Jeffrey T. Baker, D.M.A. 2780 Knob Hill Dr
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TEA Releases 2017 Accountability Ratings
TEA News Releases Online Aug. 15, 2017 TEA releases 2017 accountability ratings AUSTIN – The Texas Education Agency (TEA) today released the 2017 state accountability ratings for more than 1,200 school districts and charters, as well as more than 8,700 campuses statewide. The ratings reveal that approximately 95 percent of school districts and charters across Texas have achieved the rating of Met Standard. In addition, the number of individual campuses achieving a rating of Met Standard or Met Alternative Standard increased again this year, while the number of campuses receiving a rating of Improvement Required continued to decline. Districts, campuses, and charters receive one of three ratings under the accountability system: Met Standard, Met Alternative Standard, or Improvement Required. School district ratings (including charter operators) by category in 2017 are as follows: DISTRICT LEVEL 2017 RATING DISTRICT CHARTER TOTAL PERCENT Met Standard/Alternative 993 153 1,146 95.3% Met Standard 993 126 1,119 93.0% Met Alternative Standard N/A 27 27 2.2% Improvement Required 28 16 44 3.7% Not Rated 2 11 13 1.1% TOTAL 1,023 180 1,203 100.0% The 2017 ratings are based on a system that uses a performance index framework that includes four areas: Index 1 – Student Achievement (which provides a snapshot of performance across all subjects); Index 2 – Student Progress (which measures year-to-year student progress by student group); Index 3 – Closing Performance Gaps (which emphasizes the academic achievement of economically disadvantaged students and the lowest performing racial/ethnic student groups); and Index 4 – Postsecondary Readiness (which emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs or the military). -
THE CLEVELAN ORCHESTRA California Masterwor S
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INSTRUMENT REGISTRATION PACKET (Band and Orchestra)
Reading Fleming Intermediate School 20162017 INSTRUMENT REGISTRATION PACKET (Band and Orchestra) For Students and Parents Ms. Susan Guckin Mrs. Audrey Spies [email protected] [email protected] Welcome to RFIS and the opportunity to learn to play a musical instrument! This packet outlines the responsibilities and policies of the instrumental music program to insure a successful year. Today your child observed an instrument demonstration to help them decide if and which instrument they would like to learn. Please take some time to discuss this opportunity with your child and the responsibilities that come along with it. Band and Orchestra is offered to all 5th and 6th grade students during the school day. Lessons take place during their TWC period. Students are not taken out of academics. If you decide to study an instrument, complete and return the last page of this packet to register your child for the program by TUESDAY, 9/13. Note that students are not required to play an instrument. INSTRUMENTS Note: Please DO NOT rent or purchase a PERCUSSION KIT until your child’s choice is confirmed. Students who choose PERCUSSION, will attend a Percussion Demo Lesson before their choice is confirmed. Instrument Choices are: BAND: Flute, Clarinet, Trumpet, Trombone, Baritone Horn and Percussion. th Important Notes: Saxophone will not be a vailable until 6 grade. Students who wish to play th SAXOPHONE should start on C LARINET in 5 grade. This year on clarinet prepares them for nd saxophone. Students who select percussi on should list a 2 choice. th ORCHESTRA: Violin, Viola and Cello. -
FNT School Ratings 2008 WORTH.Indd
2008 TAKS Ratings Requirements for Each Rating Category Base Indicators Exemplary Recognized Academically Acceptable TAKS (2007-2008) Meets 90% standard for Meets 75% standard for each Meets each standard: All students group meeting each subject. subject minimum size: OR Reading/ELA…..65% African American meets 70% floor and Writing…………65% Hispanic Required Improvement Social Studies….65% White Mathematics…...45% Econ. Disadv. Science………...40% OR meets Required Improvement SDAA II (2008) Meets 90% standard Meets 70% standard Meets 50% standard All students (if meets minimum (Met ARD Expectations) (Met ARD Expectations) (Met ARD Expectations) size criteria) OR meets 65% floor and OR meets Required Improvement Required Improvement Completion Rate I Meets 95.0% standard Meets 85.0% standard Meets 75.0% standard (class of 2007) OR OR All students group meeting meets 80.0% floor and meets Required Improvement minimum size: Required Improvement African American Hispanic White Econ. Disadv. Annual Dropout Rate Meets 0.2% standard Meets 0.7% standard Meets 1.0% standard (2006-07) All students group meeting minimum size: African American Hispanic White Econ. Disadv. Additional Provisions Exceptions Exceptions cannot be used Exceptions cannot be used to Applied if district/campus would be to move to a rating of move to a rating of Academically Unacceptable due to not Exemplary. Recognized. meeting the Academically Acceptable criteria on up to 3 test measures. Check for Academically A district with a campus A district with a campus rated Does not apply to Academically Unacceptable Campuses (District rated Academically Academically Unacceptable Acceptable districts. Only) Unacceptable cannot be cannot be rated Recognized. -
