plantation park singers orientation presentation nicole m. greggs, director/nbct- emc/music julie...

Plantation Park Singers Orientation

Presentation

Nicole M. Greggs, Director/NBCT- EMC/MusicJulie Gittelman, Principal

Linda Villareale, Asst. Principal04/19/23 1www.musicmakerscamp.com

Welcome to

Plantation Park Singers!

04/19/23 2www.musicmakerscamp.com

Mrs. Greggs’ Contact Information:

• Email- [email protected] or [email protected]

• PPE phone- 754-323-7150 x325• Cell phone- 954-868-5515• Please do NOT leave messages on school

email.


What is Chorus? And Why Sing?

• Chorus is a fun, honorary, academic enrichment program that teaches the whole child through beautiful singing.

• No heartbeat= no life.• Singing naturally develops linguistic skills, enhances

reading ability, & strengthens cross-cerebral synapses.

• Music provides a context for knowledge from all areas- reading, math, science, social studies, character, TRIBES agreements; sense of community.

• It’s social and fun!04/19/23 4www.musicmakerscamp.com

• For the general population, the more music and arts classes taken, the higher the student achievement in all measures

• For students on “free and reduced lunch,” an indicator of socioeconomic levels, the more music and arts classes taken, the higher the student achievement in all measures.

• For students divided by ethnicity, the more music and arts classes taken, the higher the student achievement in all measures.

• The more arts classes taken, the less likely a student is to dropout of the cohort group.

2007-2008 12th Grade CohortFine Arts Enrollment

Cumulative GPA

2.5

2.6

2.7

2.8

2.9

3

3.1

3.2

4 or morecredits

3 - 2.5credits

2-1.5 credits 1 - .5 credit No artscredits

Visual Art

Dance

Drama

Music

0%

5%

10%

15%

20%

25%

30%

35%

4 or more credits

3 - 2.5 credits

2-1.5 credits

1 - .5 credit No arts credits

% Of Students Failing to Graduate with Cohort

Dance

Drama

Music

Visual Art

SAT Math Scores (Mean)

460

480

500

520

540

560

4 or morecredits

3 - 2.5credits


Visual Art

Drama

Music

SAT Verbal (Mean)

460

480

500

520

540

560

580

4 or morecredits

3 - 2.5credits


Visual Art

Drama

Music

Level 3 and Above: FCAT Reading

0%

10%

20%

30%

40%

50%

60%

70%

4 or morecredits

3 - 2.5credits

2-1.5credits

1 - .5 credit No artscredits

Visual Art

Dance

Drama

Music

Score 3.5 and Above: FCAT Writing

0%10%20%30%40%50%60%70%80%90%

100%

4 or morecredits

3 - 2.5credits

2-1.5credits

1 - .5 credit No artscredits

Visual Art

Dance

Drama

Music

Low Socio-Economic Group: Cumulative GPA

Low Socio Economic: % Taking SAT

Low Socio Economic: SAT Scores Music only

Low Socio-Economic: FCAT %Music only

Cumulative GPA: RaceMusic only

% Taking SAT (Verbal or Math): RaceMusic only

Avg SAT Scores: RaceMusic only

FCAT %: RaceMusic only

• For the general population, the more music and arts classes taken, the higher the student achievement in all measures.

• For students on “free and reduced lunch,” an indicator of socioeconomic levels, the more music and arts classes taken, the higher the student achievement in all measures.

• For students divided by ethnicity, the more music and arts classes taken, the higher the student achievement in all measures.

• THE MORE ARTS CLASSES TAKEN, THE LESS LIKELY A STUDENT IS TO DROPOUT OF THE COHORT GROUP.

