后受圣灵引导 的 生 活 ，恩 典 与 律 法 。 教会史I：早期教会 [CHIS 这是一个三学期的课程的第一个部分，概述了基督 死后教会建立的关键时期，包括第一个教会的建 立，对教会的迫害，异端的兴起，和中世纪罗马天 主教的发展。 教会史II：宗教改革运动 [CHIS 使徒行传 190] [THEO 这课程不仅追踪了使徒的工作，也追溯了圣灵的作工。还介绍了彼得，保罗和腓力虽然过着和耶稣 基督完全不同的人生，但耶稣升天后圣灵临到使徒 们，使他们成了耶稣在世活的表现。四福音书I [THEO 130] 耶稣在世上服侍神三年，他的生活完全被描绘在新 约的前四部书中。通过他的作工，很多人都变了，并 通过他的死，整个世界都改变。本课程将详细介绍 耶稣的生活，包括他的作工，医治，奇迹，死亡和复 活，所有这些都记录在马太，马可，路加和约翰四 福 音书中。 四福音II [THEO 230] 耶稣基督很多时候通过比喻布道，以便普通人能够理解。通过这些原始的耶稣的故事和例子，我们可以理解和珍视他宝贵的心。本课程将分析耶稣基 督的一些重要比喻，包括好撒玛利亚人和浪子的故 事，以及这些比喻所启示的救恩和信仰生活。 罗马书 [THEO 150] 罗马书中通常被称为世上最伟大的书，圣经中的钻 石，圣经66卷书的总结。马丁·路德受罗马书的启发， 领导了历史上最大的宗教改革。本课程将研究如何以及为什么罗马书获得了圣经书卷中如此的声誉。通过审查人的本性，义与罪的复杂性，法律的真谛，基 督死后人的状态。 [THEO 240] 旧约历史 是一门提供准确以色列的历史，以及约柜 的旅程，圣殿的建立，与先知撒母耳开始的，直到 巴比伦囚禁的课程。本课程还提供了从撒母耳记 上，撒母耳记下，列王记上和列王记下中显著事件 的记录，显示了神向着以色列的心，同样也是向着 现代人的心。 旧约历史 摩西五经II [THEO220] 这是下半部分，包括摩西的最后三部作品：利未 记，民数记和申命记。继续解读耶稣基督的品性和工作。 摩西五经 I －出埃及记和会幕 摩西五经 I －出埃及记和会幕 [THEO120] 这门课分两个学期，这是上半部分，涵盖了犹太人 出埃及，会幕的结构，功能以及意义，通过学习会 通 幕，我们可以发现会幕每个部分所体现的神的心， 比如约柜、陈设饼、幔子、燔祭坛、灯台、香坛。 过摩西五经前几部书可以解读出耶稣基督的品性和 耶稣基督的工作。 创世纪II [THEO 210] 研究创世纪12章到50章的内容。本课程将识别和 分析亚伯拉罕，以撒，雅各和约瑟，他们是预表着 耶稣基督的四个主要的人物。本课程将仔细审查他们是如何预表着耶稣，以及他们代表基督的各 个方面。 创世纪I [THEO 110] 深入研究创世记前11章的重大事件，特别是神创 造世界的过程，人的坠落，该隐和亚伯，亚当的家 谱，人类最大咒诅背后的真相，这一时期神特殊的 眷顾以及神的真心。 课程描述
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22 ____ 教会历史III：现代宗教运动 公众演讲* [CHIS 310] [SCOM 010] 这是一个三学期的课程的最后一部分，涵盖了后现 本课程探讨公民言论的理论和语言在公共生活中 代在世界各地对福音有持久的影响力的个人，包 的作用。学生将运用有效的公众演讲的原则发展自 括查尔斯 施达德，诺曼·格拉布和DL穆迪，以及有 己的演讲技巧。通过对各种主题的演讲的聆听和 影响力的组织，如WEC，信仰之盾，和好消息宣教 分析，使学生们批判性地评价彼此，从而成为有效 会。 的 公 众 演 讲 者 。本 课 将 提 供 布 道 实 习 的 机 会 。
系统神学-悔改与信心 [SYST 110] 这是一个两学期的课程的第一个部分，将系统的学 习救赎，基督和一个重生的基督徒过真正的信仰生 活所必须走的路。
系统神学-救恩论 [SYST 210] 两学期的课程的第二部分，将系统的学习救赎，基 督和一个重生的基督徒过真正的信仰生活所必须 走的路。
教会活动管理 [CEM 110] 本课程旨在涵盖各种教会活动从始至终需要的规 划，实施和有效的管理，包括圣经会议，圣经研讨 会，圣经大传道，青年令营，和社区功能。 ____ 23 个人信 仰 咨 询 [INDV 110] 这门课程涉及到信仰辅导，从基督教人类学的话 题，以及如何引导非信徒 来 到 主 耶 稣 基 督 里 面 。
传道* [WTNS 001] * 学生们将体验到去偏远的村庄传道，在街道上和 贫民窟传道，在医院传道，挨家挨户传道，同时学 习和实践各种环境下的传道策略。只有海外传道算 为每周4个小时的教学。
英语写作* [COMP 010] 一门基础的写作课，着重于训练前期写作，修改和 编辑。学生们将探讨和分析学者、散文家、以及创 意作家的作品，并将其写作手法运用到自己的写作 中。学生将就各种议题完成辩证文章，并有机会提 交他们的作品让同学和导师审评和讨论。 MUSIC
GRACIAS
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14 ____ COURSE DESCRIPTIONS - GRACIAS MUSIC I
GRACIAS MUSIC I PROGRAM Harmony III [HRMN 308]...... 2 REQUIREMENTS Weekly Concert III [WCNT 311]...... 1 Choir III [CHOR 312]...... 2 TERM 1 Solfeggio III [SLFG 317]...... 1 Course Instructional Term Total...... 20 Hours/Week Major I [MUSC 101]...... 2 TERM 4 Ensemble I [ENSM 102]...... 1 Course Instructional Instrument Study I [INST 103]...... 1 Hours/Week Major IV [MUSC 401] 2 Score Reading I [SCRD 104] ...... 2 Ensemble IV [ENSM 402]...... 1 Musical I [MUSL 105] ...... 1 Score Reading IV [SCRD 404]...... 2 Accompaniment I [ACPM 106]...... 1 Accompaniment IV [ACPM 406]...... 1 Music Theory I [THRR 107]...... 2 Keyboard Study II [KBST 216]...... 2 Harmony I [HRMN 108] ...... 2 Orchestra II [ORCH 222]...... 2 Music History I [MHST 109]...... 2 Music History IV [MHST 409]...... 2 Art History [AHST 119]...... 1 Analysis II [ANLS 227]...... 2 Choir I [CHOR 112]...... 2 Harmony IV [HRMN 408]...... 2 Weekly Concert I [WCNT 111...... 1 Weekly Concert IV [WCNT 411]...... 1 Solfeggio I [SLFG 117]...... 1 Choir IV [CHOR 412]...... 2 Term Total...... 19 Solfeggio IV [SLFG 417]...... 1 TERM 2 Term Total...... 20 Course Instructional Hours/Week Major II [MUSC 201]...... 2 STUDENT PROGRESS CHART Ensemble II [ENSM 202]...... 1 Term Instructional Hours Minimum GPA Required Required Instrument Study II [INST 203]...... 1 ____ First...... 19...... 2.0 Score Reading II [SCRD 204]...... 2 25 Second...... 18...... 2.0 Musical II [MUSL 205]...... 1 Third...... 20...... 2.0 Accompaniment II [ACPM 206]...... 1 Fourth...... 21...... 2.0 Music Theory II [THRR 207]...... 2 Harmony II [HRMN 208]...... 2 Music History II [MHST 209]...... 2 Choir II [CHOR 212]...... 2 Weekly Concert II [WCNT 211]...... 1 Solfeggio II [SLFG 217]...... 1 Term Total...... 18
TERM 3 Course Instructional Hours/Week Major III [MUSC 301]...... 2 Ensemble III [ENSM 302]...... 1 Score Reading III [SCRD 304]...... 2 Accompaniment III [ACPM 306]...... 1 Keyboard Study I [KBST 116]...... 2 Orchestra I [ORCH 122]...... 2 Music History III [MHST 309]...... 2 Analysis I [ANLS 127]...... 2 Neue Liebeslieder-Walzer op.52, Nr.12, op.52F.Mendelssohn, Neue Liebeslieder-Walzerop.52, Nr.12,
1. Ave Maria Ave 1. 2. Oratoria Nr.34 “ Elijah“ Sonata Debussy, 3. from “Liturgy” You singing are to We 1. 2. Maria Rejoice 1. Elijah RockElijah 1. 2. Swing Low Climbing3. Up the Mountain Choir III Choir 312] [CHOR J.Brahms Choir IV 412] [CHOR P.Tchaikovsky Wedding choir from opera “Oprichnik” Rachmaninov S. V. Solfeggio [SLFG 117, 217, 317, 417] In course, this students will learn the basic foundational musicskills of ear-training and sight-singing in terms of tone and interval through simple classical pieces and music phrases. Students are ear-trained write to down what they hear music pieces. and sight-sing to Choir I 112] [CHOR Choir comprised is of a mixed chorus of male and female vocal unaccompanied and perform who students accompanied choral music. Choir repertoire explores various genres of choral music from Bach such as Oratorio modern to day, Requiem, Cantata,and Passion,well as masterworksas of world-renownedcomposers and choral music. Course work concludes with one or more seasonal concerts per term. Opera Choir – G. , Il Trovatore Verdi Choir II 212] [CHOR Choir comprised is of a mixed chorus of male and female vocal unaccompanied and perform who students accompanied choral music. Choir repertoire explores various genres of choral music from Bach such as Oratorio modern to day, Requiem, Cantata,and Passion,well as masterworksas of world-renownedcomposers and choral music. Course work concludes with one or more seasonal concerts per term. Opera Choir – G. Nabucco, Carmen Verdi, Students will train and practice perform to the by professor Choir 412] 312, 212, 112, [CHOR Choir comprised is of a mixed chorus of male and female vocal unaccompanied and perform who students accompanied choral music. Choir repertoire explores various genres of choral music from Bach contemporary to music. Such pieces include Oratorio Requiem, Cantata,and Passion, as well as masterworks of world-renowned composers and choral music. Course work concerts seasonal more or one with concludes per term. Students will train and practice perform to the by professor who gives them a thorough critique. Students gain a wealth course. this practical performance of through experience The repertoire Schubert in d will beF.P - String Quartet No.14 Sextet Tchaikovsky- For P.I minor and
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26 ____ GRACIAS MUSIC I
Solfeggio I through simple classical pieces and music phrases. Students [SLFG 117] are ear-trained to write down what they hear and to sight- Students learn the basic foundational music skills of ear- sing music pieces. training and sight-singing in terms of tone and interval • Triple & Accidentals (Textbook: Sight-Singing 1, P.56-57) through simple classical pieces and music phrases. Students • 16th note & Accidentals : Nature (Textbook: Ear-Training 1, are ear-trained to write down what they hear and to sight- P.118-119) sing music pieces. • triple & Accidentals (Textbook: Sight-Singing 1, P.58-59) • Accidentals: Sharp (Textbook: Sight-Singing 1, P.43-44) • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training • Triple & Tie (Textbook: Ear-Training 1, P.107-108) 1, P.120-121) • Accidentals: Sharp & Flat (Textbook: Sight-Singing 1,P.45-46) • Dotted Crotchet, Accidentals, Staccato & Scale (Textbook: • Tie & Dotted crotchet (Textbook: Ear-Training, P.108-109) Sight-Singing 1, P.60-61) • Accidentals & dotted crotchet (Textbook: Sight-Singing 1, • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training P.47-49) 1, P.122-123) • Accidentals: Sharp & Flat (Textbook: Ear-Training 1, P.110-111) • 6th Interval (Textbook: Sight-Singing 1, P.62-64) • triple & Accidentals (Textbook: Sight-Singing 1, P.47-49) • Accidentals: Sharp & Flat (Textbook: Ear-Training 1, P.110-111) Solfeggio III • triple & Accidentals (Textbook: Sight-Singing 1, P.50-51) [SLFG 317] • Eighth & 16th note (Textbook: Ear-Training 1, P.112-113) Students learn the basic foundational music skills of ear- • triple & Accidentals (Sight-Singing 1, P.52-54) training and sight-singing in terms of tone and interval • Accidentals: Sharp & Flat (Ear-Training 1, P.114-115) through simple classical pieces and music phrases. Students • triple & Accidentals (Sight-Singing 1, P.54-55) are ear-trained to write down what they hear and to sight- • Accidentals: Sharp & Flat (Ear-Training 1, P.116-117) sing music pieces. • triple & Accidentals (Textbook: Sight-Singing 1, P.56-57) • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training • 16th note & Accidentals : Nature (Textbook: Ear-Training 1, 1, P.122-123) P.118-119) • dotted crotchet & Accidentals (Textbook: Sight-Singing 1, • triple & Accidentals (Textbook: Sight-Singing 1, P.58-59) P.65- 67) • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training 1, P.120-121) 1, P.124-125) ____ • Dotted Crotchet, Accidentals, Staccato & Scale (Textbook: • Triple (Textbook: Sight-Singing 1, P.68-70) 27 Sight-Singing 1, P.60-61) • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training 1, P.126-127) 1, P.122-123) • Dotted Crotchet, Accidentals, Staccato & Scale (Textbook: • 6th Interval (Textbook: Sight-Singing 1, P.62-64) Sight-Singing 1, P.71-74) • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training 1, P.122-123) 1, P.128) • Dotted Crotchet & Accidentals (Textbook: Sight-Singing 1, P.65- 67) Solfeggio IV • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training [SLFG 417] 1, P.124-125) Students learn the basic foundational music skills of ear- • Triple (Textbook: Sight-Singing 1, P.68-70) training and sight-singing in terms of tone and interval • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training through simple classical pieces and music phrases. Students 1, P.126-127) are ear-trained to write down what they hear and to sight- • Dotted Crotchet, Accidentals, Staccato & Scale (Textbook: sing music pieces. Sight-Singing 1, P.71-74) • G-Major (Textbook: Sight-Singing 2, P.7-9) • Accidentals: Sharp , Flat & Nature (Textbook: Ear-Training • G, D & E-Major(Textbook: Ear-Training 2, P.171-173) 1, P.128) • D-Major (Textbook: Sight-Singing 2, P.10-12) • E, B & F -Major(Textbook: Ear-Training 2, P.174-176) Solfeggio II • D-Major (Textbook: Sight-Singing 2, P.13-14) [SLFG 217] • C, F & B -Major (Textbook: Ear-Training 2, P.177-179) Students learn the basic foundational music skills of ear- • A-Major (Textbook: Sight-Singing 2, P.15-18) training and sight-singing in terms of tone and interval • E b, A b & D b-Major (Textbook: Ear-Training 2, P.180-182) 1. Allegro moderato1. 2. Andante, un poco mosso Scherzo,3. Allegro vivace Allegro Rondo: 4. Allegro 1. 2. Largo Menuetto3. Finale 4. Allegro 1. Adagio2. Fantasia, Menuetto3. 1. Presto 2. Andante Rondo 3. 1. Maestoso Allegro1. 2. Adagio ma non troppo e molto cantabile Scherzando3. vivace Finale 4. Allegro non troppo1. 2. Andante, un poco Adagio Scherzo3. - Allegro sostenuto.4. Fianle : Poco Allegro non troppo. Ensemble IV Ensemble 402] [ENSM Sextet for Wind Quintet and Bass Clarinet “Mladi” Leos- Janacek Romance for Violin and Piano - Leos Janacek “Concertino for Piano and Chamber Ensemble Leos- Janacek” “Dumka for Violin and Piano Leos- Janacek” Piano Trio No.1 in B flat major - Franz in B flat major - Schubert No.1 Piano Trio No.3String “Reiterqartett” Quartet Op.74 in G minor, - Joseph Haydn III Ensemble 302] [ENSM Clarinet Quintet in B flat major - CarlWeber Mariavon for Oboe,Trio Bassoon and piano Poulenc - Francis instructor, the student will be introduced a diverse to set of works and the to different challenges each one presents. I Ensemble 102] [ENSM - Ludwig vanBeethoven Op.127 String Quartet No.12 Op.34Piano Quintet in F minor, All Movements. Johannes- Brahms II Ensemble 202] [ENSM -Major (Textbook: Ear-Training 1, P.183-185) -Major 1, (Textbook: Ear-Training b & C b 1. PYOTR ILYICH TCHAIKOVSKY- Serenade for Strings in TCHAIKOVSKY- ILYICH PYOTR 1. Op. 48 C major, Serenade ELGAR- 2. for EDWARD String Orchestra, Op. 20 1. WOLFGANG AMADEUS MOZART- Serenade no. 13, K 525 K 525 Serenade WOLFGANG AMADEUS MOZART- 13, no. 1. (“Eine Kleine Nachtmusik”) 2. BENJAMIN BRITTEN- Simple Symphony 1. ARCANGELO CORELLI- Concerto1. Grosso, Op. 6, 8 in no. G Concerto”) (“Christmas Minor Serenade ELGAR- 2. for EDWARD String Orchestra, Op. 20 Ensemble [ENSM 102, 202, 302, 402] The ensemble course will equip the student with the ability music make withto others. Under the guidance of the Weekly Concert IV [WCNT 411] [WCNT 311] Introductions, Handouts, Syllabus Grading, Policies, Expectations, 1 Material Recap of Term Weekly Concert III Concert Weekly Weekly Concert II Concert Weekly [WCNT 211] Different bowingtechniques • legato • detaché • martelé • collé • staccato • spiccato • sautillé • richochet arpeggiato • • chords • combinations of the above Weekly Concert I [WCNT 111] Introductions, Handouts, Syllabus Grading, Policies, Expectations, Introduction Stringed to Orchestral Playing During course this sequence students will perform and will be subject evaluation to their by peers and professor regarding their weeklyperformance. Students will be evaluated based begraded will Students stage etiquette. and attitude their on on a pass or no-pass basis for course. this • E-Major (Textbook: P.19-22) 2, Sight-Singing • G Weekly Concert [WCNT 111, 211, 311, 411] GRACIAS MUSIC I MUSIC GRACIAS
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28 ____ GRACIAS MUSIC I
Ensemble IV Harmony II [ENSM 402] [HRMN 208] • Sextet for Wind Quintet and Bass Clarinet “Mladi” This course places emphasis on the harmonic, melodic, - Leos Janacek rhythmic and basic formal procedures of the common • Romance for Violin and Piano - Leos Janacek practice period. Primary topics will be secondary • Concertino for Piano and Chamber Ensemble dominants, modulation, Neapolitan and Augmented - Leos Janacek sixth cords, modulation and analysis. Projects will include • Dumka for Violin and Piano - Leos Janacek original compositions by students.