Ronald Roseman: a Biographical Description and Study of His Teaching Methodology
LAMPIDIS, ANNA, D.M.A. Ronald Roseman: A Biographical Description and Study of his Teaching Methodology. (2008) Directed by Dr. Mary Ashley Barret. 103 pp. Ronald Roseman was an internationally acclaimed oboe soloist, chamber musician, teacher, recording artist, and composer whose career spanned over 40 years. A renowned oboist, he performed in some of America’s most influential institutions and ensembles including the New York Woodwind Quintet, the New York Philharmonic, and the New York Bach Aria Group. His contributions to 20th Century oboe pedagogy through his own unique teaching methodology enabled him to contribute to the success of both his own personal students and many others in the field of oboe and woodwind performance. His body of compositions that include oboe as well as other instruments and voice serve to encapsulate his career as a noteworthy 20th Century composer. Roseman’s musicianship and unique teaching style continues to be admired and respected worldwide by oboists and musicians. The purpose of this study is to present a biographical overview and pedagogical techniques of oboist Ronald Roseman. This study will be divided into sections about his early life, teaching career, performance career and his pedagogical influence upon his students. Exercises and techniques developed by Roseman for the enhancement of oboe pedagogy will also be included. Interviews have been conducted with his wife and three former well-known students in order to better serve the focus of this study. The author also contributed pedagogical techniques compiled during a two-year period of study with Roseman. Appendices include a discography of recorded materials, the New York Woodwind Quintet works list, Roseman’s published article on Baroque Ornamentation, a list of his compositions with premiere dates and performers, and interview questions. -
A Study of Selected Piano Toccatas in the Twentieth Century: a Performance Guide Seon Hwa Song
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 A Study of Selected Piano Toccatas in the Twentieth Century: A Performance Guide Seon Hwa Song Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF MUSIC A STUDY OF SELECTED PIANO TOCCATAS IN THE TWENTIETH CENTURY: A PERFORMANCE GUIDE By SEON HWA SONG A Treatise submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Music Degree Awarded: Spring Semester, 2011 The members of the committee approve the treatise of Seon Hwa Song defended on January 12, 2011. _________________________ Leonard Mastrogiacomo Professor Directing Treatise _________________________ Seth Beckman University Representative _________________________ Douglas Fisher Committee Member _________________________ Gregory Sauer Committee Member Approved: _________________________________ Leonard Mastrogiacomo, Professor and Coordinator of Keyboard Area _____________________________________ Don Gibson, Dean, College of Music The Graduate School has verified and approved the above-named committee members. ii ACKNOWLEDGEMENT Above all, I am eagerly grateful to God who let me meet precious people: great teachers, kind friends, and good mentors. With my immense admiration, I would like to express gratitude to my major professor Leonard Mastrogiacomo for his untiring encouragement and effort during my years of doctoral studies. His generosity and full support made me complete this degree. He has been a model of the ideal teacher who guides students with deep heart. Special thanks to my former teacher, Dr. Karyl Louwenaar for her inspiration and warm support. She led me in my first steps at Florida State University, and by sharing her faith in life has sustained my confidence in music. -
Download Program Notes
