Honors Concerts 2017
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PRESS RELEASE Contact: Mary Ladd Public Information Coordinator Ponca City Public Schools 580-352-4188 [email protected] #TeamPCPS #WildcatWay PCPS Big Blue Band Reports Great Results from Red Carpet Honor Band Auditions The Ponca City Senior High School Big Blue Band members participated in the Red Carpet Honor Band Auditions held on Saturday, November 16 in Chisholm, Oklahoma. The Senior High School Honor Band consists of students in grades 10th through 12th grade. The 9th grade students participated in the Junior High Honor Bands, which is made up of students in grades 7th through 9th. High schools that participated included: Alva, Blackwell, Cashion, Chisholm, Cimarron, Covington-Douglas, Drummond, Enid, Fairview, Fargo-Gage, Garber, Kingfisher, Kremlin-Hillsdale, Laverne, Medford, Mooreland, Newkirk, Okeene, Oklahoma Bible Academy, Perry, Pioneer-Pleasant Vale, Ponca City, Pond Creek-Hunter, Ringwood, Seiling, Texhoma, Timberlake, Tonkawa, Waukomis, Waynoka, and Woodward. There were two Junior High Honor Bands selected, an “A” Band and a “B” Band. This is made up of students in grades 7th through 9th grade. Ponca City 9th grade students competed in the junior high area. The 17- 9th graders who earned their positions is the largest number of freshmen Ponca City has ever had make one of the two bands. Schools represented in the junior high tryouts included: Alva, Blackwell, Cashion, Chisholm, Cimarron, Covington-Douglas, Emerson (Enid), Enid, Fairview, Garber, Hennessey, Kingfisher, Kremlin-Hillsdale, Laverne, Longfellow (Enid), Medford, Mooreland, Newkirk, Okarche, Okeene, Oklahoma Bible Academy, Perry Pioneer-Pleasant Vale, Ponca City, Ponca City East, Ponca City West, Pond Creek-Hunter, Ringwood, Seiling, Texhoma, Tonkawa, Waller (Enid), Waukomis, Waynoka, and Woodward. -
Private High Schools Area Founded Enrollment % Postsecondary Education with % Teachers Degrees Advanced
CONTINUING TO CONTINUING TO % ACCEPTANCE RATE % ACCEPTANCE STUDENTS % MINORITY SCORE ACT AVERAGE FACULTY FULL-TIME MEMBERS STUDENT/ RATIO TEACHER OR ANNUAL TUITION ANNUALIZED % RECEIVING FINANCIAL AID SPENDING AVERAGE PER STUDENT SCHOOL OF THOUGHT SCHOOL OF THOUGHT OR AFFILIATION PRIVATE HIGH SCHOOLS AREA FOUNDED ENROLLMENT % POSTSECONDARY EDUCATION WITH % TEACHERS DEGREES ADVANCED Althoff Catholic High School Belleville, Ill. 1964 370 99% 22% 23 98% Catholic 62% 27 14:1 $6,875 23% $8,800 618-235-1100 / althoff.net Barat Academy Chesterfield 2007 120 DND 16% 29 100% Catholic 75% 21 8:1 $14,325 54% $21,000 636-300-5500 / baratacademy.org Bishop DuBourg High School St. Louis Catholic– 1950 360 97% 23% 22 100% 68% 31 11:1 $9,800 35% $10,500 314-832-3030 / bishopdubourg.org Hills Diocesan Brehm Preparatory School Carbondale, 1982 90 80% 10% 22 88% DND 90% 30 4:1 $71,300 10% $71,300 618-457-0371 / brehm.org Ill. Brightmont Academy–Town and Country West 2014 50 DND 22% NA 65% DND 71% 2 1:1 DND DND $25,000 636-237-2702 / brightmontacademy.com County Chaminade College Preparatory School Catholic– Creve Coeur 1910 833 85% 18% 27 99% 74% 90 9:1 $17,500 40% $20,000 314-993-4400 / chaminade-stl.org Marianist Christian Brothers College High School West Catholic– 1850 955 95% 19% 25 99% 90% 87 12:1 $13,465 38% $17,500 314-985-6100 / cbchs.org County Lasallian Cor Jesu Academy Affton 1956 626 DND 6% 29 100% Catholic 89% 53 12:1 $12,750 25% $14,750 314-842-1546 / corjesu.org Tradi- Crossroads College Preparatory School Skinker 1974 223 75% 40% 27 100% tional and 81% 26 9:1 $22,200 >50% DND 314-367-8085 / crossroadscollegeprep.org DeBaliviere Dynamic De Smet Jesuit Creve Coeur 1967 760 88% 9% 26 100% Catholic 76% 69 10:1 $14,660 29% $16,000 314-567-3500 / desmet.org Duchesne High School Catholic– St. -
Table of Contents