Analysis I Harmony III [ANLS 127] [HRMN 308] This course introduces a wide range of theoretical techniques, This course is will focus on the student’s analysis, in including the fundamentals of music theory, instrumentation, conjunction with written exercises, of the harmonic writing harmony, counterpoint, and analysis. Topics covered include of composers from the common practice period. intonation, rhythm, organization of chords, four-part harmonization, and cadence. Harmony IV [HRMN 408] Analysis II This course includes analysis and composition of voice leading, [ANLS 227] melody, figured bass, and diatonic harmony. This course focuses on works of larger scope, greater complexity, and various styles. Students will demonstrate a linear harmonic Art History analysis of complete movements. Required for all majors [AHST 119] except voice. In this course students examine and critically analyze major forms of artistic expression from the past and the Music Theory I present from a variety of cultures. While visual analysis [THRR 107] is a fundamental tool of the art historian, art history This course is an introduction to chromaticism, applied dominant emphasizes understanding how and why works of art relationships, modulation, and tones of figuration. function in context, considering such issues as patronage, ____ Emphasis is on the linear origin of many chord successions. gender, and the functions and effects of works of art. 29 This course focuses on the intensive study of the fundamental materials and procedures of tonal music. Students will be Accompaniment I able to demonstrate skills in writing of harmonic progressions [ACPM 106] and setting of melodies and figured basses using triads and This course focuses on piano accompaniment for seventh chords and their inversions. Students will practice two- vocal musical pieces. Such components of effective part counterpoint in all five species. accompaniment covered in this course sequence include simultaneous piano playing and reading of the literary text, Music Theory II defining the melodic character of a particular piece and its [THRR 207] dynamic range, finding culmination points, caesuras, and In this course, students will continue their studies of chromaticism recognizing vocal breathing patterns. and figuration, as well as learn to set chorale melodies. Students will be responsible for written exercises in various styles and Accompaniment II media. Students will practice three-part counterpoint in all five [ACPM 206] species. In this course, pianists will learn instrumental and vocal repertoire, as well as the essential skills of collaboration. Harmony I In-class coaching focuses on techniques of ensemble [HRMN 108] performance, achieving good balance, and creating This course is an introductory studies in harmony and counterpoint. orchestral sounds. Emphasis is placed on scales, intervals, triads, non-harmonic tones and seventh chords. Projects will include osriginal compositions by students. - Musical 205] 105, [MUSL This course provides a cultural background in music. Masterpieces of music, composers, and techniques are concert and materials listening through presented attendance. [SCRD 204] The course focuses on the uses and functions of score reading within the musical structure as established the by important and 20th composers centuries. 19th, of the 18th, Students will be responsible for assignments in writing for individual instrumentsand small combinations, as well as for small and full orchestra. Required for students majoring conducting. and composition, theory, in Score Reading III [SCRD 304] This course focuses on study intensive and analysis of orchestration, problems of texture, balance, and doubling, exercises and assignments in orchestration, and aspects of present-day orchestral music. Students will also be given individual projects. Required for students majoring in conducting. and composition Score Reading IV [SCRD 404] This course offers informal sessions in whichworks of students and faculty are discussed in depth. Students will analyze important contemporary works, trends, and techniques. Keyboard Study I Study Keyboard [KBST 116] The Keyboard Study seeks enhance to the artistic and technical development of aspiring pianists through solo performance of and study mentorship, comprehensive pianists andcollaborative artists. II Study Keyboard 216] [KBST This course a is in keyboard including transposi harmony, tion, figured bass, melody harmonization, and analysis. Score Reading I [SCRD 104] In course, this students will demonstrate an understanding of the structure of tonal music through analysis and written harmony andexercises in counterpoint. Score Reading II - Orchestra 122, 222] [ORCH on the study of the symphonic and focuses course This It in sight-reading, students will also train literature. operatic public perfor regular for and preparation and rehearsal to required are instruments All majors in orchestral mances. placement. seating audition annually for Music History IV [MHST 409] This course surveys the major trends in twentieth-century compositional thought and practice: chromatic tonality, serialism.atonality, Emphasis will be on various composers and approaches the to problems of tonal language. Music HistoryMusic III [MHST 309] This course study is of works from the Romantic the to early 20th century. Music History II [MHST 209] This course a study is of works from the early early Classic to Romantic. Music History I [MHST 109] This course a study is ofthe development of musical styles and forms from the early Middle Ages through the Classical period. Emphasis on is the relationship of social music to history, visual arts, literature, and philosophy. Accompaniment IV Accompaniment [ACPM 406] This course a performance-based is class focusing on selections from the standard song repertoire. It also covers issues of performance specifically relatedto piano-vocal collaboration. Pianists and singers, paired in different combinations the over course of the will semester, collaborate in preparation for in-class performances and presentations. [ACPM 306] In course, this pianists and other instrumentalists are paired together explore to the performance of duo repertoire. In-class coaching focuses on the skills and artistry of interpretation. performance and collaborative GRACIAS MUSIC I MUSIC GRACIAS Accompaniment III Accompaniment
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30 ____ GRACIAS MUSIC I
Musical I [MUSL 105] Gordorn Music Learning Theory Suzuki Method Composer : Bach, Haydn,Beethoven, Mozart,Mendelsshon, Brahms
Musical II [MUSL 205] Dalcorze Method The Orff Approach Composer : Tchaikovsky, Sibelius, Rachmaninoff, Stravinsky
Instrument Study [INST 103, 203] This course directs the student towards attaining a competent technique, diverse performing repertoire, and stylistic interpre- tive sensitivity.
Instrument Study I [INST 103] The Basics : Preparing Score and Parts Instrumentation : The Orchestral Strings Instrumentation : The Woodwinds Instrumentation : The Brasses Instrumentation : The Percussion Instrumentation : Other Instruments
Instrument Study II ____ [INST 203] 31 Instrumentation : The Voice Orchestration : Scoring Musical Elements Orchestration : Scoring for Various Ensemble Orchestration : Techniques of Transcibing Orchestration : Techiques of Arragning 2 2 2 1 1 1 2 1 12 ..... Instructional Hours/Week ......
TERM 4 Course VIII [MUSC 801]...... Major II [PLPH 228]...... Polyphony 418]...... V [OCHT Orchestration VIII [ENSM 802]...... Ensemble II [THSSThesis 219]...... VIII [WCNT Concert Weekly 811]...... 812]...... VIII [CHOR Choir VIII [SLFG 817]...... Solfeggio Term Total 2 1 2 1 2 1 2 2 1 2 1 17 2 2 2 1 1 1 2 1 12 2 1 2 1 2 1 2 2 1 2 1 17 Instructional Instructional Instructional Hours/Week Hours/Week Hours/Week
TERM 3 Course TERM 2 Course Course Course COURSE DESCRIPTIONS - GRACIAS MUSIC II MUSIC - GRACIAS DESCRIPTIONS COURSE VII [MUSC 701]...... Major I [PLPH 128]...... Polyphony 318]...... II [OCHT Orchestration 702]...... VII [ENSM Ensemble I [THSSThesis 119]...... VII [WCNT Concert Weekly 711]...... 712]...... VII [CHOR Choir VII [SLFG 717]...... Solfeggio Total...... Term 601]...... VI [MUSC Major Study II [PSTD 216]...... Piano 427]...... IV [ANLS Analysis VI [ENSM 602]...... Ensemble VI [HRMN 608]...... Harmony 218]...... II [OCHT Orchestration VI [MHST 609]...... Music History 604]...... VI [SCRD Reading Score VI [WCNT Concert Weekly 611]...... 612]...... VI [CHOR Choir VI [SLFG 617]...... Solfeggio Total...... Term V [MUSC 501]...... Major Study I [PSTD 116]...... Piano 327]...... III [ANLS Analysis V [ENSM 502]...... Ensemble V [HRMN 508]...... Harmony 118]...... I [OCHT Orchestration V [MHST 509]...... Music History 504]...... V [SCRD Reading Score V [WCNT Concert Weekly 511]...... 512]...... V [CHOR Choir V [SLFG 517]...... Solfeggio Total...... Term TERM 1 GRACIAS MUSIC II PROGRAM II PROGRAM MUSIC GRACIAS REQUIREMENTS
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32 ____ GRACIAS MUSIC II
Major choral music. Choir repertoire explores various genres [MUSC 501, 601, 701, 801] of choral music from Bach to contemporary music. Such By offering a carefully selected and graded series of studies and pieces include Oratorio Requiem, Cantata, and Passion, as pieces, students will develop an ability to express themselves well as masterworks of world-renowned composers and through their respective instruments. choral music. Course work concludes with one or more seasonal concerts per term. Major V [MUSC 501] Choir V Students will train and practice to perform by the professor [CHOR 512] who gives them a thorough critique. Students gain a wealth Choir is comprised of a mixed chorus of male and female vocal “of practical performance experience through this course. students who perform accompanied and unaccompanied The repertoire will be two art songs by Baroque composers, choral music. Choir repertoire explores various genres of sight reading and transposition by Bach, Handel Lascia Quio choral music from Bach to modern day, such as Oratorio Pianga Requiem, Cantata, and Passion, as well as masterworks of world-renowned composers and choral music. Course work Major VI concludes with one or more seasonal concerts per term. [MUSC 601] F.Schubert Kyrie, Sanctus, Benedictus, Agnus Dei Students will train and practice to perform by the professor who gives them a thorough critique. Students gain a wealth Choir VI of practical performance experience through this course. The [CHOR 602] repertoire will be two art songs by German composers and one Choir is comprised of a mixed chorus of male and female vocal aria from an Italian opera, sight reading and transposition students who perform accompanied and unaccompanied 1. German and Austrian: Schumann, Schubert, Brahms, choral music. Choir repertoire explores various genres of Beethoven choral music from Bach to modern day, such as Oratorio L. V. Beethoven - Ich Liebe Dich Requiem, Cantata, and Passion, as well as masterworks of W. A. Mozart - Das Veilchen world-renowned composers and choral music. Course work 2. Italian: Rossini, Verdi, Bellini, Puccini, Donizetti concludes with one or more seasonal concerts per term. Haydn The Creation Nr.3 and 26 Major VII ____ [MUSC 701] Choir VII 33 Students will train and practice to perform by the professor [CHOR 702] who gives them a thorough critique. Students gain a wealth Choir is comprised of a mixed chorus of male and female vocal of practical performance experience through this course. students who perform accompanied and unaccompanied The repertoire will be two art songs by Baroque composers, choral music. Choir repertoire explores various genres of sight reading and transposition. Bach, Handel or Vivaldi choral music from Bach to modern day, such as Oratorio Requiem, Cantata, and Passion, as well as masterworks of Major VIII world-renowned composers and choral music. Course work [MUSC 801] concludes with one or more seasonal concerts per term. Students will train and practice to perform by the professor W.A.Mozart – Requiem who gives them a thorough critique. Students gain a wealth of practical performance experience through this course. The Choir VIII repertoire will be two art songs by German composers and one [CHOR 802] aria from an Italian opera, sight reading and transposition Choir is comprised of a mixed chorus of male and female vocal 1. German Composer: Schubert, Beethoven students who perform accompanied and unaccompanied 2. Italian Composer: Rossini, Verdi, Bellini, Donizetti, Puccini choral music. Choir repertoire explores various genres of choral music from Bach to modern day, such as Oratorio Choir Requiem, Cantata, and Passion, as well as masterworks of [CHOR 512, 612, 712, 812] world-renowned composers and choral music. Course work Choir is comprised of a mixed chorus of male and female vocal concludes with one or more seasonal concerts per term. students who perform accompanied and unaccompanied Ludwig van Beethoven Mass C Major, Kyrie (Textbook: Ear-Training 2, P.193- (Textbook: Ear-Training (Textbook: Ear-Training 2, P.193- (Textbook: Ear-Training b b -Major(Textbook: 2, P.41-44) Sight-Singing -Major (Textbook: 2, P.45-47) Sight-Singing -Major(Textbook: 2, P.45-47) Sight-Singing -Major (Textbook: 2, P.48-50) Sight-Singing -Major(Textbook: 2, P.48-50) Sight-Singing -Major (Textbook: 2, P.41-44) Sight-Singing -Major (Textbook: 2, P.51-53) Sight-Singing -Major(Textbook: 2, P.51-53) Sight-Singing -Major (Textbook: 2, P.34-36) Sight-Singing -Major (Textbook: 2, P.34-36) Sight-Singing -Major (Textbook: 2, P.37-40) Sight-Singing -Major (Textbook: 2, P.37-40) Sight-Singing -Major , accidentals : #, -Major , accidentals : #, b b b b b b b b b b b b b b Solfeggio VI Solfeggio [SLFG 617] Students learn the basic foundational music skills of ear- tone and of terms interval in training and sight-singing through simple classical pieces and music phrases. Students are ear-trained write to down what they hear and sight- to sing music pieces. • G#-Major (Textbook: P.25-28) 2, Sight-Singing • Dotted interval notes & 5th (Textbook: eighth, 16th Ear- P.189-192) 2, Training • F-Major (Textbook: P.29-33) 2, Sight-Singing • E are ear-trained write to down what they hear and sight- to sing music pieces. • B-Major (Textbook: P.23-24) 2, Sight-Singing & dotted• Triple Quarter P.186- 2, (Textbook: Ear-Training 188) • G#-Major (Textbook: P.25-28) 2, Sight-Singing • Dotted interval notes & 5th (Textbook: eighth, 16th Ear- P.189-192) 2, Training • F-Major (Textbook: P.29-33) 2, Sight-Singing • E • Transposition (Textbook: Ear-Training 2, P.206-207) P.206-207) 2, (Textbook:• Transposition Ear-Training • C • Transposition (Textbook: Ear-Training 2, P.206-207) P.206-207) 2, (Textbook:• Transposition Ear-Training • C • Chord Progression 2, P.202-203) (Textbook: Ear-Training • D • B-Major & Accidentals nature (Textbook: : double #, Ear- P.199-201) 1, Training • A • Chord Progression 2, P.204-205) (Textbook: Ear-Training • G C Clef 2, P.208-209) • F Clef, (Textbook: Ear-Training • B-Major & Accidentals nature (Textbook: : double #, Ear- P.199-201) 1, Training • A • Chord Progression 2, P.202-203) (Textbook: Ear-Training • D C Clef 2, P.208-209) • F Clef, (Textbook: Ear-Training notes P.196-198) 2, & trills (Textbook:• 32nd Ear-Training • E • 32nd notes & trills (Textbook: Ear-Training 2, P.196-198) notes P.196-198) 2, & trills (Textbook:• 32nd Ear-Training • E • Chord Progression 2, P.204-205) (Textbook: Ear-Training • G 195) • B 195) • B Solfeggio V Solfeggio [SLFG 517] Students learn the basic foundational music skills of ear- tone and of terms interval in training and sight-singing through simple classical pieces and music phrases. Students In this course, students will learn the basic foundational will learn the basic foundational students In this course, of in terms music skills and sight-singing of ear-training and music and interval classical pieces simple tone through they what down write to ear-trained are Students phrases. music pieces. sight-sing hear and to This course will provide an analysis of selected an analysis music in the will provide course This and of techniques the diversity 20th century illustrate to structures and formal rhythm, pitch, to approaches Solfeggio 517, 617, 717, 817] [SLFG Analysis IV Analysis 427] [ANLS Weekly Weekly Conert VIII [WCNT 811] in A Bach, Solo Sonata in G Minor Polonaise Wieniawski III Analysis 327] [ANLS text between the interactions and will explore course This music within the art-song various style from repertoire cognition, linguistics, theorieson drama, of drawing periods, and music. Weekly Weekly VII Concert [WCNT 711] and Rode Bruch, Concerto Kreutzer Katchaturian, Concerto Weekly Weekly VI Concert [WCNT 611] 24 Op. Sonata in F Major, Beethoven, K. 302 Mozart, Sonata in G Major, Weekly Weekly V Concert [WCNT 511] 2 in D Major No. Sonata Prokofiev, 49 Sonata, Op. ”Kreuzter” Beethoven, [WCNT 711, 811] 511, 611, will perform students sequence During course this and will be regarding professor their peers and by subject evaluation to based their weekly will be evaluated performance. Students will be graded Students etiquette. and stage on their attitude on a pass or no-pass this course. basis for GRACIAS MUSIC II MUSIC GRACIAS Weekly Concert Weekly