Piano Concerto No. 3 in D minor, Op. 30 Sergei Rachmaninoff s a youngster, Sergei Rachmaninoff en- He composed four piano concertos over A rolled on scholarship at the St. Petersburg the course of his career and was the solo- Conservatory, but he proved so indifferent ist at the premiere of each. A pendant to a student that the school threatened to cur- these is a fifth, ever-popular work for piano tail its support. At that point his cousin, and orchestra, the Rhapsody on a Theme the pianist Aleksandr Ziloti, stepped in to of Paganini (1934). Of the bunch the plush provide a measure of discipline that Rach- Second Concerto and the knuckle-bust- maninoff’s parents and professors had not ing Third, along with the Rhapsody, have managed to instill. He swept his promising staked indelible places in the repertoire. but unfocused kinsman off to the prepara- The Third, in fact, has earned a reputation tory division of the Moscow Conservatory as one of the most technically daunting of and enrolled him in the piano studio of the all the standard piano concertos, and pia- famously strict Nikolai Zverev. It did the nists have often cited it as a sort of Everest trick, and gradually Rachmaninoff started they feel compelled to vanquish, no matter making good on his talent. Soon he trans- the colossal effort required. Rachmaninoff ferred to the senior division of the Conserva- himself maintained that his Third Concer- tory, into Ziloti’s own piano studio. to was “more comfortable” to play than his By the time he graduated, in 1892, Rach- Second. -
Benefit Book Template
Open Enrollment Assistance Center Schedule LEWISVILLE ISD CAMPUS CALL IN DATE • Lewisville High School • Lewisville Learning Center • Marcus High School • Virtual Learning Academy July 15 • Dale Jackson Career Center • Night School (Jump Start Prog) • Juvenile-Alternative ED • LISD Career Center East • Hebron High School • Hebron 9th Grade Center July 16 • The Colony High School • Colony Natatorium • Flower Mound High School • Flower Mound 9th Grade Center • Marcus 9th Grade Center • Lewisville Killough 9th/10th July 17 • Lewisville Harmon 9th/10th • Hedrick Middle School • Arbor Creek Middle School • Griffin Middle School • Forestwood Middle School July 20 • Lamar Middle School • Briarhill Middle School • Lakeview Middle School • Delay Middle School • Downing Middle School • Huffines Middle School • Durham Middle School July 21 • Mckamy Middle School • Shadow Ridge Middle School • Creek Valley Middle School • Killian Middle School • Camey Elementary • Central Elementary • Timber Creek Elementary July 22 • Lakeland Elementary • Peters Colony Elementary • Degan Elementary • Highland Village Elementary • Owen Elementary • Stewarts Creek Elementary • Creekside Elementary • Flower Mound Elementary • Donald Elementary July 23 • Indian Creek Elementary • Hebron Valley Elementary • Mcauliffe Elementary • Ethridge • Garden Ridge Elementary • Polser Elementary • Morningside Elementary • Prairie Trail Elementary • Heritage Elementary • Valley Ridge Elementary July 24 • Old Settlers Elementary • Forest Vista Elementary • Parkway Elementary • Bridlewood -
Lewisville Isd High School Course Description Guide
\ Flower Mound High School Flower Mound 9th Hebron High School Hebron 9th Lewisville High School LHS Harmon 9th/10th LHS Killough 9th/10th Marcus High School Marcus 9th LEWISVILLE ISD HIGH SCHOOL The Colony High School COURSE DESCRIPTION GUIDE 2018-2019 Career Center East Dale Jackson Career Center Lewisville Learning Center 1 Our Vision Personal Wellness ... Empowered Students ... Promising Futures Our Mission Through partnerships with students, staff, and community, counselors will foster development of self-advocacy skills, personal-social-emotional wellness, and academic-career success in a compassionate and supportive environment. Guidance and Counseling Goals We, the LISD Guidance and Counseling Department, Counselors will: believe: 1. Provide all students with safe, nurturing, inclusive, and flexible learning environments. LISD Goal 1 1. Students come first in the school counseling 2. Utilize data to develop, implement, and assess program. comprehensive guidance and counseling programs. LISD Goal 6 2. All students have dignity and worth, are uniquely 3. Guide all students as they plan, monitor, and manage capable, and deserve opportunities to reach their own educational, career, and personal-social- maximum potential. LISD Core Belief 1 emotional development. LISD Goal 3 3. Safe, nurturing, inclusive and flexible environments 4. Design an accountability system that reflects district, state, and national counseling ethics, standards, and remove barriers to learning. expectations. LISD Goal 7 LISD Core Belief 2 5. Engage the 21st century learner through the use of 4. Counselors equip all students with the knowledge technological tools. LISD Goal 2 6. Implement curriculum which develops personal-social- and skills to be college and career ready. -
Pilgrimage and Postminimalism in Joby Talbot's Path Of