2007-2008 12th Grade CohortFine Arts Enrollment

• 2007-2008 12th Grade Cohort – Fine Arts Enrollment Data

• Secretary Arne Duncan’s letter• All prior collected music and arts resources

Resources

www.flmusiced.org

Plantation Park Elementary’s Music Department

Objectives

• Benefits of Music Education

• Music Education Advocacy

• What Parents can do to Encourage their Children in Music

• How Music Connects with Core Subject Areas-Research and Ideas that are used in the Music Classroom

• Elementary Music Education in Broward County Schools

IMPORTANCE OF MUSIC EDUCATION

Music Education Helps Develop:•Hand-Eye Coordination•Memory Skills•Concentration•Problem Solving Skills•Teamwork•Self-Confidence/Self Esteem•Self-discipline/Perseverance•Standards of Excellence•Time Management Skills

4 Categories of Benefits for Music Education

1. Success in Society2. Success in School3. Success in Developing Intelligence4. Success in Life

1. Success in Society

• Every human culture uses music to communicate ideas and ideals

• The arts are identified as one of the six basic academic subject areas students should study to succeed in college– Academic Preparation for

College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York

• The arts create jobs, increase local tax base, spur growth in businesses (hotels, restaurants), and improve the quality of life for our cities and towns– American Arts Alliance

Fact Sheet, October 1996

2. Success in School

• Students with music performance or appreciation experience scored higher on the SAT than those not involved. How much higher?• 53 points higher on verbal and

39 points higher on math for those involved in music performance

• 61 points higher on the verbal and 42 points higher on the math for those involved in music appreciation

– 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey

• Students participating in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills

– National Arts Education Research Center, New York University, 1990

3. Success in Developing

Intelligence-Research Results

• Music training is superior to computer instruction in enhancing children’s abstract reasoning skills, those necessary for learning math and science

– Shaw, Rauscher, Levine, Wright, Dennis, and Newcomb

• Two Rhode Island schools gave an enriched, sequential, skill-building music program which showed marked improvements in reading and math skills. Students in this program who had started out behind the control group caught up to statistical equality in reading, and pulled ahead in math

– Gardiner, Fox, Jeffrey, and Knowles

Success in Developing Intelligence- Research

Results, Continued

• A study at the University of California (Irvine) showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning IQ

– Rauscher, Shaw, Levine, Ky, and Wright

• Children given piano lessons significantly improved in their spatial-temporal IQ scores (important for some types of math reasoning) compared to children who received computer lessons, casual singing, or no lessons

– Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R., and Newcomb, R.

Success in Developing Intelligence- Research

Results. Continued• An Auburn University study

found significant increases in overall self-concept of at-risk children participating in an arts program that included music, movement, dramatics, and art, as measured by the Piers-Harris Children’s Self-Concept Scale

– N.H. Barry, Project ARISE: Meeting the needs of disadvantaged students through the arts

• A study at McGill University found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. They also found that self-esteem and musical skills measures improved for those students

– Costa-Giomi, E.

4. Success in Life• Opens doors that

help children transition from school into the world around them-world of work, culture, intellectual activity, and human involvement– Gerald Ford, former

President, United States of America

• By studying music in school, students have the opportunity to build on skills such as communication, creativity, and cooperation. They enrich their lives by building on these skills and seeing the world from different perspectives– Michael E. DeBakey, M.D.,

Leading Heart Surgeon, Baylor College of Music.

What Can Parents Do?

Listen to music with your child from little on up-nursery rhymes, folk songs, children’s songs

Sing and play music with your child Go to concerts or watch concerts on television Encourage your child to participate in musical activities at

school, church, and home Listen and show enthusiasm for your child’s musical

achievements Attend your child’s school/church music programs Be active in your child’s everyday life Engage in musical activities with your child on the internet.

There are many interactive sites…

How Music Connects to the Core Subject

Areas

Research & Ideas Used in the Research & Ideas Used in the Music ClassroomMusic Classroom

Music and Math• Spatial/temporal relationships in music

exist as pitch and rhythm patterns• The cognitive skills used to process

music are used in math as well• When singing on pitch: “Do” is less

than “re”, and “re” is less than “mi”. As students develop these skills, it can help students understand math concepts such as number lines

» Gardiner, 1996

Music and Math

• 2nd and 3rd graders were taught fractions using concept of rhythmic notation-relationships between different note values

• Peers received traditional fraction instruction

• Students taught fractions using music concept scored 100% higher on fractions tests than those who learned using the traditional method

» Rauscher, 1999

Music and Math• Students use

addition and subtraction skills when working with measures and beats-ex: Creating and/or completing measures using quarter, half, eighth notes and their respective number of counts.

• Musical notation-notes and rhythms-are sets of graphs

Music and Science

• Science and SoundScience and Sound• Experiments on sound waves and Experiments on sound waves and

vibrations-using a rubber band plucked vibrations-using a rubber band plucked between two fingers to show vibration.between two fingers to show vibration.