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34 ____ GRACIAS MUSIC II
Solfeggio VII Ensemble [SLFG 717] [ENSM 502, 602, 702 802] Students learn the basic foundational music skills of ear- The ensemble course will equip the student with the ability training and sight-singing in terms of tone and interval to make music with others. Under the guidance of the through simple classical pieces and music phrases. Students instructor, the student will be introduced to a diverse set of are ear-trained to write down what they hear and to sight- works and to the different challenges each one presents. sing music pieces. • G#-Major (Textbook: Sight-Singing 2, P.25-28) Ensemble V • Dotted eighth, 16th notes & 5th interval (Textbook: Ear- [ENSM 502] Training 2, P.189-192) Septet in E flat major - Camille Saint-Saens • F-Major (Textbook: Sight-Singing 2, P.29-33) 1. Preambule • E b-Major , accidentals : #, b (Textbook: Ear-Training 2, P.193- 2. Menuet 195) 3. Intermede • B b-Major (Textbook: Sight-Singing 2, P.34-36) 4. Gavotte et Final • 32nd notes & trills (Textbook: Ear-Training 2, P.196-198) Woodwind Quintet - Carl Nielsen • E b-Major (Textbook: Sight-Singing 2, P.37-40) 1. Allegro ben moderato • B-Major & Accidentals : double #, nature (Textbook: Ear- 2. Menuet Training 1, P.199-201) 3. Prelude - Tema con variazioni • A b-Major (Textbook: Sight-Singing 2, P.41-44) • Chord Progression (Textbook: Ear-Training 2, P.202-203) Ensemble VI • D b-Major (Textbook: Sight-Singing 2, P.45-47) [ENSM 602] • Chord Progression (Textbook: Ear-Training 2, P.204-205) Six Bagatelles for String Qurtet - Anton Webern • G b-Major (Textbook: Sight-Singing 2, P.48-50) Divertimento for String Trio in E flat major - Wolfgang • Transposition (Textbook: Ear-Training 2, P.206-207) Amadeus Mozart • C b-Major (Textbook: Sight-Singing 2, P.51-53) 1. Allegro • F Clef, C Clef (Textbook: Ear-Training 2, P.208-209) 2. Andante 3. Presto Solfeggio VIII Ensemble VII ____ [SLFG 817] 35 Students learn the basic foundational music skills of ear- [ENSM 702] training and sight-singing in terms of tone and interval Octet for Wind Instrument - Igor Stravinsky through simple classical pieces and music phrases. Students 1. Sinfonia are ear-trained to write down what they hear and to sight- 2. Tema con Variazioni sing music pieces. 3. Finale • 2 types Melody (Textbook: Ear-Training 2, P.218-221) Sonate for Flute, Viola and Harp - Claude Debussy • D b,A-Major scale, Accidental, dotted note (Textbook: Sight- 1. Pastorale Singing 2, P.76-79) 2. Interlude • 2 types Melody (Textbook: Ear-Training 2, P.222-223) 3. Finale • D b,F-Major scale, Accidental, dotted note (Textbook: Sight- Singing 2, P.80-85) Ensemble VIII • 2 types Melody (Textbook: Ear-Training 2, P.224-225) [ENSM 802] • Chord Progression (Textbook: Sight-Singing 2, P.86-89) String Qurtet no.2 - Charles Ives • 2 types Melody (Textbook: Ear-Training 2, P.226-227) 1. Discussions • Chord Progression (Textbook: Sight-Singing 2, P.90-93) 2. Arguments • 2 types Melody (Textbook: Ear-Training 2, P.228-229) 3. The Call of the Mountains • Chord Progression (Textbook: Sight-Singing 2, P.94-97) Keyboard Trio in G major Op.72 No.2 ‘Gypsy’ - Joseph Haydn • 2 types Melody (Textbook: Ear-Training 2, P.230-231) 1. Andante • Chord Progression (Textbook: Sight-Singing 2, P.98-101) 2. Poco adagio, Cantabile • 2 types Melody (Textbook: Ear-Training 2, P.232-233) 3. Rondo a I’Ongarese : Presto • Chord Progression (Textbook: Sight-Singing 2, P.45-47) • Triad (Textbook: Ear-Training 2, P.234-235) • Chord Progression (Textbook: Sight-Singing 2, P.102-106) Score ReadingScore VI 604] [SCRD skills reading include a broad to expands score course This contemporary of musical styles to range and applications literature. Music History V [MHST 509] twentieth-centuryin surveys course trends major the This neo-classicism, and practice: chromatic thought compositional will be on various Emphasis etc. avant-gardism, nationalism, language. of tonal the problems to and approaches composers Music History VI [MHST 609] 21st century. the classical antiquity to covers course This Harmony [HRMN 508, 608] emphasized is Harmony music. of elements the of study A learns the artas the student and chord of composition to students for is programmed Ear training progressions. aurally of speed as he/she learns to rate his/her own at work and rhythms. harmonies, melodies, discriminate chamber music. Writing assignments and projects will be either assignments Writing chamber music. work. newly composed of existing music or transcriptions Orchestration III 318] [OCHT individual demonstrate learn will to students In this course, individual for phrases write characteristicsinstrument and to of 20th-century analysis Orchestrational literature instruments. will also be provided. Orchestration IV 418] [OCHT composition study of selected scores, intensive involves course This and chamber ensembles, a shortof mixed small for piece and parts in-class of scores for performances. preparation ReadingScore V 504] [SCRD score-reading facility develop will Instudents course this practice eye-and-hand will be able to They the piano. at Material used and rhythm. transposition, clefs, coordination, Preparatory Morris is from and Ferguson’s in this course and chamber music Reading and vocal in Score Exercises required. experience Keyboard scores. [OCHT 218] [OCHT of techniques advanced to students introduces course This of in the context and orchestration instrumentation Orchestration I Orchestration 118] [OCHT as a model composers of successful uses the works course This and interpreters. conductors, composers, future training for II Orchestration Thesis [THSS 119, 219] skills, with research and on bibliographic focuses course This and proposal thesis, a topic, will develop students the goal that and discuss their will present their thesis project. Students for members of the department serveVarious as the in class. work primary the thesis projects; the instructor of the advisors for will servethesis course reader. as the second Polyphony II Polyphony [PLPH 228] practice of J.S. on the contrapuntal concentrates course This movement, of suite and composition Bach, including analysis and chorale-prelude fugue, or passacaglia. invention, Polyphony I Polyphony [PLPH 128] on the study focusing in modal counterpoint, is a course This two-,of three-,techniques. and four-part compositional in work but some styles, is primarily in the sacred Writing secular styles undertaken. be may of masterpieces Analysis of the sixteenth-century repertory for context provides study. compositional Piano Study II Study Piano [PSTD 216] : Waltzes Nocturnes and Preludes, Complete Chopin by Piano for Waltes 21 Nocturnes, 19 26 Preludes, Piano Study I Study Piano [PSTD 116] in Bach Lessons First Hanon by in SixtyVirtuoso Pianist Exercise The [PSTD 116, 216] [PSTD 116, expandto for students designed is specifically course This musical thinkingmusical text the parameters within and reading sight- tempo, such as fingering, Topics of basic piano playing. and articulation, dynamics, harmonizing, phasing, reading, artistic in performance continually. expression will be developed GRACIAS MUSIC II MUSIC GRACIAS Piano Study Piano
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36 ____ COURSE DESCRIPTIONS - GRACIAS MUSIC AT MAHANAIM
GRACIAS MUSIC AT MAHANAIM Theory and Harmony III [MTRY 210]...... 2 PROGRAM DESCRIPTION Music History III [MHIS 210]...... 1 Conducting for non-conducting Gracias Music at Mahanaim offers a broad range of programs students I [NONC 110]...... 1 that mold talented students into true professionals of music. Chamber Music III [CHMB 210]...... 1 Gracias Music offers four concentrations: Stringed Instrument, Stringed Orchestra III [ORCH 210]...... 3 Choral Conducting, Piano and Voice. Student course schedules Bible Study For Non-Theology include both classroom instruction and individual lessons Students III [BIST 030] ...... 5 in their specific concentration of study for an average of 24 Term Total...... 20 hours per week. Students engage in four terms of course work. Students also may take a Bible study course each morning. TERM 4 Course Instructional GRACIAS MUSIC AT MAHANAIM Hours/Week STRINGED INSTRUMENT CONCENTRATION Stringed Instrument IV [STRI 220] ...... 3 Solfeggio IV [SOLF 220]...... 4 TERM 1 Theory and Harmony IV [MTRY 220]...... 2 Course Instructional Conducting for non-conducting Hours/Week students II [NONC 120]...... 1 Stringed Instrument I [STRI 110]...... 3 Chamber Music IV [CHMB 220]...... 1 Solfeggio I [SOLF 110]...... 4 Stringed Orchestra IV [ORCH 220]...... 3 Theory and Harmony I [MTRY 110]...... 2 Masterworks of World Literature [MOWL 110] ....1 Music History I [MHIS 110] ...... 1 Graduation Recital [GREC 300] ...... 0 Piano for non-piano students I Bible Study For Non-Theology [NONP 110]...... 1 Students IV [BIST 040]...... 5 Chamber Music I [CHMB 110] ...... 1 Term Total...... 20 Stringed Orchestra I [ORCH 110]...... 3 Bible Study For Non-Theology STUDENT PROGRESS CHART ____ Students [BIST 010]...... 5 Term Instructional Hours Minimum GPA 37 Term Total...... 20 Required Required First...... 20...... 2.0 TERM 2 Second...... 20...... 2.0 Course Instructional Third...... 20...... 2.0 Hours/Week Fourth...... 20...... 2.0 Stringed Instrument II [STRI 120]...... 3 Solfeggio II [SOLF 120]...... 4 Theory and Harmony II [MTRY 120]...... 2 Music History II [MHIS 120]...... 1 Piano for non-piano students II [NONP 120]...... 1 Chamber Music II [CHMB 120]...... 1 Stringed Orchestra II [ORCH 120] ...... 3 Bible Study For Non-Theology Students [BIST 020]...... 5 Term Total...... 20
TERM 3 Course Instructional Hours/Week Studio Lessons [MUSC 220]...... 2 Orchestra [ENSM 504]...... 4 2.0 2.0 2.0 2.0 Required Minimum GPA 25...... 25...... 23...... 23...... Instructional Hours ...... STUDENT PROGRESS CHARTSTUDENT PROGRESS Term Required ...... First Second ...... Third ...... Fourth Choir IV [CHOI 220]...... 6 Choir IV [CHOI Literature World Masterworks of [MOWL 110]...... 1 300] ...... 0 Recital [GREC Graduation Non-Theology Bible Study For IV [BIST 040] ...... 5 Students Total...... 21 Term Hours/Week Hours/Week Hours/Week Hours/Week Instructional Instructional Instructional Instructional TERM 3 Course 210]...... 3 Conducting III [CHOR Choral III [SOLF 210] ...... 4 Solfeggio 210]...... 2 Theory III [MTRY and Harmony Music History III [MHIS 210]...... 1 III non-piano students for Piano [NONP 210]...... 1 210]...... 6 Choir III [CHOI Non-Theology Bible Study For III [BIST 030] ...... 5 Students Total...... 22 Term 210]...... 3 Conducting III [CHOR Choral IV [SOLF 220]...... 4 Solfeggio 220]...... 2 Theory IV [MTRY and Harmony Course Course TERM 4 TERM 2 Course 120]...... 3 Conducting II [CHOR Choral II [SOLF 120]...... 4 Solfeggio 120]...... 2 Theory II [MTRY and Harmony Music History II [MHIS 120]...... 1 II non-piano students for Piano [NONP 120]...... 1 120]...... 6 Choir II [CHOI Non-Theology Bible Study For II [BIST 020] ...... 5 Students Total...... 22 Term 110] ...... 3 Conducting I [CHOR Choral I [SOLF 110]...... 4 Solfeggio 110]...... 2 Theory I [MTRY Harmony and Music History I [MHIS 110] ...... 1 I students non-piano for Piano [NONP 110]...... 1 110]...... 6 Choir I [CHOI Non-Theology Bible Study For I [BIST 010]...... 5 Students Total...... 22 Term Course Course GRACIAS MUSIC AT MAHANAIM AT MUSIC GRACIAS GRACIAS MUSIC AT MAHANAIM CHORAL MAHANAIM AT MUSIC GRACIAS CONCENTRATION CONDUCTING TERM 1
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38 ____ COURSE DESCRIPTIONS -GRACIAS MUSIC AT MAHANAIM
GRACIAS MUSIC AT MAHANAIM PIANO CONCENTRATION
TERM 1 TERM 4 Course Instructional Course Instructional Hours/Week Hours/Week Piano I [PIAN 110]...... 3 Piano IV [PIAN 220] ...... 3 Solfeggio I [SOLF 110]...... 4 Solfeggio IV [SOLF 220]...... 4 Theory and Harmony I [MTRY 110]...... 2 Theory and Harmony IV [MTRY 220]...... 2 Music History I [MHIS 110] ...... 1 Accompany Class IV [ACCL 220]...... 2 Accompany Class I [ACCL 110]...... 2 Conducting for non-conducting Chamber Music I [CHMB 110] ...... 1 students II [NONC 120]...... 1 Bible Study For Non-Theology Chamber Music IV [CHMB 220]...... 1 Students I [BIST 010]...... 5 Masterworks of World Literature Term Total...... 18 [MOWL 110]...... 1 Graduation Recital [GREC 300] ...... 0 Bible Study For Non-Theology TERM 2 Students IV [BIST 040]...... 5 Course Instructional Term Total...... 24 Hours/Week Piano II [PIAN 120]...... 3 Solfeggio II [SOLF 120]...... 4 STUDENT PROGRESS CHART Theory and Harmony II [MTRY 120]...... 2 Term Instructional Hours Minimum GPA Music History II [MHIS 120]...... 1 Required Required Accompany Class II [ACCL 120] ...... 2 First...... 18...... 2.0 Chamber Music II [CHMB 120]...... 1 Second...... 18...... 2.0 Bible Study For Non-Theology Third...... 19...... 2.0 Students II [BIST 020] ...... 5 Fourth...... 19...... 2.0 ____ Term Total...... 18 39
TERM 3 Course Instructional Hours/Week Piano III [PIAN 210]...... 3 Solfeggio III [SOLF 210] ...... 4 Theory and Harmony III [MTRY 210]...... 2 Music History III [MHIS 210]...... 1 Accompany Class III [ACCL 210] ...... 2 Conducting for non-conducting students I [NONC 110]...... 1 Chamber Music III [CHMB 210]...... 1 Bible Study For Non-Theology Students III [BIST 030] ...... 5 Term Total...... 19 2.0 2.0 2.0 2.0 26 25 Required Instructional Minimum GPA