Table of Contents Introduction and Background The Guitar _________________________________ 1 Related Instruments _____________________ 1 Guitar Parts and Names __________________ 2 Acoustic vs. Electric __________________ 3 Brand Names _______________________ 3 The Neck _____________________________ 4 Fretboard __________________________ 4 Width______________________________ 5 Thickness __________________________ 5 Intonation __________________________ 5 Action _____________________________ 5 Adjustable Truss Rod _________________ 5 Strings _______________________________ 6 Electric Pickup Configurations _____________ 7 Tele _______________________________ 7 Strat ______________________________ 7 Peavey Copies ______________________ 7 Les Paul ___________________________ 7 Active Pickups ______________________ 7 Guitar Amps ___________________________ 8 Accessories_________________________________ 9 Case _________________________________ 9 Guitar Stand ___________________________ 9 CAPO ________________________________ 9 Music Stand ___________________________ 9 Strap_________________________________ 10 Guitar Strings __________________________ 10 Picks_________________________________ 10 String Changing Kit _____________________ 11 Peg Winder _________________________ 11 Wire Clippers _______________________ 11 Polishing Cloth and Polish _____________ 11 Electronic Tuner ________________________ 11 Metronome/Drum Machine/Sequencer_______ 12 Tape Recorder _________________________ 12 Effects _______________________________ 12 Harvard -
Student Choice Programs Informational Night - January 31, 2019 Sponsored by MHS/OHS Counseling Departments Counseling Staff
Student Choice Programs Informational Night - January 31, 2019 Sponsored by MHS/OHS Counseling Departments Counseling Staff Steve King Beth Neighbors Heather King David Pitts Katie Shymanski Corrine Hellwig Chris Ventimiglia Kelli Merritt Jennifer Gross Joanna VanDerTuin Various College Credit Options *Dual Enrollment (online & on college campus) *Dual Credit (online & on MSD campus) *Advanced Placement (See more details in the Career & Course Planning Guide) What is Dual Credit? Dual Credit is when a student is earning both High School and College Credit for a class that is being taught by an MSD teacher at either MHS or OHS. Students must meet the requirements which are determined by the Missouri Coordinating Board for Higher Education. Dual Credit Eligibility Requirements •All students must have permission to participate from a designated school official. •Juniors/Seniors are automatically eligible if they have a minimum cumulative unweighted GPA of 3.0 on a 4.0 scale. •Juniors/Seniors with a cumulative unweighted GPA of 2.5-2.99 must provide a signed letter of recommendation from the content area teacher along with written parent permission. Dual Credit Eligibility Requirements (cont.) •Sophomores must have a minimum cumulative unweighted 3.0 GPA and must provide a signed letter of recommendation from the content area teacher and written parent permission. •Freshman must have a minimum cumulative unweighted 3.0 GPA, score at the 90th percentile or above on the ACT/SAT and must provide a signed letter of recommendation from the content area teacher. Written permission from the student’s parent is also required. Advanced Placement (AP) Program AP is a program created by the College Board, which offers college-level curricula and examinations to high school students. -
School Success Requires Grit
parentlink SCHOOL SUCCESS REQUIRES GRIT college and whose parents do not Former Rockwood Students Author Book hold college degrees. They use their missteps as teachable moments for young people who share their same for Pupils on How to Be background. Gritty Because of their successes, these 1999 graduates of Rockwood’s Lafayette High School have been the topic of past articles where the focus was on their experiences in Rockwood Principal Rodney Lewis, a former VICC participant, schools which, they say, served them stands with his Ballwin Elementary School students. well. They benefitted from the diverse He is an award winning educator and population, the rigorous academics and the faculty who bolstered and co-author of the book, Gritty. groomed them. According to Rodney, the academics were such that the young men had “to put in extra work.” This was their early introduction to the concept of grit--a mindset they would struggle with at times but eventually master. They earned not only bachelor’s degrees, but master’s and even doctorate degrees. Ron is a consultant with PQC (Ft. Wayne, IN). He provides leadership training for the organization’s Midwest clients. Rodney is principal at Ballwin Elementary School in the Rockwood district. In addition to their full-time jobs, they have a consulting business, The Lewis Influence, where they offer inspiration and advice to students. The Excellence in Education When 35-year-old former VICC document their low points and award that Rodney won (first place, NON-PROFIT ORG. NON-PROFIT U.S. POSTAGE PAID LOUIS, MO ST. NO. -