• See salt move on a surface when sound See salt move on a surface when sound is made: Put plastic tightly over a coffee is made: Put plastic tightly over a coffee can and secure with a rubber band. can and secure with a rubber band. Place salt on the plastic. Tap a smaller Place salt on the plastic. Tap a smaller can with a ruler to see the salt move. can with a ruler to see the salt move. The salt moves because the plastic is The salt moves because the plastic is vibrating due to the sound waves hitting vibrating due to the sound waves hitting it!it!

Music and Science

• Instruments and Science• Size and Pitch:

– Large instruments have low sounds– Small instruments have high sounds– Using Boomwhackers (plastic tubes

that are pitched to certain notes), you can build a pyramid to visually show the students that to support the pyramid, the large tube must be on the bottom (and it makes the lowest sound). The smallest tube must be on the top of the pyramid (it makes the highest sound)

Music and Science• Other interesting ideas:

• Glasses filled with different amounts of water-have the students put them in order from the lowest to the highest (the lowest will be the one with the least amount of water; the highest will be the one with the most water-the instrument is actually the air column created by the space not filled up with water: smaller air space = more water = higher sound larger air space = less water = lower sound

• There are numerous songs and movement activities that have a science focus to them.

• The opportunities to connect music to science are ENDLESS!!!

Music and…..Music and…..

Music and Social Music and Social StudiesStudies

• Happens often when teaching/learning songs about:

• Countries• Continents• States• Game songs from

other cultures• Folk dances from

around the world

• While learning these songs, we also learn:

• Games• Dances• Instruments-both

American and foreign

• Rhythms• Songs in native

languages• History of

American music and world music

Music and…..

Music and Reading

• Both music and reading rely on the discrimination of sounds from each other

• When learning to read, we learn how to relate letters to their spoken sounds

• Phonemic stage of learning to read is promoted by good pitch discrimination skills (learning association between visual parts of words and their spoken sounds)

Music and Reading Research

• Experimental group received Kodaly training five days per week for 40 minutes during a seven-month period

• Control group received no special music training• Experimental group’s reading scores were

significantly higher (88th percentile) than the control group’s (72nd percentile)

• Hurwitz, Wolff, Bortnick, and Kokas

Endless Possibilities!!!

• Music is constantly connected to the core subjects of education

• By it’s nature, music education naturally addresses all subject areas!

Your Child’s Elementary Music Education in the

Your child receives…

• Plantation Park Elementary School Grades K-5~– Music every 8 days for 40

minutes, & PE every 8 days for 40 minutes.

• The amount of instructional time for music varies from school to school in Broward County. This is due to budget, enrollment, number of special subject areas, and scheduling challenges at each location.

• Your school’s principal makes decisions regarding how much music education the students at your school receive.

• Bonus Classes on PLC days using reading/ music connections

Your Child Has the Opportunity to:

• Learn how to sing• Learn how to

read music• Learn how to play

instruments• Learn musical

games• Learn dances• Learn important

musical terms

• Perform for others• Create rhythms,

melodies, and dances

• Listen to music from many cultures and time periods

• Make instruments• Show musical

expression• And much, much

more!

To Continue Improving the Music Program, We Need..• Better Music Facilities~Currently many

music teachers do not have a room!• Parents, Parents, Parents!~You are the

foundation of our program~Without your support, our program could not succeed!

• Community Support~Our community needs to be aware of our program, it’s successes, and it’s needs.

Music Is…………• Science~it is exact, specific, and

demands acoustics. Music scores are graphs which indicate frequencies, volume changes, melody, harmony, and intensities all at once with exact control of time

• Mathematical~it is rhythmically based on subdivisions of time into fractions

• Foreign Language~terms are often in Italian, German, or French. Notation is a set of symbols used to represent ideas that everyone, regardless of language can understand

Music Is……..

• History~ reflects the times, country, and origin of it’s creation

• Physical Education~ coordination of eyes, hands, fingers, lips, voice, facial, and diaphragm muscles in response to the sounds heard and interpreted

• Art~ Use all of the technical aspects of music to create emotion and beauty

ResourcesArts Improve Reading and Math. (n.d.). Retrieved February 16, 2002 fromhttp://www.bcmusiccoalition.org/resources/artsimprovereadmath.html Campbell, D. (1996). Introduction to the Musical Brain. Saint Louis: MMB

Music, Inc.