...... 26 25 23 23 Instructional Hours ...... Fourth STUDENT PROGRESS CHART STUDENT PROGRESS Term TERM 4 TERM Course Hours/Week ...... 3 220] [VOIC IV Voice 4 220]...... [SOLF IV Solfeggio 2 220]...... [MTRY IV Harmony Theory and 1 ...... 110] [FDIC I Diction French Non-Conducting for Conducting 1 120]...... [NONC II Students 6 220]...... [CHOI IV Choir 2 120]...... [OPCL II Class Opera Non-Theology For Study Bible 040]...... 5 [BIST IV Students Literature Masterworks World of 110]...... 1 [MOWL ...... 0 300] [GREC Recital Graduation Term Total Required First Second Third Piano for Non-Ppiano Students III Students Non-Ppiano for Piano 1 210]...... [NONP 1 110]...... [GDIC I Diction German Non-Conducting for Conducting 1 110]...... [NONC I Students 6 210]...... [CHOI III Choir 2 110]...... [OPCL I Class Opera Non-Theology For Study Bible 5 ...... 030] [BIST III Students Term Total Instructional Instructional Instructional TERM 3 TERM Course Hours/Week 210]...... 3 [VOIC III Voice ...... 4 210] [SOLF III Solfeggio 2 210]...... [MTRY III Harmony Theory and 1 210]...... [MHIS III History Music TERM 2 TERM Course Hours/Week 120]...... 3 [VOIC II Voice 120]...... 4 [SOLF II Solfeggio 120]...... 2 [MTRY II Harmony Theory and 120]...... 1 [MHIS II History Music Piano for Non-Piano Students II 120]...... 1 [NONP 120]...... 1 [IDIC II Diction Italian 6 120]...... [CHOI II Choir Non-Theology For Study Bible ...... 5 020] [BIST II Students Total...... 23 Term Hours/Week 3 110]...... [VOIC I Voice 4 110]...... [SOLF I Solfeggio 2 110]...... [MTRY I Harmony Theory and 1 ...... 110] [MHIS I History Music Piano for Non-Piano Students I 1 110]...... [NONP 1 110]...... [IDIC I Diction Italian 6 110]...... [CHOI I Choir Non-Theology For Study Bible 5 010]...... [BIST I Students Total...... 23 Term Course Course GRACIAS MUSIC AT MAHANAIM AT MUSIC GRACIAS GRACIAS MUSIC AT MAHANAIM VOICE MAHANAIM AT MUSIC GRACIAS CONCENTRATION 1 TERM
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40 ____ COURSE DESCRIPTIONS -GRACIAS MUSIC AT MAHANAIM
Accompany Class I tor, the student will be introduced to a diverse set of works [ACCL 110] and to the different challenges each one presents. Prerequisites: NONE. Must be a piano concentration student The first course of a four-term course sequence focusing on Chamber Music II piano accompaniment for vocal musical pieces. Such com- [CHMB 120] ponents of effective accompaniment covered in this course Prerequisites: CHMB 110. Must be a piano, violin, or cello con- sequence include simultaneous piano playing and read- centration student ing of the literary text, defining the melodic character of a The second course of a four-course term sequence. The particular piece and its dynamic range, finding culmination chamber music course will equip the student with the abil- points, caesuras, and recognizing vocal breathing patterns. ity to make music with others. Under the guidance of the instructor, the student will be introduced to a diverse set of Accompany Class II works and to the different challenges each one presents. [ACCL 120] Prerequisites: ACCL 110. Must be a piano concentration student Chamber Music III The second course of a four-term course sequence focusing [CHMB 210] on piano accompaniment for vocal musical pieces. Such Prerequisites: CHMB 120. Must be a piano, violin, or cello con- components of effective accompaniment covered in this centration student course sequence include simultaneous piano playing and The third course of a four-course term sequence. The chamber reading of the literary text, defining the melodic character of music course will equip the student with the ability to make a particular piece and its dynamic range, finding culmination music with others. Under the guidance of the instructor, the points, caesuras, and recognizing vocal breathing patterns. student will be introduced to a diverse set of works and to the different challenges each one presents. Accompany Class III [ACCL 210] Chamber Music IV Prerequisites: ACCL 120. Must be a piano concentration student [CHMB 220] The third course of a four-term course sequence focusing on Prerequisites: CHMB 210. Must be a piano, violin, or cello con- piano accompaniment for vocal musical pieces. Such com- centration student ponents of effective accompaniment covered in this course The fourth and final course of a four-course term sequence. ____ sequence include simultaneous piano playing and read- The chamber music course will equip the student with the- 41 ing of the literary text, defining the melodic character of a ability to make music with others. Under the guidance of the particular piece and its dynamic range, finding culmination instructor, the student will be introduced to a diverse set of points, caesuras, and recognizing vocal breathing patterns. works and to the different challenges each one presents.
Accompany Class IV Choir I [ACCL 220] [CHOI 110] Prerequisites: ACCL 210. Must be a piano concentration student Prerequisites: NONE. Must be a voice or choral conducting con- centration student The final course of a four-term course sequence focusing on This is the first course of a four-term course sequence. Choir piano accompaniment for vocal musical pieces. Such com- is comprised of a mixed chorus of male and female vocal ponents of effective accompaniment covered in this course students who perform accompanied and unaccompanied sequence include simultaneous piano playing and read- choral music. Choir repertoire explores various genres of ing of the literary text, defining the melodic character of a choral music from Bach to modern day, such as Oratorio particular piece and its dynamic range, finding culmination Requiem, Cantata, and Passion, as well as masterworks of points, caesuras, and recognizing vocal breathing patterns. world-renowned composers and choral music. Course work Chamber Music I concludes with one or more seasonal concerts per term. [CHMB 110] Prerequisites: NONE. Must be a piano, violin, or cello concentra- Choir II tion student [CHOI 120] The first course of a four-course term sequence. The cham- Prerequisites: CHOI 110. Must be a voice or choral conducting- concentration student ber music course will equip the student with the ability to This is the second course of a four-term course sequence. make music with others. Under the guidance of the instruc------French DictionFrench I [FDIC 110] be Must student a voice-concentration in theirPrerequisites: year second In course, this students are taught accurately how to pro Conducting for Conducting Non-Conducting I Students 110] [NONC Prerequisites: NONE This the is firstcourse of a two-termcourse sequence.Con ducting an I is introductory course that teaches the flow of musical compositions reading by and analyzing music. Stu dents are taught express how to their own musical interpre tations through basic conducting. forConducting Non-Conducting II Students 120] [NONC Required of students all music except NONC 110. Prerequisites: students concentration conducting choral This the is course final of a two-termcourse sequence, where of flow the of understanding broader a develop students musical composition reading by and analyzing pieces tha are more difficult. Students are able to better express their own musical interpretations of difficult piecesconducting. by without accompaniment, homophonic pieces, folklore mu folklore pieces, homophonic accompaniment, without III Conducting Choral 210] [CHOR Prerequisites: CHOR 120 This theis third course offour-term a course sequence that one-on-onelessons conducting intense, choral involves from a repertoire selected the by instructor. Music works pieces, homophonic accompaniment, without and with folklore music, and various pieces of music from different epochs, styles, and genres will be covered, well as as training of the heart understand to the ideas of the composer. IV Conducting Choral 220] [CHOR Prerequisites: CHOR 210 Thecourse final course of a four-term sequence that involves rep a from one-on-one lessons conducting intense, choral sic, and various pieces of music from different epochs, styles, and genres will be covered, as well as training of the heart to understandthe ideas of the composer. ertoire selected the by instructor. Music works with and mu folklore pieces, homophonic accompaniment, without sic, and various pieces of music from different epochs, styles, and genres will be covered, as well training as of the heart to understand the ideas of the composer. - - - - volves intense, one-on-one choral conducting lessons from from one-on-one lessons conducting intense, choral volves a repertoire selected the by instructor. Music works with and Prerequisites: CHOR 110 The second course of a four-term course sequence that in Choral Conducting II Conducting Choral 120] [CHOR [CHOR 110] [CHOR Prerequisites: NONE The firstcourse course of a four-term sequence that involves rep a from one-on-one lessons conducting intense, choral Choral Conducting I Conducting Choral ertoire selected the by instructor. Musical works with and mu folklore pieces, homophonic accompaniment, without sic, and various pieces of music from different epochs, styles, and genres will be covered, as well as training of the heart to understand the ideas of the composer. Prerequisites: CHOI 210. Must be a voice or conducting- be Must choral a voice CHOI 210. Prerequisites: student concentration This the is course final course of a four-term sequence.Choir comprisedis of a mixed chorus of male and female vocal unaccompanied and perform who students accompanied choral music. Choir repertoire explores various genres of choral music from Bach such as Oratorio modern to day, Requiem, Cantata,and Passion,well as masterworksas of world-renownedcomposers and choral music. Course work concludes with one or more seasonal concerts per term. Choir IV 220] [CHOI nied choral music. Choir repertoire explores various genres of choral music fromBach such as Oratorio modern to day, Requiem, Cantata,and Passion,well as masterworksas of work Course music. choral and composers world-renowned concludes with one or more seasonal concerts per term. III Choir 210] [CHOI orconducting- bechoral Must a voice CHOI 120. Prerequisites: student concentration This the is third course of a four-term coursesequence. Choir comprisedis of a mixed chorus of male and female vocal unaccompanied and perform who students accompanied choral music. Choir repertoire explores various genres of choral music from Bach such as Oratorio modern to day, Requiem, Cantata,and Passion,well as masterworksas of world-renownedcomposers and choral music. Course work concludes with one or more seasonal concerts per term. Choir comprised is of a mixed chorus of male and female unaccompa and performwho students accompanied vocal
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42 ____ nounce French words in French songs and arias using the study. Students look at famous literary pieces of diverse gen- International Phonetic Alphabet (IPA).Bible. Through stories res from different eras. Students explore the pieces’ settings, from the bible students will explore different stages of hope, as well as the author’s beliefs and philosophical perspectives despair, trust, faith and tragedy. Through class participation on cultural, musical, and artistic elements unique to that era. and discussion students will gain more confidence in ex- pressing themselves, their thoughts and ideas which is also Music History I an essential element of musical expression. To really under- [MOWL 110] stand, identify and know oneself can bring about great mu- Prerequisites: NONE sical change. The first course in a three-term course sequence that offers a detailed study of the development of Western music from German Diction I its beginnings to the beginning of the twenty-first century [GDIC 110] (with an introductory dealing with the music of Antiquity). Prerequisites: Must be a voice concentration student in their sec- Course will continually study music in its historical context, ond year and will focus primarily on the history of music style, so the In this course, students are taught how to accurately pro- student can think like an historian. nounce German words in German songs and arias using the International Phonetic Alphabet (IPA). Music History II [MHIS 120] Graduation Recital Prerequisites: MHIS 110 [GREC 300] The second course in a three-term course sequence that of- Prerequisites: Must be concurrently enrolled in CEL 220, CHOR fers a detailed study of the development of Western music 220, PIAN 220, VIOL 220, or VOIC 220 from its beginnings to the beginning of the twentyfirst cen- This is a solo recital performed in front of students and facul- tury (with an introductory dealing with the music of Antiq- ty at the end of the students’ fourth term of study. Students uity). Course will continually study music in its historical con- have the option of performing an additional chamber en- text, and will focus primarily on the history of music style, so semble as part of their recital schedule. This course is man- the student can think like an historian. datory for program completion. Students will be graded on a pass or no-pass basis. Music History III ____ [MHIS 210] 43 Italian Diction I Prerequisites: MTRY 120 [IDIC 110] The third and final course in a three-term course sequence Prerequisites: NONE. Must be a voice concentration student that offers a detailed study of the development of Western This is the first course of a two-term course sequence. It cov- music from its beginnings to the beginning of the twenty- ers pronunciation of Italian words using the International first century (with an introductory dealing with the music of Phonetic Alphabet (IPA). Antiquity). Course will continually study music in its histori- cal context, and will focus primarily on the history of music Italian Diction II style, so the student can think like an historian. [IDIC 120] Prerequisites: IDIC 110. Must be a voice concentration student Opera Class I This is the final course of a two-term course sequence. Stu- [OPCL 110] dents further develop their pronunciation skills by eartrain- Prerequisites: NONE. Must be a voice concentration student ing and sight-singing more advanced Italian diction pieces This is the first course of a two-term course sequence that and fine-tuning their pronunciation skills using the Interna- must be taken during the third term of study. Students are tional Phonetic Alphabet (IPA). introduced to basic stage movement and motions, stage etiquette, and dance. They learn about the vocal and verbal Masterworks of World Literature expressions involved in acting as they rehearse opera lines. [MOWL 110] Students also attend live operas in order to visualize the con- Prerequisites: English Proficiency cepts and topics discussed in class. This course is offered during the students’ fourth term of Piano IVPiano [PIAN 220] Prerequisites: PIAN 210 Thecourse final course of a four-term sequence that involves and one-on-one workshops, piano lessons, intense, piano a 2-term long performance project that culminates in a performance during event the last term Students of study. will learn the rules behind performing music of different styles and amass a repertoire that spans different music epochs. The entire process from first-levelsight readingto stage performance preparations will be covered during this sequence. course Solfeggio I [SOLF 110] Prerequisites: NONE Thisthe is first course course a of four-term sequence.Students learn the basic foundational music skills of ear training and sight singing in terms of tone and interval through simple classical pieces and music phrases. Students are ear-trained writeto down what they hear and sightsing to music pieces. Piano IIPiano [PIAN 120] Prerequisites: PIAN 110 Thesecond course offour-terma course sequence intense, one-on-onethat involves piano lessons, piano workshops, and a 2-term long performance project that culminates in a performance during event the