Andy Cohen – Techniques of the So-Called Piedmont Style and Repertoire
Andy Cohen – Techniques of the so-called Piedmont Style and Repertoire Cohen’s Law and its corollaries The thumb strikes the low root on the 1, regardless of where the accent falls, almost all the time. Corollary I: When Blind Blake rolls his bass, the second note, not the first, is 1. You can conceive of the first note as either a grace note (a teeny little one beside a normal sized one), which has no associated time value; or the ‘-a’ of the previous measure’s ‘4-e-&-a’. Corollary II: on a plain D chord, there is no bass D, so you either use the higher open D string, or the F# on the low E string for a bass note. It’s okay, it’s a third… Corollary III: Like when you do a two measure break at the end of a phrase, you have established the beat already in the listener’s mind, so you simply omit any bass notes, and proceed to the next place where there is one. Corollary IV: there isn’t a rule for where the thumb has to be at any other time in the measure. Here are some things the thumb may do when it’s not obliged to do something else, or in conjunction with something else: It can brush back or forth to establish a rhythm I ascribe Cohen’s Law to Myron Cohen, the Borscht Belt comedian. It amounts to the observation that in most varieties of guitar (and piano) playing, the low root is expressed in the bass, on the one beat. -
82 Missouri Students Get Perfect ACT Score
82 Missouri students get perfect ACT score More than 68,000 of Missouri’s high school graduating class of 2018 took the ACT as juniors – 82 of which had the distinct honor of earning a perfect score of 36. The exam is used to help determine how prepared students are for college. 82 Missouri students get perfect ACT scores According to the ACT organization, Missouri had 71 high school juniors earn a perfect score the previous year. Missouri was among 17 states in which 100% of the graduating class took the exam. The Show-Me State’s average composite score was 20 – slightly lower than the previous year. Nearly half of the Missouri class of 2018 took the ACT more than once. Grad Year High School HS City 2018 LAFAYETTE HIGH SCHOOL BALLWIN 2018 LAFAYETTE HIGH SCHOOL BALLWIN Entire list at: 2018 LAFAYETTE HIGH SCHOOL BALLWIN 2018 PARKWAY WEST HIGH SCHOOL BALLWIN https://www.google.com/ 2018 PARKWAY WEST HIGH SCHOOL BALLWIN search?q=missourinet&rlz 2018 PARKWAY WEST HIGH SCHOOL BALLWIN 2018 PARKWAY WEST HIGH SCHOOL BALLWIN =1C1PRFC_enUS682US732 2018 PARKWAY WEST HIGH SCHOOL BALLWIN &source=lnms&tbm=isch 2018 BOONVILLE R-1 HIGH SCHOOL BOONVILLE 2018 CAPE CENTRAL HIGH SCHOOL CAPE GIRARDEAU &sa=X&ved=0ahUKEwiy3P 2018 CARTHAGE SENIOR HIGH SCHOOL CARTHAGE mWxZLeAhUyrYMKHRxGB 2018 MARQUETTE HIGH SCHOOL CHESTERFIELD 2018 MARQUETTE HIGH SCHOOL CHESTERFIELD bYQ_AUIEigA&biw=1259& 2018 MARQUETTE HIGH SCHOOL CHESTERFIELD 2018 MARQUETTE HIGH SCHOOL CHESTERFIELD bih=662&safe=active&ssui 2018 MARQUETTE HIGH SCHOOL CHESTERFIELD =on#imgrc=YaQTfVkaXNV2 2018 CLAYTON -
Piano Lessons Book V2.Pdf