Campbell, D. (2001). The Mozart Effect. New York: HarperCollins Publishers Campbell, D. (2000). The Mozart Effect for Children. New York: HarperCollins

Publishers Henriksson, L. Why Arts Education Matters. Retrieved February 2, 2002, from

http://www.bcmusiccoalition.org/resources/whyartsedmatters.html

Resources cont. Hopkins, G. (1999, March 15). Making the Case for Music Education.

EducationWorld. Retrieved December 1, 2001, from

http://www.education-world.com/a_curr/curr123.shtml Music and Your Child. (n.d.). Retrieved February 17, 2002 from

http://www.coalitionformusiced.ca/yourchild.htm Music and Literacy. (n.d.). Retrieved April 27, 2002 from

http://www.fresno.k12.ca.us/divdept/music/Literacy.htm Music Education Facts and Figures. (n.d.). Retrieved February 16, 2002 from

http://www.menc.org/information/advocate/facts.html

Resources cont.Weinberger, N. (n.d.). Music and the Brain. Retrieved February 16, 2002 from

http://www.bcmusiccoalition.org/resources/musicbrain.html Weinberger, N. (1994). Music and Cognitive Achievement in Children. MuSICA

Research Notes, V1, I2. Retrieved April 28, 2002 from MuSICA Research notesdatabase.

Why Music? (n.d.). Retrieved February 16, 2002 from

http://www.musiceducationonline.org/links/why.html Why Music Matters (n.d.). Retrieved February 16, 2002 from

http://www.bcmusiccoalition.org/resources/why_mus_matters.html

Registering for Chorus

• Informational meeting- welcome!• Chorus Contract• $20 registration donation, $15 per additional

child if registering multiple children• PPSBA & Committees


Chorister & Parent Responsibilities

Attendance• It’s not just a club! Mandatory rehearsals- see

schedule;• Excusal notes within 2 rehearsals of absence;• Tardies/ early dismissal also need notes;• Kids can do Clubs on Monday & Chorus.



Uniforms & Uniform Bank• Formal = dresses for girls, tux for boys; fittings

tonight from Bank; all payments for new items due Oct. 14 (Sing-a-Thon night);

• Uniform Bank has dresses, tux pants & shirts, & shoes- please check to see if what we have fits you before purchasing- see handbook for costs

• Watch for separate letter with specific details



Uniforms & Uniform Bank• Uniform checks- formal & informal, 25 points

each.• Cummerbunds & bowties are loaned to boys

for concerts & recollected immediately after- should never go home



Music & Practice CD’s• Folders & music are loaned;• Keep pencil in folder;• Mark music in pencil only;• Practice CD’s are to be used as study aids at

home in conjunction with music scores;• Music returns in December & May, • After check-in, fees may apply for lost/damaged

scores.



Musicianship Tests• Purpose is to foster musical growth and excellence.• Mrs. Greggs teaches material. Students take level 1

test at Fall Sing-a-Thon (study sheet is in chorus folder);

• Those who score > or =90% go on to take level 2 test at spring Sing-a-Thon;

• Those who score < 90% retake level 1;• Level 3 available for those who score >=90% on level 2;• Musicianship Awards at Awards Gala in May.04/19/23 66www.musicmakerscamp.com

Chorus Procedures

Rehearsal Schedules & Announcements• Schedule is part of Handbook;• December and Spring dates still being negotiated;• Check chorus website for latest information:

www.musicmakerscamp.com • WOWL• Chorus bulletin board• ParentLink Calls• Notices


Chorus Procedures

Rehearsals• No phone use (school or personal cell phones);• Arrive on time with folder, pencil, & agenda;• Use restrooms, eat snacks, & get drinks before

we begin;• When warm-up’s start, all talking stops;• TRIBES Agreements followed;• No rehearsal interruptions.


Chorus Procedures

Dismissal• EAST PARKING LOOP ONLY for pickup (FRONT OF

SCHOOL);• All students will be dismissed out the Green Gate door;• Student names in car windshields speeds pickup;• Supervision provided 15-minutes post-rehearsal;• Chronic late pickups will result in child being regretfully

removed from chorus.