last term Studentsof study. will learn the rules behind performing music of different styles and amass a repertoire that spans different music epochs. The entire process from first-level sight reading stage to performance preparations will be sequence. course this during covered IIIPiano [PIAN 210] Prerequisites: PIAN 120 The third course of a four-term course sequence that involves and one-on-one workshops, piano lessons, intense, piano a 2-term long performance project that culminates in a performance during event the last term Students of study. will learn the rules behind performing music of different styles and amass a repertoire that spans different music epochs. The entire process from first-levelsight readingto stage performance preparations will be covered during this sequence. course Piano I Piano [PIAN 110] Prerequisites: NONE Thecourse final course of a four-term sequence that involves and one-on-one workshops, piano lessons, intense, piano a 2-term long performance project that culminates in a performance during event the last term Students of study. will learn the rules behind performing music of different styles and amass a repertoire that spans different music epochs. The entire process from first-levelsight readingto stage performance preparations will be covered during this sequence course Piano For Non-Piano For Piano Students III 210] [NONP or conducting be Must choral a voice NONP 120. Prerequisites: student The third andcourse final of a three-termcourse sequence specifically designed for non-pianoconcentrated music studentsexpand to musical thinking andreading musical text within the parameters of basic piano playing. Topics such as fingering,tempo, sight-reading, articulation, phasing, dynamics, and artistic expression in performance developed. be continually will Piano For Non-Piano Students II II Students Non-Piano For Piano 120] [NONP Required of students all music except NONP 110. Prerequisites: students piano concentration Thesecond course ofa three-term course sequence specifically designed for non-pianoconcentrated music studentsexpand to musical thinking andreading musical text within the parameters of basic piano playing. Topics such as fingering,tempo, sight-reading, articulation, phasing, dynamics, and artistic expression in performance will be developed. continually [NONP 110] [NONP NONE.Prerequisites: Required of students all music except piano students concentration The firstcourse of a three-termcourse sequence specifically designed for non-piano concentrated music students to expand and develop musical thinking and reading musical text within the parameters of basic piano playing. Topics such fingering, as tempo, sight-reading, and articulation will be introduced. Piano For Non-Piano Students I Students Non-Piano For Piano
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44 ____ Solfeggio II epochs. The entire process from first-level sight reading to [SOLF 120] stage performance preparations will be covered during this Prerequisites: SOLF 110 course sequence. This is the second course of a four-term course sequence. Students continue to work on ear-training and sight-singing Piano II skills using classical pieces and music phrases with tones [PIAN 120] and intervals of greater difficulty than Solfeggio I. Prerequisites: PIAN 110 The second course of a four-term course sequence that Piano For Non-Piano Students I involves intense, one-on-one piano lessons, piano workshops, [NONP 110] and a 2-term long performance project that culminates in a Prerequisites: NONE. Required of all music students except performance event during the last term of study. Students will piano concentration students learn the rules behind performing music of different styles The first course of a three-term course sequence specifically and amass a repertoire that spans different music epochs. designed for non-piano concentrated music students to The entire process from first-level sight reading to stage expand and develop musical thinking and reading musical performance preparations will be covered during this course text within the parameters of basic piano playing. Topics sequence. such as fingering, tempo, sight-reading, and articulation will be introduced. Piano III [PIAN 210] Piano For Non-Piano Students II Prerequisites: PIAN 120 [NONP 120] The third course of a four-term course sequence that involves Prerequisites: NONP 110. Required of all music students except intense, one-on-one piano lessons, piano workshops, and piano concentration students a 2-term long performance project that culminates in a The second course of a three-term course sequence specifically performance event during the last term of study. Students designed for non-piano concentrated music students to will learn the rules behind performing music of different expand musical thinking and reading musical text within the styles and amass a repertoire that spans different music parameters of basic piano playing. Topics such as fingering, epochs. The entire process from first-level sight reading to tempo, sight-reading, articulation, phasing, dynamics, stage performance preparations will be covered during this ____ and artistic expression in performance will be continually course sequence. 45 developed. Piano IV Piano For Non-Piano Students III [PIAN 220] [NONP 210] Prerequisites: PIAN 210 Prerequisites: NONP 120. Must be a voice or choral conducting The final course of a four-term course sequence that involves student intense, one-on-one piano lessons, piano workshops, and The third and final course of a three-term course sequence a 2-term long performance project that culminates in a specifically designed for non-piano concentrated music performance event during the last term of study. Students students to expand musical thinking and reading musical will learn the rules behind performing music of different text within the parameters of basic piano playing. Topics styles and amass a repertoire that spans different music such as fingering, tempo, sight-reading, articulation, epochs. The entire process from first-level sight reading to phasing, dynamics, and artistic expression in performance stage performance preparations will be covered during this will be continually developed. course sequence.
Piano I Solfeggio I [PIAN 110] [SOLF 110] Prerequisites: NONE Prerequisites: NONE The final course of a four-term course sequence that involves This is the first course of a four-term course sequence intense, one-on-one piano lessons, piano workshops, and Students learn the basic foundational music skills of ear a 2-term long performance project that culminates in a training and sight singing in terms of tone and interval performance event during the last term of study. Students through simple classical pieces and music phrases. Students will learn the rules behind performing music of different are ear-trained to write down what they hear and to sightsing styles and amass a repertoire that spans different music music pieces. ------Stringed Orchestra IV [ORCH 220] Prerequisites: ORCH210 The fourth andcourse final in a four-courseterm sequence all stringthat involves players in a strings orchestral setting. Stringed Orchestra II [ORCH 120] Prerequisites: ORCH 110 Thesecond course in four-coursea term sequence thatin volves all string players in a strings orchestral setting. The course comprises full rehearsals under the direction of a sectionalsconductor, led the by teachers of the respective in struments, and quick study practice of technical challenging orchestral music. This course required is for all string-concen trated students. Stringed Orchestra III [ORCH 210] Prerequisites: ORCH 120 The third course in a four-course term sequence that involves all string players ina strings orchestral setting. The course comprises full rehearsals under the direction of a conductor, sectionals led the by teachers of the respective instruments, and quick study practice of technically challenging orches tralmusic. This course requiredis forall string-concentrated students. instruments through a carefully selected and graded series of studies and pieces. IV Instrument Stringed 220] [STRI Prerequisites: VIOL 210 in comprising sequence four-term the of course The last Stringed Orchestra I [ORCH 110] Prerequisites: NONE The firstcourse in a four-courseterm sequence that involves all string players ina strings orchestral setting. The course comprises full rehearsals under the directionof a conductor, sectionals led the by teachers of the respective instruments, and quick study practice of technically challenging orches dividual instruction, group workshops, the facilitation and execution of the performance project, and master classes. Each student will develop their ability express to themselves on their respective instruments through carefully a selected and graded seriesof studies and pieces. tralmusic. This course requiredis forall string-concentrated students. ------dividual instruction, group workshops, per the cumulative formance project, and master classes. Each student will de veloptheir ability express to themselves on their respective Prerequisites: VIOL 120 in comprising sequence four-term the of course The third Stringed Instrument III Instrument Stringed 210] [STRI Stringed Instrument II Instrument Stringed 120] [STRI Prerequisites: VIOL 110 in comprising sequence four-term the of term The second dents fine-tuneskills sight-singing and their ear-training Solfeggio III topics are covered, but with more difficultaton al and music pieces with to melodies from that date the 17th centuries. 20th the Prerequisites: NONE indi comprising sequence four-term the of term The first vidual tuition, group workshops and master classes. Each student will develop their ability express to themselves on their respective instruments through a carefully selected and graded series of studies and pieces. dividual instruction, group workshops, and master classes. Each student will develop their ability express to themselves on their respective instruments through a carefully selected and graded series of studies and pieces. Stringed Instrument I Instrument Stringed 110] [STRI Solfeggio IV [SOLF 220] Prerequisites: PIAN 210 This the is course final course of a four-term sequence.Stu Prerequisites: SOLF 120 This the is third course of a four-term course sequence. Stu Solfeggio III Solfeggio [SOLF 210] and sightsing develop theirdents to ear-training continue ing skills. They are introduced new to topics in simple atonal and musicpieces with to melodies from that date the 17th centuries. 20th the [SOLF 120] Prerequisites: SOLF 110 This the is second course ofa four-term course sequence. and sight-singing work on ear-training to Students continue skills using classical pieces and music phrases with tones and intervals of greater difficulty than Solfeggio I. Solfeggio II
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46 ____ The course comprises full rehearsals under the direction of Voice II a conductor, sectionals led by the teachers of the respective [VOIC 120] instruments, and quick study practice of technically chal- Prerequisites: VOIC 110 lenging orchestral music. This course is required forallstring- This is the second course of a four-term course sequence concentrated students. that involves intensive, one-on-one voice lessons, group workshops, opening performances, and a specific repertoire Theory and Harmony I elected by the instructor. Students will study musical tech- [MTRY 110] nique and the inner musicality of their given repertoire. Prerequisites: NONE The first course in theory and harmony will briefly review Voice III and summarize the fundamentals of notating music with the [VOIC 210] aid of the “Music Theory in Practice” series published by The Prerequisites: VOIC 120 Associated Board of the Royal Schools of Music. It will also This is the third course of a four-term course sequence that introduce the fundamentals of harmony and voice leading involves intensive, one-on-one voice lessons, opening per- from the common practice period. formances, group workshops, a two-term performance project, all involving a repertoire selected by the instructor. Theory and Harmony II Students will study the musical technique and the inner mu- [MTRY 120] sicality of their given repertoire. Prerequisites: MTRY 110 The second course in theory and harmony’s four course se- Voice IV quence that will further examine the fundamentals of har- [VOIC 220] mony and voice leading from the common practice period, Prerequisites: VOIC 210 continuing to work with Aldwell, Edward & Schachter, Carl, This is the final course of a four-term course sequence that Harmony & Voice Leading. involves intensive, one-on-one voice lessons, opening per- formances, group workshops, a two-term performance Theory and Harmony III project, all involving a repertoire selected by the instructor. [MTRY 210] Students will study the musical technique and the inner mu- Prerequisites: MTRY 120 sicality of their given repertoire ____ The third course in theory and harmony’s four course se- 47 quence that will further examine the fundamentals of har- Bible Study for Non-Theology Students I mony and voice leading from the common practice period, [BIST 010] continuing to work with Aldwell, Edward & Schachter, Carl, Prerequisites: NONE Harmony & Voice Leading. This institutional course is required for all non-theology studies students for all terms of their respective programs. Theory and Harmony IV This course allows students to create depth in their hearts [MTRY 220] and minds while learning the ethos of Mahanaim from a Prerequisites: MTRY 210 spiritual perspective. This course meets five times a week, The fourth and final course in theory and harmony’s four one hour per session. course sequence that will further examine the fundamentals of harmony and voice leading from the common practice pe- Bible Study for Non-Theology Students II riod, continuing to work with Aldwell, Edward & Schachter, [BIST 020] Carl, Harmony & Voice Leading. Prerequisites: BIST 010 This institutional course is required for all non-theology Voice I studies students for all terms of their respective programs. [VOIC 110] This course allows students to create depth in their hearts Prerequisites: NONE and minds while learning the ethos of Mahanaim from a This is the first course of a four-term course sequence that in- spiritual perspective. This course meets five times a week, volves intensive, one-on-one voice lessons, group workshops, one hour per session. opening performances, and an in-class repertoire selected by the instructor. Students will study the musical techniques of each piece and the inner musicality of their repertoire. 28 ____ [BIST 040] BIST 030 Prerequisites: This institutional course required is for all non-theology studies students for all terms of their respective programs. This course allows students depth create to in their hearts and mindswhile learning theethos of Mahanaim from a spiritual perspective. This course meets five timesweek, a one hour per session. Bible Study for Non-Theology Students IV Students for Non-Theology Bible Study Bible Study for Non-Theology Students III Students Non-Theology for Study Bible [BIST 030] Prerequisites: BIST 020 This institutional course required is forall non-theology studies students for all terms of their respective programs. This course allows students depth create to in their hearts and mindswhile learning theethos of Mahanaim from a spiritual perspective. This course meets five timesweek, a onehour per session.