Learn & Master Piano Table of Contents SESSIONS PAGE SESSIONS PAGE Session 1 – First Things First 6 Session 15 – Pretty Chords 57 Finding the Notes on the Keyboard Major 7th Chords, Sixteenth Notes Session 2 – Major Progress 8 Session 16 – The Dominant Sound 61 Major Chords, Notes on the Treble Clef Dominant 7th Chords, Left-Hand Triads, D Major Scale Session 3 – Scaling the Ivories 11 Session 17 – Gettin’ the Blues 65 C Major Scale, Scale Intervals, Chord Intervals The 12-Bar Blues Form, Syncopated Rhythms Session 4 – Left Hand & Right Foot 14 Session 18 – Boogie-Woogie & Bending the Keys 69 Bass Clef Notes, Sustain Pedal Boogie-Woogie Bass Line, Grace Notes Session 5 – Minor Adjustments 17 Session 19 – Minor Details 72 Minor Chords and How They Work Minor 7th Chords Session 6 – Upside Down Chords 21 Session 20 – The Left Hand as a Bass Player 76 Chord Inversions, Reading Rhythms Left-Hand Bass Lines Session 7 – The Piano as a Singer 25 Session 21 – The Art of Ostinato 80 Playing Lyrically, Reading Rests in Music Ostinato, Suspended Chords Session 8 – Black is Beautiful 29 Session 22 – Harmonizing 84 Learning the Notes on the Black Keys Harmony, Augmented Chords Session 9 – Black Magic 33 Session 23 – Modern Pop Piano 87 More Work with Black Keys, The Minor Scale Major 2 Chords Session 10 – Making the Connection 37 Session 24 – Walkin’ the Blues & Shakin’ the Keys 90 Inversions, Left-Hand Accompaniment Patterns Sixth Chords, Walking Bass Lines, The Blues Scale, Tremolo Session 11 – Let it Be 42 Session 25 – Ragtime, Stride, & Diminished -
Lucas Stephen M 2014 Masters
TRIPLE SYNTHESIS by Stephen Lucas A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN MUSIC YORK UNIVERSITY TORONTO, ONTARIO APRIL 2014 © STEPHEN LUCAS 2014 ii Acknowledgements I would like to thank my thesis supervisors and committee members Professor Michael Coghlan and Professor Alan Henderson, for their guidance and support in the development of this thesis. I must also thank committee member Professor Holly Small for her generous input and support. In addition, I wish to thank my graduate studies Professors Dorothy de Val, Pat Bradley and David Mott for their advice and expert instruction in my coursework at York University. iii Abstract This thesis investigates the result of merging three musical approaches (jazz fusion, breakbeat/IDM and Electronic Dance Music) and their respective methodologies as applied to music composition. It is presented in a progressive manner. Chapters two to four identify and discuss each of the three styles separately in terms of the research undertaken in the preparation of this thesis. Chapter 2 discusses, through a close examination of selected compositions and recordings, both Weather Report and Herbie Hancock as representing source material for research and compositional study in terms of melody, harmony and orchestration from the 1970s jazz-fusion genre. Chapter 3 examines breakbeat and Intelligent Dance Music (IDM) drum rhythm programming through both technique and musical application. Chapter 4 presents an examination of selected contemporary Electronic Dance Music (EDM) techniques and discusses their importance in current electronic music styles. Chapters 5, 6 and 7 each present an original composition based on the application and synthesis of the styles and techniques explored in the previous three chapters, with each composition defined by proportions of influence from each of the three styles as in the Venn diagram shown in the introduction. -
Samples Play Accordion Vol. 1 Copyright 2012 by AMA Musikverlag
Foreword 3 PrefaceGeleitwort byvon Lydie Lydie Auvray Auvray Y en aa quiqui disentdisent queque c’est c’est pas pas bon bon Qu’ils préfèrentpréfèrent lala flûteflûte ou ou l‘ l‘violon violon Ils prétendent mêmemême que que c’est c’est couillon couillon J’m’en fous,fous, jeje jouejoue d’l’accordéond’l’accordéon Copyright 2012 by AMA MusikverlagEt même sisi cece n’estn’est paspas d’bon d’bon ton ton Je n’vaisn’vais quandquand mêmemême pas pas me me mettre mettre au au basson basson Moi jeje vousvous disdis „vive„vive l’accordéon“ l’accordéon“ Bien sûrsûr jeje nene parleparle qu’enqu’en mon mon nom nom Play Accordion Vol. 1 MancheSome say, sagen, it’s not es seibeautiful nicht schön, SieThey bevorzugen prefer the Flöte flute oder or Geigethe violin SieThey behaupten even say sogar, it’s silly es sei- blöde SamplesMirDoesn’t ist es matter egal, ich to me:spiel I Akkordeon PLAY ACCORDEON UndAnd selbsteven ifwenn it’s “just es nicht not done”zum guten Ton gehört IchI won’t werde switch nicht to auf the Fagott bassoon umsteigen IchI tell sage you euch, – long es lebelive thedas accordionAkkordeon … AberBut I’m natürlich only speaking spreche ichfor nurmyself für mich fromaus JavaJava en – onon byvon Lydie Lydie Auvray Auvray 1995 1995 SeitFor the 18 past Jahren, 18 years so lange– in fact, gibt as longes meine my band Band “die „die (undThis wenigermethod book junge) is interesting Akkordeonisten for accordionists und solche, because it Auvrettes“,Auvrettes” has versuche been playing ich –das I have Image tried des to improve Akkordeons the diehas musices werden pieces möchten, in a wide variety freuen. -