PILGRIMAGE AND POSTMINIMALISM IN JOBY TALBOT’S PATH OF MIRACLES by JOY ELIZABETH MEADE Under the Direction of DANIEL BARA ABSTRACT Joby Talbot’s Path of Miracles is a seventy-minute a cappella choral masterwork that portrays the experience of a pilgrim traveling the Camino de Santiago. Composed in 2005 on commission from Nigel Short for his professional choir Tenebrae, Path of Miracles is a modern- day soundtrack of this enduring pilgrimage. This paper examines Path of Miracles from three perspectives: as a representation of pilgrimage, as a reflection of the sacred and secular aspects of the Camino de Santiago, and as an example of a postminimalism in a choral work. Chapter 2 studies Path of Miracles as a musical depiction of common pilgrimage experiences as explained by anthropologists. Modern pilgrimage scholarship examines a person’s motivation to take a pilgrimage, his or her separation from daily life and social status, the re-shaping of a pilgrim’s identity along the journey, the physical effect of constant walking on the mind and body, and the re-entrance of the pilgrim into society. Path of Miracles represents these stages of pilgrimage musically. Additionally, Chapter 2 demonstrates how Path of Miracles is a modern-day, musical depiction of the French route, and this chapter will explore how the piece serves as a musical guidebook, depicting the landscape, cathedrals, cultures, people and sounds found on the Camino Frances. Chapter 3 examines the sacred and secular musical elements found in Path of Miracles, and how these elements portray the dichotomy of religious and non-religious aspects of the Camino’s history. -
True Blue Weekend Franklin & Marshall Orchestra and Symphonic
True Blue Weekend Franklin & Marshall Orchestra and Symphonic Wind Ensemble Brian Norcross, Senior Director of Instrumental Music and Conducting Studies Presented virtually October 28, 2020 “Fanfares of F&M” Orchestral Suite No. 1 . Johann Sebastian Bach Overture (1685-1750) College Avenue Orchestra Pod Fanfares for F&M . Christian Mechem ‘19 (b. 1997) Katie DeSimone ‘23, Euphonium Premiere Reduced Travels. Andrew Glennan ‘13 (b. 1991) Philharmonia Orchestra Pod Fanfares for F&M . Zach Fried ‘15 (b. 1992) Evan Bletz ‘23, Trumpet Premiere Arirang . Brian Norcross (b. 1958) Walnut and Chestnut Remote Pods Fanfares for F&M, Fanfare for Solo Instrument . .Andrew Glennan ‘13 Theza Friedman ‘24, Alto Saxophone Premiere Symphony No. 5 . Wililam Boyce Allegro (1711-1779) Race Street Orchestra Pod Fanfares for F&M . .Jeff Gao ‘93 (b. 1970) Jonathan Helm ‘24, Clarinet Premiere Olivia . Christian Mechem ‘19 Harrisburg Pike Orchestra Pod Fanfares for F&M . .Ralph Lehman (b. 1942) Hannah Stelben’ 23, Flute Premiere Kyrie . Jeff Gao ‘93 Duke Street Symphonic Wind Ensemble Pod Fanfares for F&M . .Arlen Clarke (b. 1954) Matthew Lamb ‘21, Viola Premiere Finlandia Fantasy . Jean Sibelius (1865-1957) Arranged Brian Norcross Walnut and Chestnut Street Remote Pods Premiere Fanfares for F&M, Fanfare for the Free Man . Kristen Lee Rosenfeld ‘02 (b.1981) Mariel Carter ‘23, Clarinet Premiere River South . Jeff Gao ‘93 Queen Street Symphonic Wind Ensemble Pod Fanfares for F&M, Heroic “Henjal Mariacki” Fanfare . .Julia Adams (Visiting Professor of Music)(b. 1965) Maya Clark ‘22, Marimba Premiere Slavonic Dance Op. 46, No. 2, Finale . Antonin Dvorak (1841-1904) Virtual Orchestra with combined pods Fanfares for F&M, Fanfare for the Return. -
All-State Music Festival Festival Schedule
2015 All-State Music Festival Festival Schedule Festival Participants Guest Conductors Participating Schools & Directors For more information and stats go to www.asaa.org Welcome to the Festival Welcome to the 2015 ASAA/First National Bank It is no small task when trying to gather the Alaska All-State High School Music Festival. participants and to coordinate this weekend’s re- hearsals and concert. Many, many thanks go to Our Mission Statement: “The existence of this those who have been involved in the process of Music Festival enables outstanding high school getting these students from that first audition ses- musicians to participate as members of a select sion to the stage of West Anchorage High School statewide band, choral or orchestra music Auditorium in Anchorage, Alaska. Each of ensemble and promotes the highest stan- these students have been encouraged dards of musicianship. It is the goal by a host of parents, music directors, of this activity to foster and inspire private music teachers, adjudicators, technical achievement, aesthetic un- peers, siblings, school administra- derstanding, and critical listening tions and school boards who all real- skills that allow for the culmination of ize the power and influence that qual- a final creative musical performance ity music can have in a young person’s of the highest artistic level.” life. They have taken that extra effort to insure that this musical experience can Beginning with 972 individual auditions continue for yet another generation of young from 52 schools throughout the State of Alaska, musicians by presenting this concert this evening. the 352 students that you will see and hear this evening represent the finest of Alaska’s young Thank you, thank you! musicians.