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48 ______28 49
MAHANAIM ENGLISH 5 5 3 3 3 4 4 4 4 4 9 30 2.0 2.0 2.0 Required Hours/Week Hours/Week Instructional Instructional Minimum GPA 35...... 35...... 35...... Instructional Hours ...... TOTAL BIST 030 WRIT 030...... 030 COMM INTE 030...... LIT 030...... GRAM 030 Required ...... First Second STUDENT PROGRESS CHART Term ...... Third ESL EXTENDED LEARNING PROGRAM Course 022...... INTG SKLL 022 BIST 020 TOTAL TERM 3: ADVANCED LEVEL ADVANCED TERM 3: Course READ 030...... 5 5 4 4 4 4 4 4 4 4 4 4 5 5 30 30 Hours/Week Hours/Week Instructional Instructional ...... MAHANAIM ENGLISH PROGRAM PROGRAM ENGLISH MAHANAIM DESCRIPTION BIST 020 TOTAL TERM 2: INTERMEDIATE LEVEL TERM 2: INTERMEDIATE Course READ 020...... WRIT 020...... 020...... COMM INTE 020...... LIT 020...... GRAM 020 Course Course READ 010...... WRIT 010...... 010...... COMM INTE 010...... LIT 010...... GRAM 010 BIST 010 TOTAL MAHANAIM ENGLISH PROGRAM PROGRAM ENGLISH MAHANAIM REQUIREMENTS TERM 1: BEGINNER LEVEL Mahanaim English is an intensive 30-hour per week program program per week 30-hour Mahanaim English is an intensive fluency comprehension, provide in English which aims to nonnative to and speech communication writing, reading, and engaging challenging, an innovative, speakers through six Mahanaim English curriculum. will attend Students mandatory as a as well Bible study English daily, courses very Classes are small with a minimum each morning. so of fifteen and a maximum students students, of five attention. individual enough receive may students that to in the evenings In will be available addition, teachers assistance. additional provide intermediate, of instruction: levels beginner, three are There in of instruction enrolls level the student The and advanced. which is an ESL his/her CELSA score, by will be determined Mahanaim English for range CELSA score The test. placement is 30- Mahanaim English Intermediate is 0-29, for Beginner is 50-69. Students MahanaimAdvanced English 49, and for exempt and are into, test they level the at coursework begin typically takes Each level levels. previous all classes at from both spring are and fall terms The complete. to one term long. 17.5 weeks COURSE DESCRIPTION - MAHANAIM ENGLISH - MAHANAIM DESCRIPTION COURSE
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50 ____ COURSE DESCRIPTION - MAHANAIM ENGLISH
MAHANAIM ESL ESL Interactive English I [INTE 010] Instruction hours/ week ------35 hours Prerequisites: NONE A beginner ESL computer course driven by Side by Side Course description: Interactive 2 software. This is an integrated skills program that provides instruction and practice in grammar, speaking, Mahanaim ESL Program is a 15-week program with three listening, vocabulary, pronunciation, reading, and writing. levels from Beginner, Intermediate, and Advanced level. Stu- A teacher will always be available for help, support, and dents who complete Mahanaim ESL will be able to under- progress checks, but students will complete the majority of stand and communicate freely, using both conversational this coursework independently. and academic language. They will also possess the literacy level required to enter and succeed in an accredited institu- tion of higher learning in an English-speaking country with ESL Literature I: Stories and Dialogs the English skills they develop throughout the program. [LIT 010] Prerequisites: NONE A beginner ESL reading course which features a variety of themes and issues through dialogs and stories about BEGINNER ordinary people. Students will participate in reading and ESL Reading I discussing these dialogs and stories as they link them to [READ 010] their own experiences. Through individual and pair work, Prerequisites: NONE students will develop their comprehension and reading A beginner ESL course that develops students’ reading and skills, vocabulary, and overall fluency in English. vocabulary skills. The class focuses on helping students understand and practice the basic reading skills required for ESL Grammar I academic as well as pleasure reading. Students will focus [GRAM 010] on identifying the main idea, understanding context clues, Prerequisites: NONE and summarizing information as they read each assigned A beginner ESL grammar course which presents students passage. with a foundation of English grammar and proper usage by providing extensive and varied practice that encourages ____ ESL Writing I growth in all areas of language use. The major topics of study 51 [WRIT 010] include verb tenses, asking questions, nouns/pronouns, Prerequisites: NONE modal auxiliaries, conjunctions, comparisons, count and A beginner ESL writing course that introduces students to non-count nouns/articles, clauses, gerunds/infinitives, the basic skills required for good writing and helps them to phrasal verbs, and preposition combinations. express themselves freely in English. Through individual, pair, and group tasks, students will learn the fundamental Bible Study for Non-Theology Students I principles of prewriting, planning, drafting, revising, and [BIST 010] editing as they focus on creating basic sentences and work Prerequisites: NONE their way toward constructing guided paragraphs. This institutional course is required for all non-theology studies students for all terms of their respective programs. ESL Communications I This course allows students to create depth in their hearts [COMM 010] and minds while learning the ethos of Mahanaim from a Prerequisites: NONE spiritual perspective. This course meets five times a week, A beginner ESL listening and speaking course that exposes one hour per session. students to English spoken in real life situations and provides opportunities to make comments and answer questions INTERMEDIATE posed in English. Students will be able to hone in on their ESL Reading II listening skills, response time, pronunciation, dictation [READ 020] skills, and speaking skills. In addition, students will also be Prerequisites: READ 010 or Intermediate level placement exam challenged to build their vocabulary and develop the ability scores to think critically throughout this course. An intermediate ESL reading course that develops students’ reading and vocabulary skills. Students will learn successful ESL Writing ESL Writing III 030] [WRIT exam placement II OR advanced-level ESL Writing Prerequisites: scores An advanced ESL writing course that introduces students to theprocess of paragraph development and teaches them generateto ideas within a variety of rhetorical patterns. Bible Study for Non-Theology Students II Students Non-Theology for Bible Study [BIST 020] BIST 010 Prerequisites: This institutional course required is for all non-theology studies students for all terms of their respective programs. This course allows students depth create to in their hearts and mindswhile learning theethos of Mahanaim from a spiritual perspective. This course meets five timesweek, a one hour per session. ADVANCED ESL Reading III 030] [READ placement OR advanced-level II ESL Reading Prerequisites: scores exam students’ develops that course reading ESL advanced An advanced through skills comprehension and reading academic text encompassing areas such as trends in living, issues in society, justice and crime, and science and history.Students will be expected produce to oral and written reports with an emphasis syntax, on grammar, and mechanics. The majority of the class work will focus on group discussions of the material. to classic Americanto literature from authors such as O’Henry, Herman Melville, MarkTwain, and Edgar Allan Students Poe. skills language and comprehension reading develop will through the discussion ofshort novels in both small and large group settings while being encouraged think to critically and express their thoughts and opinions freely. II ESL Grammar [GRAM 020] placement level I or Intermediate Grammar ESL Prerequisites: scores exam An intermediate ESL grammar course which will further develop the students’ foundation of English grammar and proper usage providing by extensive and varied practice that encourages growth in all areas of language use. The major topics of study include complex verb tenses, subject- verb agreement, modals, the passive, gerunds/infinitives, reductionof adverbclauses modifying to adverbial phrases, the different usesconnectives, of conditionals.and - ESL Literature II: American Stories Stories II: American ESL Literature [LIT 020] level Dialogsand Stories ESL Intermediate or Prerequisites: scores exam placement An intermediate ESLreading course that exposes students [INTE 020] level English I or Intermediate ESL Interactive Prerequisites: scores exam placement An intermediate ESL computer course driven Longman by English Interactive Software. This an is integrated skills program that provides instruction and practice in grammar, speaking, listening, vocabulary, pronunciation, reading, and writing. A teacher will always be available for help, support, and progress checks, but students will complete independently. coursework this majority of the ment exam scores ment exam An intermediate ESL listening and speakingcourse that develops students’ listening and speaking skills using a variety of academic as well as entertaining subjects through pair and group discussions. Students will learn how to and prolonginitiate conversation through the constant practice and repetition sentence of key structures as they develop their listening skills, response time, pronunciation, dictation skills, and speaking skills. In addition, students will also be challenged listen to and to speak about academic build their vocabulary,content, and develop critical thinking skills throughout course. this English II ESL Interactive ESL Communications II ESL Communications 020] [COMM place level I or Intermediate ESL Communications Prerequisites: ESL Writing ESL Writing II 020] [WRIT placement level I or Intermediate Writing ESL Prerequisites: scores exam An intermediate ESL writing course that begins with a reviewof sentencestructure, and thenfocuses on the systematicprocess of writing paragraphs. Students will learn the organizational principles necessary the make to transition fromsentences paragraphs to in English through prewriting,writing, and revising. This course also emphasizes collaborative writing and peer feedback. reading strategies while engaging analyzingin readings, skimming and scanning for information, practicing the usageof different word forms, identifyingvocabulary context,in distinguishing fact from opinion, identifying purpose and tone, and participating in internet activities.
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52 ____ This course emphasizes working with model paragraphs, and grammar tasks which stimulate students’ imagination, producing original writing, editing practice, and grammar encourage critical thinking, and promote personal expres- with proper sequencing. Students will make the transition sion all while developing reading and writing skills in English. from writing individual paragraphs to 5-paragraph comprehensive essays through individual and group projects, direct instruction, and teacher feedback. LOW INTERMEDIATE ESL Communications III ESL Communication II [COMM 030] [COMM 021] Prerequisites: Practical ESL Beginner or Low-Intermediate Level Prerequisites: ESL Communications II OR advanced-level place- Placement Test Scores ment exam scores A low-intermediate ESL course that is geared to enhance An advanced ESL listening and speaking course which devel the students’ fluency as well as accuracy in English. With a learner-centered approach, it teaches the natural language that people really speak. This course utilizes model conversa- tions that make key social language unforgettable and easy PRACTICAL ESL to personalize, intensive vocabulary development with ac- tive recycling, and complete grammar support-extended by Instructional hours/ week ------6 hours a bound-in vocabulary booster.
Course description: ESL Reading & Writing II Practical ESL Program is a 16-week program with five levels [REWR 021] from Beginner, Low Intermediate, Intermediate, High Inter- Prerequisites: Practical ESL Beginner or Low-Intermediate Level mediate and Advanced level. Students who complete Practi- Placement Test Scores cal ESL Program will be able to confidently carry out most A low-intermediate ESL course that explores fascinating con- functions of life in an English-speaking country. They will be tent while building language competence and critical thinking able to express their opinions and ideas more freely, and un- skills. Each unit is composed of reading, writing, vocabulary, and derstand a majority of the English conversation they encoun- grammar tasks which stimulate students’ imagination, encour- ter. These students will also develop a foundation for reading age critical thinking, and promote personal expression all while ____ and writing in English. developing reading and writing skills in English. 53
BEGINNER INTERMEDIATE ESL Communication I ESL Communication II-A [COMM 011] [COMM 022] Prerequisites: NONE Prerequisites: Practical ESL Low-Intermediate or Intermediate A beginner ESL course that is geared to enhance the stu- Level Placement Test Scores dents’ fluency as well as accuracy in English. With a learner- An intermediate ESL course that is geared to enhance the centered approach, it teaches the natural language that students’ fluency as well as accuracy in English. With a learn- people really speak. This course utilizes model conversations er-centered approach, it teaches the natural language that that make key social language unforgettable and easy to people really speak. This course utilizes model conversations personalize, intensive vocabulary development with active that make key social language unforgettable and easy to recycling, and complete grammar support-extended by a personalize, intensive vocabulary development with active bound-in vocabulary booster. recycling, and complete grammar support-extended by a bound-in vocabulary booster. ESL Reading & Writing I [REWR 011] ESL Reading & Writing II-A Prerequisites: NONE [REWR 022] A beginner ESL course that explores fascinating content Prerequisites: Practical ESL Low-Intermediate or Intermediate while building language competence and critical thinking Level Placement Test Scores skills. Each unit is composed of reading, writing, vocabulary, An intermediate ESL course that explores fascinating content - Course Discriptions: Course - a combi teach to is designed course This ESL Skills & B: I A listening, writing, of all aspectsnation of English – reading, speaking, and grammar. to is designed course This and SpeakingListening I A & B: and speaking listening increase skills various situa- through etc. multi-media presentations, role-plays, topics, tions, to is designed course This I A & B: Vocabulary Reading and and vocabularyincrease interesting skillsreading through stories. thought-provoking Level Placement Test Scores Test Placement Level fascinating explores that ESL course A high-intermediate critical and language competence while building content vo writing, thinking of reading, skills. is composed Each unit ESL Explorer Structure: Program and it also below main classes listed has three ESL Explorer activities cultural and weekend includes afternoon, evening, the English-learning atmosphere. supplement that Description: Program of of all ages a taste students give to is designed ESL Explorer English skills. are Students as they improve American culture academic their meet to level and age to according grouped and social needs. cabulary, and grammar tasks which stimulate students’ im- students’ tasks which stimulate and grammar cabulary, personal critical thinking, and promote encourage agination, and writing skills reading all while developing in expression English. - - - ESL Reading & Writing III Writing ESL Reading & 033] [REWR or High-Intermediate ESL Intermediate Practical Prerequisites: [COMM 033] [COMM or High-Intermediate ESL Intermediate Practical Prerequisites: Scores Test Placement Level enhance to is geared that ESL course A high-intermediate With a fluency accuracywell as in English. as the students’ language natural the it teaches approach, learner-centered - model conversa utilizes course This speak. people really that and easy make key social language unforgettable tions that vocabulary with ac development intensive personalize, to age critical thinking, and promote personal expression all whileall personal expression criticalage thinking,promote and and writing skills reading developing in English. ADVANCED III ESL Communication support-extended grammar and complete recycling, by tive a bound-in vocabulary booster. [REWR 023] [REWR High-Intermediate or ESL Intermediate Practical Prerequisites: Scores Test Placement Level - con fascinating explores that ESL course A high-intermediate and critical thinking building language competence while tent and vocabulary, writing, skills. of reading, Each unit is composed encour imagination, students’ tasks which stimulate grammar ESL Reading & Writing II-B Writing ESL Reading & Prerequisites: Practical ESL Intermediate or High-Intermediate or High-Intermediate ESL Intermediate Practical Prerequisites: Scores Test Placement Level enhance to is geared that ESL course A high-intermediate With a fluency well as accuracy in English. as the students’ language natural the it teaches approach, learner-centered - model conversa utilizes course This speak. people really that and easy make key social language unforgettable tions that vocabulary with ac development intensive personalize, to HIGH INTERMEDIATE II-B ESL Communication 023] [COMM support-extended grammar and complete recycling, by tive a bound-in vocabulary booster. while building language competence and critical and thinking language competence while building vocabulary, writing, of reading, skills. unit is composed Each imagination, students’ which stimulate tasks and grammar - personal expres critical thinking,promote and encourage and writing skills reading sion all while developing in English.
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54 ____ STUDENT CONDUCT AND SUBSTANCE POLICIES
Students are expected to conduct themselves in a manner employees, and community benefactors from all forms consistent with Mahanaim’s mission of promoting a learning of harassment. Accordingly, this policy applies to visitors, environment for all involved. Failure to do so in any of the management and non-management employees, vendors, following areas will result in consequences according to the and all others with whom we have a relationship. Mahanaim Discipline Policy. Harassment is a form of misconduct, which undermines DISORDERLY CONDUCT the integrity of the education and/or employment relationship. Harassment is not only offensive, but also Students should not act in a manner that disturbs the peace harms morale and interferes with the efficacy and ability and tranquility of Mahanaim by activities that interfere with to fulfill responsibilities to students and others the school the well-being of others at Mahanaim. serves. All students and employees must be allowed to learn FIRE ALARMS and/or work in an environment free from unsolicited and Tampering with fire alarms, fire hoses, extinguishers, and unwelcome overtones of harassment in any form. other protection equipment is against state law. Students who cause false report, warning or threat of fire, explosion, or Racial Harassment Any form of racial discrimination is prohibited at Mahanaim. other emergency at Mahanaim may be subject to dismissal Mahanaim has adopted and fully advocates non- from the school. discriminatory practices in hiring and promotion. Non- FIREARMS AND WEAPONS discriminatory practices are expected of all faculty, staff, and Mahanaim students are prohibited from having possession students. of or storing ammunition, detonating and explosive devices, Mahanaim considers racial harassment and discrimination bows, crossbows, arrows, knives and other edged weapons, based on race, color, nationality, or ethnic origin to be a firearms, devices that use aerosol or compressed air canisters serious offense. Such behavior may result in suspension to shoot projectiles of any kind, slingshots, BB guns, pellet or expulsion from school. Students should report such guns, paintball guns, and martial arts weapons on campus. inappropriate behavior to the Office of Student Life.