Chord Names and Symbols (Popular Music) from Wikipedia, the Free Encyclopedia
Chord names and symbols (popular music) From Wikipedia, the free encyclopedia Various kinds of chord names and symbols are used in different contexts, to represent musical chords. In most genres of popular music, including jazz, pop, and rock, a chord name and the corresponding symbol are typically composed of one or more of the following parts: 1. The root note (e.g. C). CΔ7, or major seventh chord 2. The chord quality (e.g. major, maj, or M). on C Play . 3. The number of an interval (e.g. seventh, or 7), or less often its full name or symbol (e.g. major seventh, maj7, or M7). 4. The altered fifth (e.g. sharp five, or ♯5). 5. An additional interval number (e.g. add 13 or add13), in added tone chords. For instance, the name C augmented seventh, and the corresponding symbol Caug7, or C+7, are both composed of parts 1, 2, and 3. Except for the root, these parts do not refer to the notes which form the chord, but to the intervals they form with respect to the root. For instance, Caug7 indicates a chord formed by the notes C-E-G♯-B♭. The three parts of the symbol (C, aug, and 7) refer to the root C, the augmented (fifth) interval from C to G♯, and the (minor) seventh interval from C to B♭. A set of decoding rules is applied to deduce the missing information. Although they are used occasionally in classical music, these names and symbols are "universally used in jazz and popular music",[1] usually inside lead sheets, fake books, and chord charts, to specify the harmony of compositions. -
Theresa Keuss University of Missouri - St
OFFICE OF THE REGISTRAR PREPARED BY: THERESA KEUSS UNIVERSITY OF MISSOURI - ST. LOUIS AS OF CENSUS DATE: SEPT. 21, 2015 DEGREE SEEKING FIRST TIME FRESHMEN BY HIGH SCHOOL FALL 2015 CHANGE MISSOURI HIGH SCHOOLS FS2014 FS2015 2014/2015 Affton High School 4 8 4 Bais Yaakov HS of St. Louis 0 2 2 Bayless High School 6 6 0 Berean Christian Academy 0 1 1 Bishop Dubourg High School 9 4 (5) Blair Oaks High School 0 2 2 Blue Eye R-5 High School 0 2 2 Bolivar R-I Hih School 2 0 (2) Bowling Green High School 1 0 (1) Brentwood High School 2 0 (2) Burbon High School 0 1 1 Cardinal Ritter College Prep 1 0 (1) Carl Junction R-I High School 0 0 0 Carnahan HS of the Future 3 5 2 Cassville R-IV High School 1 0 (1) Central High School 3 0 (3) Central R-3 High School 0 2 2 Central Visual & Performing Hs 0 1 1 Chaminade College Prep School 1 0 (1) Charleston High School 2 0 (2) Christian Brothers Clg High Sc 1 5 4 Christian High School 1 0 (1) Clayton High School 4 3 (1) Cleveland Jr Naval Academy 0 2 2 Clyde C Miller Career Academy 1 4 3 College Preparatory HS Madison 2 1 (1) Confluence Prep Academy 0 2 2 Cor Jesu Academy 1 0 (1) Cristo Rey Kansas City 0 1 1 Crosspoint Christian School 0 1 1 Cuba High School 1 1 0 De Soto High School 3 0 (3) Desmet Jesuit High School 3 2 (1) Dexter Senior High School 1 0 (1) Duchesne High School 3 1 (2) Elsberry High School 1 1 0 Eureka High School 1 6 5 Farmington Senior High School 4 0 (4) Festus High School 0 1 1 Fort Zumwalt East High School 4 2 (2) Fort Zumwalt North High School 6 9 3 Fort Zumwalt South High School 6 2 (4) Fort Zumwalt West High School 9 2 (7) Fox C-6 High School 5 8 3 Francis Howell Central 5 5 0 Francis Howell High School 6 1 (5) Francis Howell North High Sch 9 4 (5) Fulton High School 1 0 (1) Gateway STEM High Schol 12 7 (5) Grandview C4 SR High School 0 2 2 Grandview R-II High School 0 2 2 Greenville High School 0 1 1 Hancock Place Sr High School 1 2 1 Harrisonville Sr.