FIREWORKS Sexual Harassment Students are prohibited from the use of fireworks, or any Mahanaim is committed to maintain a Christian, academic, explosive device such as, but not limited to, firecrackers, and professional environment, free from all forms of sexual ____ cherry bombs, dynamite, and homemade explosives at intimidation and exploitation. Sexual harassment can vary 55 Mahanaim. with particular circumstances, but, generally, it is defined as unwelcome or offensive sexual advances, requests for ILLEGAL ENTRY OF CAMPUS BUILDING sexual favors, unwanted or uninvited verbal suggestions Students may not enter the school building after hours or comments of a sexual nature, or objectionable physical of operation. Doing so or breaking in will result in serious contact. Coercive behavior, including suggestions that disciplinary action, which includes dismissal from the school. academic or employment reprisals or rewards will follow POLICY AGAINST HARASSMENT the refusal or granting of sexual favors, or conduct that unreasonably interferes with an individual’s work Mahanaim is committed to the highest standards of performance or creates an intimidating, hostile or offensive Biblical conduct and Christian living. The school intends work environment constitutes a violation of Mahanaim’s to promote an academic environment and workplace free spiritual and/or educational standards, objectives, and goals. from harassment and intimidation, including harassment based on race, color, sex, religion, national origin, age, and Mahanaim will fully and effectively investigate any such report disability. The intent of this policy is to affirmatively raise and take any corrective action that is deemed necessary, the subject of sexual and other harassment, express strong including disciplining or dismissing any individual who is found disapproval against such actions, identify a complaint to have violated this prohibition against harassment. procedure whereby students and employees have the The reporting student will be informed of the action right to raise harassment issues, establish an investigative taken. Mahanaim does not tolerate sexual harassment, and procedure for such alleged misconduct, and provide an appropriate disciplinary action will be taken whenever such effective and appropriate response to this type of conduct, harassment is demonstrated. Any individuals engaging in including sanctions against anyone violating this policy. such conduct contrary to this policy is personally liable in Mahanaim is committed to protecting its students, any case brought against them. Student will have a counselingStudent will have session and discuss the events of the violation and evidence presented with their department Then the department chair. chair will a submit make a written report the to director of student affairs . The director of student affairs can decideto: Drop the case if it has been resolved Issue a minor punishment appropriate as for (fine damaged property, community service, etc.) or MAHANAIM DISCIPLINE POLICY DISCIPLINE MAHANAIM studentAny accused of misconduct according Mahanaim to Student Conduct and Substance Policies will be subject to the following procedure: 1) 2) a. b. with strict disciplinary action. Mahanaim directly condemns usage of such substances both on and off campus, as illicit environment. academic to detriment a bring substances SMOKING Consistent with the school mission, smoking prohibited is on school grounds all at times. Violations of policy this will disciplinary in result action. MAHANAIM DISCLOSURE STATEMENT It the is responsibility of the student be to familiar with the information presented in catalog, this and know to and observe all regulations and procedures relating the to program pursuing. is he/she In no case will a regulation be waved or an exception granted because the student is the of regulations andunaware procedures. Mahanaim reserves the right modify to rules and policies, including but not limited admission to: requirements and frequency or thereof, location offerings, course criteria, gradingcourse requirements content, and procedures, program requirements, tuition, fees, financial assistance programs, substantive or procedural disciplinary rules, and support services. Mahanaim not may modify these rules and policies retroactively, and during given term, any students to who signedhave enrollment agreements for that respective term.Students areexpected stay to informed withupdated policies from the most recent school catalog. Current conditions change, may and it the is responsibility of the studentbe to aware of these changes before signing a new agreement. enrollment A student expected is satisfy to the requirements of this catalog starting from the time the student admitted is to Mahanaim. Responsibility for following all policies and meeting requirements and deadlines for programs rests student. the upon ILLEGAL DRUGS Therewill be no purchase, exchange, consumption, or storageof illegal drugs on school grounds point any at Violationsduring the year. of policy this will be handled ALCOHOL The purchase, exchange, consumption, or storage of alcoholic beverages prohibited are Mahanaim. at Mahanaim does not tolerate the usage of such substances, as alcohol environment. academic the to detriment a brings HAZING Hazing defined is subjecting as a fellow studentto abusive or humiliating pranks. Hazing not is permitted Mahanaim. at Office Student of Life staffmakewill the determination of what hazing is and what not. is student Any participating in a deliberate hazing activity will be held responsible for his/ her Regardless behavior. of motive or student intent, any participating prank-style in activities can expect immediate and serious disciplinary action. Mahanaimhas adopted a complaint procedure that assures prompt,a thorough, and impartial investigation of all complaints, followed a swiftby and appropriate corrective students encourages The school warranted. action where and employees report to harassment inappropriate and any conductbefore it becomes severe and pervasive. While not all incidents of harassment Mahanaim violate the law, does intend prevent and to correct harassment and other inappropriate conduct before it rises the to level of a legal violation. Students that believe they are victims of some sort of harassment must report it immediately the to Office of Student Life. No students will besubject adverse to treatment or retaliation because they report a violation or potential violation of policy, this or provide information concerning such reports. administration, Mahanaim faculty, All and management are held accountable for supporting the effective administration of reporting this policy. If they are advised of alleged any violation ofpolicy, this or ifthey independently observe conduct which be may prohibited policy, this by they must immediately report thematter the to Human be can investigation appropriate so Manager Resources initiated. Under no circumstances will the individual who conducts the investigation or who direct has any or indirect control the over investigation, be subject the to supervisory authority of the alleged harasser. REPORTING COMPLAINTS ON REPORTING COMPLAINTS HARASSMENT
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56 ____ schedule further counseling sessions TUTORIAL SERVICES c. Make arrangements for a fair hearing in the event of Students may receive academic assistance in all disciplines a major offence that needs further investigation and / free of charge, through the Tutorial Center. Each semester or consequences peer tutoring is available for Gracias Music School Students. 3) The events of the investigation and decision made Also, there is professional Writing Center for most basic by the director of student affairs must be written required courses and for a variety of other courses. Theology out and approved and signed by the school director. student of Track in Spanish are encouraged to attend the *In the case that a hearing is held for a major offence, the regular tutoring session for improving Spanish writing and hearing must take place immediately (within one week of grammar skills. the meeting with the director of student affairs) before a STUDENT HEALTH SERVICES committee of Mahanaim administrators, faculty members, Good health is a prerequisite to efficient academic work. Care and a student representative. The committee will make the is taken to protect the health of students and administer the decision regarding imposed consequences which could proper medical attention. For this reason, the school works result in expulsion from the school. This decision is final and in conjunction with local medical clinics and hospitals to cannot be appealed. provide necessary care to students. The Health Center is also available for minor injuries and initial consultation.
STUDENT LIFE AND SERVICES FOOD SERVICES Meals are served regularly in the Dining Hall for all students. CAREER SERVICES Students may elect to participate in various meal plans. The mission of Career Services is to develop, educate and Individual meals are also available. Meal plans can be prepare students for the work of God through the excellent purchased from the Office of the Bursar. training you received at Mahanaim. It is our goal to put Mahanaim education into practice through rich and broad IDENTIFICATION CARDS opportunities once you entered the school. Mahanaim A Mahanaim student identification card is required for use aims to provide students the strong global network with of school services, such as the library, computer lab, and influential Christian organizations such as the Good News designated purchases on campus. There is a $15 fee to ____ Mission, the International Youth Fellowship (IYF) and Gracias replace the card if it is lost. Please see the Office of Student Choir & Orchestra for a lifelong career development. It is our Life at the time of registration to obtain this card. 57 responsibilities to assist students in making career decisions and provide them with the skill set needed wherever God STUDENT HOUSING may lead. Although Mahanaim does not provide housing for any of its students, we hope to ensure that Mahanaim students Career Services resource materials, information about job have information about housing options to assist in their trends and occupations, and one-on-one counseling, can housing search. We suggest that students start the search direct students on a career path that is both suitable and for housing options several months before their expected fulfilling. Counseling appointments can be made by phone. move in date. More information is available at request at the Walk-in appointments are welcome on a limited first come Office of Student Life. first serve basis.
LEARNING DISABILITIES CHRISTIAN INVOLVEMENT Emphasis on the spiritual component of life makes the Students with documented learning disabilities who desire Mahanaim experience one of a kind. The students meet learning assistance should contact the Office of Student Life. regularly in Chapel services which provide a clear avenue for PHYSICAL DISABILITIES faith and spiritual growth. Activities include ministry to the school community through musical presentations, student Students with physical disabilities are encouraged to leaders, and notable preachers as guest speakers. contact the Office of Student Life to determine what Students are encouraged to regularly attend services. In accommodations can be provided to assist them in adapting addition to Chapel services, Mahanaim strongly advocates to the campus environment. personal prayer and Bible study. Therefore, students should set aside time for quiet time, self-reflection, and examination of faith.
Pastor , Pastor
ce, occasional ce, guest speaking, facilities management, initiatives in street and youth evangelism, and special preparationevent and management, such as IYF World Camp, English Camp, Good News Corp overseas volunteer workshop. Degree of Honorary Doctor in Education, University Technology Mongolia B.S., Santa Clara University, CA Certificate,Korea Gospel MissionaryCollege, Korea Pastor Bang Park serves Won duties his as a pastor the at Good 2008. since Church News New Pastor York Park the fills role of pastor through teaching the Bible, emphasis in repentance “Gospel the implementing and developing salvation, and Terry Henderson Jr. Henderson Terry Degree of Honorary Doctor in Education, University Technology Mongolia B.S., Brook Stony University, NY Certificate,Korea Gospel MissionaryCollege, Korea Pastor HendersonTerry graduated from Jr. theKorea Gospel Missionary College two-year Bible program in February of 2005and has been since employedfull-timea as minister oneat of the Good regional News Mission’s branch missions inKorea. He has ministered theat Good News Mission’s Pastor Henderson of May since Church 2007. New York serves mainhis duties the at Good Church News New York on behalf ofGood News Mission as a co-pastor, which include youth ministry, service preparation, hostingchurch servi Park, Won Bang Certificate,Korea Gospel MissionaryCollege, Korea Park has beenPastor Yeongkook serving the Gospel and the advancementof the churchin variety a of functions for the pastyears. 20 Park currently servesas Executive Director of Fellowship USA,International Regional Youth Director of Good News Mission for the Americas, and Senior Pastor of Good Church. Park was alsoNews recently Newappointed York as President of Christian Leaders a global Fellowship (CLF), initiative that unites pastors, bishops, and other clergymen for the evangelism of the Gospel around the world. Park organized where over 900 church leaderthe firstConference CLF 2017 in delegates gathered from several differentcountries. Park has held meetings unilateral dignitaries international with many theover course including of career, his the current and former as wellPresidents as the King of Paraguay, of Swaziland and other heads of state. Park’s goal has always been reach to the corners of the Earth withthe message of salvation through Jesus Christ and the promise for a bright spiritual life that is attained through grace and faith. Pastor Park holds an Honorary Doctorate from Mongolia TechnologyUniversity, B.A.a in English Literature from BrookStony University, and a CertificateCompletion of from Mahanaim Missionary School. - - - -
Pastor
THEOLOGY Yeong Kook Park, Degree of Honorary Doctor in Education, University Technology Mongolia B.A., Brook Stony University, NY MAHANAIM FACULTY DEAN OF ADMINISTRATION AND FINANCE AND OF ADMINISTRATION DEAN Jenny Woo graduatedJenny Woo from Ohio University. State She previ versity of Michigan and currently is pursuing Masters his in Higher Education Administration Brook Stony at University. He yearshas many of experience in development and assessment of educational programs. sityand a graduate is of the KoreaGospel MissionaryCol lege. He has been serving in Korea as an associate pastor 2002.since While ministering in both Korea and NewYork foryears, five he has a vast amount of experience in program management, language interpretation, organization youth Soteriology. and development ously worked MB at Financial Bank where as an internal auditor, currently is She auditing. and banking in experience gained she in the process of getting license. her CPA THEOLOGY DIRECTOR/PDSO THEOLOGY Joseph Park Joseph Park holds a B.S. in from Finance Santa Clara Univer DEAN OF ACADEMIC AFFAIRS OF ACADEMIC DEAN Glen Heil Glen Heil received Bachelors his in Political Science the at Uni Younshin An Younshin An received herYoungshin Bachelors in Economics the at Universidadde Andes,Los Colombia and her Masters in Higher Education AdministrationBrook Stony at University.She has worked on the Mahanaim Theology Program, and the is School Director since 2015. MAHANAIM STAFF DIRECTOR SCHOOL Mahanaim strives provide to not only academic guidance, but also spiritual guidance students to who would to like address their spiritual needs. Students can receive individual attention and explore the spiritual dimensions of life. SPIRITUAL COUNSELING SPIRITUAL
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58 ____ Hour” program for new Christians, co-directing the Bible Crestwood, New York, where he taught composition, analy- Crusade- the biggest annual Christian conference at New sis, choral leadership, and Church Slavonic. He also served on York by the Good News Mission, translating international the conducting staff for the chapel choirs, and he founded best-sell Christian literature, Secret of Forgiveness of Sin the Composers Seminar at St. Vladimir’s in 2007 and 2008. and Being Born Again, and Repentance and Faith from Bailey continues to teach and conduct Orthodox sacred mu- Korean to English. He is also the Director of Operations at IYF sic at various conferences and seminars throughout North (International Youth Fellowship) World Camp, an one week America. He teaches conducting and performance practice long Christian youth camp in the U.S. since 2010. to a select number of students, and is a Fellow at Davenport College, Yale University.
MUSIC VOICE Seong Sook Choi CONDUCTOR Seong Sook Choi received her Doctor of Musical Arts from Petko Dimitrov State University of New York at Stony Brook and Master Petko Dimitrov is a distinguished educator, who works of Music from Manhattan School of Music. While she was closely with established youth organizations, such as New studying, she has won several major opera competition Jersey Youth Symphony, Grater Newark Youth Orchestra, including 1st place in the Dicapo Opera Theater Opera inter-school orchestras of New York, and Mannes College Competition and 1st place in the Five Towns Music and Art Preparatory Division. Previously, Petko has served as the Foundation Competition and New York district winner at artistic director and conductor of the Ridgefield Symphony Metropolitan Opera National Council Competition. Ms. Choi Orchestra’s summer series at Lasdon Park in Katonah, New has worked at YonSei University, Kyung Won University, York. He has also been conductor of the Princeton Sympho- and Korea National University of Art as a faculty member. ny. In performances with WCYO, Mr. Dimitrov had his debut Currently, she has been working as the president of N.Y. at Carnegie Hall in 2007 and Avery Fisher Hall in 2008. In conservatory of Music and Art and the president of Kaliope the spring of 2007 Mr. Dimitrov led the orchestra on tour in Music Society. Austria and performed in prestigious concert venues includ- ing Haydnsaal in Eisenstadt and Schlossberg in Graz. In July Alexander Hahn 2009, Petko was appointed the conductor of Excalibur – The Bass Alexander Hahn’s recent performances include his ____ Celtic Rock Opera, which toured major cities in Germany in debut with the Beethoven Easter Festival of Warsaw as Pietro 59 2010-2011. in Simon Boccanegra, Figaro in Le Nozze di Figaro with Bronx Petko Dimitrov is currently the music director of the Western Opera, Monterone with in Rigoletto with Opera Theater Connecticut Youth Orchestra and the New Symphony of Connecticut, Le Bailli in Werther with Opera Company Orchestra in Sofia, Bulgaria. He also presently serves as of Brooklyn, and the bass-baritone soloist in Beethoven’s music director of Cavallo Classico in Munich, Germany. In Symphony No. 9 with EOS Orchestra of Beijing. Mr. Hahn is a 2012, Mr. Dimitrov was invited by the Curtis Institute of Music graduate of the Yale School of Music, where he earned both to be conductor in residence at the Young Artist Summer a Master’s degree in Music and an Artist Diploma as well as Program, which resulted in immediate re-invitation for the being awarded the David L. Kasdon Memorial Prize, for the 2013 and 2014 Curtis Summerfest. most outstanding singer in the School of Music. Mr. Hahn Petko completed his Master Degree in Orchestra Conducting earned his Bachelor’s degree in Music from Mannes College at the University of Michigan, Ann Arbor, under the direction of Music. of Prof. Kenneth Kiesler. He completed his studies with Prof. Gustav Meier at the Peabody Conservatory, John Hopkins Youngjoo An University, where he pursued a Graduate Performance Baritone Youngjoo An is quickly establishing himself as an im- Diploma in Orchestra Conducting. portant young artist winning prizes in e Metropolitan Opera National Council Auditions, e Chester Ludgin International CHOIR Verdi Baritone Competition, Giulio Gari Competition and the Mark Bailey Francisco Vinas Competition. He has performed in concert in Mark Bailey is an American conductor and baroque violist. Carnegie Hall’s for performances of Bach’s Mass in B Minor as He is the founder and artistic director of the American Ba- well as for New York’s Verdi Square Festival of e Arts. A recent roque Orchestra. From 1992 to 2008, Bailey served on the graduate of the Mannes College of Music, Mr. An performed faculty of St. Vladimir’s Orthodox Theological Seminary in the role of Michele in II Tabarro, Renato from Verdi’s Un ball in
- CELLO Mihai Marica Romanian-born cellist Mihai Marica a First is Prize winner of Sigall” Luis the “Dr. International Competition in Viña del Mar, VIOLA Brookes Colin Passionate and approachable violist Colin Brookes delights in drawing audiences warm his into and colorful sound world. A native of Pittsburgh, Pennsylvania, work his as a soloist, chamber musician and teacher has taken him citiesto across the United States, Europe,and Central America. An avid chamber musician, he and 4 colleagues founded They the Ulysses Quartet in the summer of 2015. are the winners of the Grand Prize and the Gold Medal in Fischoff NationaltheSenior String Division of the 2016 Chamber Music Competition. Colin holds a Bachelor of Musicfrom the Juilliard School, along with Mastera of Music,and Artist Diploma University from Yale where he received the Georgina Lucy Grosvenor Memorial Prize. He currentlyis pursuing a Doctorate of Musical Arts Stony at Brook University under Larry Dutton and Nicholas Cords. He currently century plays on an Italian 19th viola and bow generously on loan from the Maestro Foundation. VIOLIN Horvath Bela Bela Horvath distinguished a is young artist international of stature, winner of numerous prizes and awards, TV and radio appearances, and major performances various in European countries and the U.S. credit. his to Bela entered In 1996, the Béla Bartók Conservatory In Budapest, Hungary, where he studied with Istvan Kertesz, the first violinist Festeticsof the String Quartet. the In renowned 2002, violinist,violist, and conductor Horvath Pinchas Zukerman invited Mr. study to with him and associate, his Heifetz Institute faculty mem chestra Concerto Competition. Showing much promise as a young pianist, Ms. Yamazaki was a featured soloist with the Orchestra SheNHK continued Dan Yu her in Tokyo. piano studiesthe at Gakuen prestigious College Toho of Music in wellas theas International Tokyo, Keyboard Institutein New She has participated NY. York, in lessons and master classes with high profile pianists including: GianlucaLuisi, Jerome Rose, Mykola Nadia Suk, Spachenko, Janice Weber, Walter and JeromePonce, Lowenthal. Ms. Yamazaki holds a Master of Music degree in piano performance from UNLV. ber Patinka Kopec, the at Manhattan School of Music. Bela Horvath has worked with leading violinists and pedagogues including Zakhar Bron, Jaime Laredo, Pauk, Gyorgy Ruggiero Ricci, Aaron Rosand, and Joseph Silverstein. ------Kanako Yamazaki Kanako highly a sought-after is Kanako Yamazaki pianist and teach er, who specializeser, in vocal and instrumental collaboration. UNR, andShe the previously Nevada School worked UNLV, at of the Arts. Some of her recent accolades include: winner of the Felix Viscuglia for Award best instrumental performer Symphony and first-place Or winner UNLV at of the UNLV Anastasia Dedikhas performed on some of the most important stages in the world, including the Kennedy Carnegie Hall,Center, The Great Philharmonic Hall in St. Petersburg,Russia and has appeared soloista as with Fort Saint Petersburg WorthPhilharmonic, Symphony, NYCA Symphony Orchestra, Oberlin San Jose Orchestra Symphony, and others. She has been featured on RAI NDR TV in Italy, in as well in as an episode Law ABC in NYC Germany, of NBC’s and Order SVU, performing “Appassionata”. Beethoven’s After graduating from the Saint Petersburg Conservatory, Anastasia continued her education the at Oberlin Conserva ships. Mr. An earnedships. Mr. Bachelor his University of Music Yonsei at in Korea. Awarded full a scholarship Mannes to College of Mu An earnedsic, Mr. the Master of Music and Professional Studies Certificate. PIANO Dedik Anastasia toryof Music and The JuilliardSchool. She has been the recipient of numerous national and international awards, including The Governor of Saint Petersburg for Award Achievementsin Arts, Harold and Helene Schonberg Piano ScholarshipRose Fellowship andThe Susanat W. Juilliard School Anastasia in NYC. a top is prizewinner inter of many “Bösendorfer and including competitions, piano national International USASU” Piano Competition,Yamaha San Jose Competition, Piano International Interna Argento Pietro tional Competition Piano and others. Ms. Dedik’s début solo was CD released in February 2008 Records GPM Anastasiaby Italy. in Recco, also is a founding member an ensemble of the The that burst Prima Trio, onto the international stage when they won the Grand Prize at the Fischoff InternationalChamber Competition Music in has performed then Since Prima Trio 200 over concerts2007. throughoutthe United and States released their first album, Anastasia the is Founder and Artis“Prima” in April of 2012. tic Director of the “Russian Heritage” Piano Competition for in Russia and will beyoung pianists, which was held in 2012 Citycontinued in New in 2016. York Maschera,well as Almaviva as Count Le in La Vermont Traviata nozze di Figaro. An began Mr. musical his studies the at Seoul Art High School where he was the recipient of numerous awards and scholar
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60 ____ Chile and the Irving M. Klein International Competition, and OBOE is a recipient of Charlotte White’s Salon de Virtuosi Fellowship Slava Znatchenii Grant. A dedicated chamber musician, he has appeared at the Slava Znatchenii has been called “a beautifully crafted Chamber Music Northwest, Norfolk, and Aspen music festivals musician” by The Met Opera Guild and the New York where he has collaborated with such artists as Ani Kavafian, Times has noted Mr. Znatchenii for his shapely sound and Ida Kavafian, David Shifrin, André Watts, and Edgar Meyer, and velocity. Slava Znatchenii has served as the Principal Oboe is a founding member of the award-winning Amphion String of Chamber Orchestra of New York since the fall of 2007. Quartet. Mr. Marica studied with Gabriela Todor in his native Most recently, Mr. Znatchenii became the principal oboist Romania and with Aldo Parisot at the Yale School of Music with the Classical Concert Chamber orchestra and toured where he was awarded master’s and artist diploma degrees. He extensively throughout Spain, France and several other is a former member of Chamber Music Society Two. European countries. A native of Moldova, Slava Znatchenii started his musical studies at the age of 10. He completed CONTRABASS his Bachelor degree at the Mannes College of Music and Man Wai Che holds a Masters and a Post Graduate Degree in Orchestral Man Wai Che is a double bassist passionate in innovating a Performance from Manhattan School of Music, where he more efficient way of bass playing. He loves experimenting studied with Joseph Robinson, the principal oboist of the and challenging the solo boundary of the instrument, he is New York Philharmonic and Steven Taylor, the principal a pioneer and the only one performing many violin works oboist of St.Lukes orchestra and the Orpheus Chamber from Bach Chaconne to Paganini Caprices on the bass as Orchestra. Currently, Slava Znatchenii resides in New York written. He received his B.M. from The Juilliard School of City where he also enjoys an active chamber music career Music, M.M. from Stony Brook University, and Artist Certifi- and maintains a private teaching studio. cate from University of North Texas. Man Wai has a specialty of performing cross-genre works where he combines his vo- CLARINET cal percussion with bass playing, new music technologies Sergiy Dvornichenko and sometimes sleight of hands. Man Wai has taught and Sergiy Dvornichenko began his music studies at the age of gave master classes in both China and United States. Last five, under the tutelage of his father, Viktor Dvornichenko year he was invited to performed for the TedXBeacon Street, at the Kharkov School of Music in Ukraine. He moved to the Google, Radio WUSB, and ESPN. He is currently the president United States in order to pursue his clarinet education at the ____ and music director of Sonder School of Music. Interlochen Arts Academy, where he began his studies with 61 Richard Hawkins. He continued working with Mr. Hawkins at FLUTE the Oberlin Conservatory, where he received a B.M. in 2006. Lisa Jaklitsch In 2008, Mr. Dvornichenko received his M.M. degree from Lisa Jaklitsch Westervelt hails from Long Island, New the Yale School of Music, studying with the world-renowned York and has performed as soloist in major concert halls musician and professor of clarinet David Shifrin. throughout the world, including Carnegie Hall’s Weill Recital Mr. Dvornichenko has been the winner of numerous Hall in New York City and the Tonhalle Concert Hall in international clarinet competitions, including the International Zurich, Switzerland. A dedicated flute instructor, Lisa served Competition in Lvov, Ukraine, the Second International as Adjunct Professor of Flute at Southeastern University Clarinet Competition in Moscow, Russia, the Selmer-Paris in Lakeland, Florida from 2007-2012, before returning to International Competition, the Concursal International de Long Island to pursue her DMA studies with Carol Wincenc Muzica in Bucharest, Romania, as well as the Yale Chamber at SUNY Stony Brook. In addition to working as teaching Music Competition in 2009. assistant to Ms. Wincenc at Stony Brook University, Lisa maintains her own private studio in Suffolk County. This past BASSOON summer, Lisa presented classes at the Pocono Flute Camp, Oleksiy Zakharov where she worked with an enthusiastic group consisting of A native of Ukraine, Oleksiy Zakharov is an active freelance both high school flutists and adult amateurs. musician in New York City. Mr. Zakharov has held positions Lisa holds a Bachelor of Music degree from Oberlin of acting Associate Principal bassoon of Los Angeles Conservatory as a student of Michel Debost, a Masters of Philharmonic, as well as Second bassoon of Indianapolis Music from Rice University as a student of Leone Buyse, Symphony Orchestra from 2009 to 2015. In September 2013 and a Graduate Performance Diploma from Peabody Mr. Zakharov joined Chicago’s International Conservatory as a student of Marina Piccinini. Mr. Zakharov received a Master of Music degree from The Apfel
Pasquier
Werner
Sylvia Chung Sylvia Angeles Los B.A., California of University of ESL in various levels Chung taught Ms. six years, For middle school From York. New Mahanaim in Huntington, and beyond. level college to students LIBERAL ARTS ESL Tonnia B.B.A., Georgia State University For six years, Ms. Apfel taught various levels in the Lincoln Schoolsystem, an alernative high schoolsystem in South Korea. She was also a teacher Bucheon at Lincoln House School for four years, developing, operating, and teaching highEnglish to school students. Binnie B.A., California State University at Chico M.A. in TESOL, Long Island University, Post, C.W. NY Ms. Pasquier a very is experienced ESL teacher and ESL Teacher She had taught ESL Hicksville at Trainer. Public Schools for years. She held Oxford15 Seminars for training ESL teachers BrookStony at University She 2009. since has been giving various groups of non-English Speaking students ESL classes at Mahanaim for two years. received grant a Fulbright study to eighteenth-centurybas- soonrepertoire with Albrecht Holder in Würzburg, Germany. He holds a D.M.A. in bassoon performance and pedagogy from he University of Colorado, where he studied bassoon Ishikawa and musicologywith Yoshi with Carlo Caballero. HARMONY AND THEORY Crosio Frank the Crosio is conductorFrank for the vocal choirs and hand-bell choir Garden at City Community Church. He a graduate is of the Manhattan School of Music and holds Colleague (CAGO) academic certificatesAssociate and Fellow (AAGO) (FAGO) fromthe American Guild of Organists and the Diploma Fellow’s London. College, Trinity performance from organ in SOLFEGGIO Kyle Werner member a is A passionate Dr. music educator, of the faculty the at Geneva Conservatory of Music in Manhattan. He has taught in the Doctoral Fellow Program at Teaching the Manhattan School of Music. received Kyle D.M.A. his and M.M. from Manhattan School of Music. He received B.M. his from University of Cincinnati- Conservatory of Music.
MUSICAL STUDIES STUDIES MUSICAL PERCUSSION HORN James Massol Massol James JamesMassol bassoonista is and music educator with a focus on In the musicology. past, he taught University at of North Massol Florida. has published Dr. articles about eight- eenth-century performance andbassoon reed makingin the journal of the International Double Reed Society He (IDRS). has also presented academic papers the at International So- ciety for the Promotion and Research of Wind Music, Ameri- can Musicological Society chapters, and IDRS. Massol Dr. has a diverse educational background, including a focus on music history and theory he in addition bassoon. to In 2007, Victor Caccese Victor Caccese has a passion for percussion chamber music and a founding is member of the stunning Brooklyn-based percussion quartet, Sandbox Percussion. Sandbox a gave TEDxtalk in Brooklyn withthe composer collectiveBlind Ear Music. Victor active is in the discovery of new works for percussion through experimentation and collaboration with composers and other performers. Victor teaches percussion theat Dwight School in Manhattan. Victor endorses Vic Firth sticks and mallets. Victor graduated withM.M. a from the School ofYale Music. Denis Volodichev Denis Volodichev worlda is horn class French player, holds a Doctorsborn in a Russian town of Tambow, of Music degree Conservatory. from Moscow Tchaikovsky He has also competed as a member ofa chamber ensemble “ConoroQuintet” in such competitions as Competition Tchaikovsky ARD, and an All Russia music Currently prizes. second and first won he where completion, Denis lives with familyhis in Northern New Jersey and performsregularly in the Greater New York/Tri-state area. He holds a principal horn position with the Gateway Symphony Orchestra and ManhattanSymphonie and a is member of the Patriot Brass ensemble. He has also been performing with Garden Philharmonic, State Plainfield Empire Chamber Orchestra,Symphony, Bergen Sinphonia and others. Denis sharing is passion his for music teaching by HornFrench and Chamber Ensemble the at Mahanaim Gracias Music Program and giving by private lessons. Juilliard School and a Bachelor of Music from Oberlin Conservatory. Zakharov Mr. also holds a Post-Graduate diploma Orchestralin Performance studies from Manhattan School of Music. His primary teachers include Patricia Rogers, Whitney Crockett, George Sakakeeny and Barrick Stees.
Mahanaim | 1.631.944.4400 | www.mahanaim.com
62 ____ Jennifer Oh B.A., California State University, Los Angeles, California Jennifer has taught ESL to high school students at Mahanaim since 2010. She mainly focuses on the usage of American expressions and idioms. Currently BPSS certified ESL teacher.
____ 63 Mahanaim TEL: 631.944.4400 | FAX: 631.935.1947 TEL: 631.944.4400 | FAX: 300 Nassau Road, Huntington, NY 11743 NY Huntington, 300 Nassau Road,
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