PPSBA(Plantation Park Singers Booster

Association)

• It’s our Chorus Booster group of parents;• Handles non-musical aspects of running choir;• Please donate 2 hours to help somehow- sign up to assist

on contracts;• Chaperones for trips need level 2 clearance this year-

fingerprinting (self pay);• EVERYONE please register to volunteer online at

www.getinvolvedineducation.com .• Offices are open; will discuss during PPSBA meeting

following this powerpoint.


Fundraising• Chorus and PPSBA are financially self-sufficient;• Mrs. Greggs volunteers her time as do all other PPSBA

volunteers;• Fundraising pays for music, costumes, clinicians, sets,

awards, t-shirts, treats, music equipment, etc.;• Half of Sing-a-Thon pledges & certain other fundraisers are

credited to student accounts toward uniforms and trip costs; remaining proceeds cover awards & general chorus expenses.

• All students are encouraged to help raise funds.


Point SystemITEM/EVENT POINTS

PERFORMANCE: Performance or Sing a Thon (per day)‐ ‐ +30 (0 if unexcused)

REHEARSAL: perfect day +10 (0 if unexcused)

REHEARSAL: no pencil and/or agenda (or no recorder, when counted)

+9

REHEARSAL: leaving for bathroom (supposed to go before rehearsal)

+8

REHEARSAL: present/no notebook +7

REHEARSAL: Late pick up (except 1st incident), Tardy to/leaving ‐early from

+6

REHEARSAL: talking/ off task +5 (+1 if severe)

REHEARSAL: present but forgot to take nametag +304/19/23 72www.musicmakerscamp.com

Point System- cont.

ITEM/EVENT POINTS

Rehearsal/performance: excused absence (notes or FRP's due by 2nd rehearsal after absence)

Ex (event not counted)

Rehearsal/performance: unexcused absence (no note provided or note for unacceptable reason)

+0

RESPONSIBILITY: Required forms/monies in on time (per incident)

+ 5 per form (0 if late/never returned)

RESPONSIBILITY: Prepared on Uniform Check Day 9includes shoes, socks, jeans, t-shirt, tux pants, tux shirt, formal dress)

+25 or portion thereof (per check)

EXTRA CREDIT/ SCHOLARSHIP: ’A’ Honor Roll +25 (per quarter)

EXTRA CREDIT/ SCHOLARSHIP: A or B Honor Roll +15 (per quarter)


Point System- cont.ITEM/EVENT POINTS

EXTRA CREDIT: Voluntary music ensemble (orchestra, church/temple choir, etc.) or private music lessons (must complete during this school year & turn in program)

+ 15 per ensemble perschool year

EXTRA CREDIT/SCHOLARSHIP: Musicianship tests passing grade ‐of 90% or more

+15 pts per level

NOT FOR GRADE/RESPONSIBILITY: Sing a Thon: pledge goal met‐ ‐ +10

EXTRA CREDIT/ LEADERSHIP: Voluntary vocal solo/ announcer/ special part

+5 per event

EXTRA CREDIT/ LEADERSHIP: Helps Mrs. Greggs after rehearsal +2 per day

EXTRA CREDIT/ LEADERSHIP: serves as chorus officer or section leader

+15 per year

NOT FOR GRADE PPSBA Meeting parent in attendance ‐ ‐ +5

NOT FOR GRADE PPSBA parent volunteers in rehearsal OR ‐ ‐chaperones trip

+ 5 per day

NOT FOR GRADE- PPSBA parent volunteers ‐(daytime/home/elsewhere)

+ 7 per task04/19/23 74www.musicmakerscamp.com

End-of-Year Awards

• First, Second, & Third Year Achievement Awards • Perfect Attendance Award• Outstanding Attendance Award• Outstanding Leadership Award• Outstanding Responsibility Award• Musicianship Test Certificates• Most Outstanding 3rd, 4th, & 5th Grade Awards ‐• Most Improved Chorister• Most Outstanding Overall Chorister • Certificates of Appreciation • Outstanding Entertainer Awards 04/19/23 75www.musicmakerscamp.com

PPSBA Meeting

• (THIS AGENDA COVERED 10/6/11)• Welcome! Please sign in!• Reports:

– President– Vice-Presidents– Treasurer– Secretary– Mrs. Greggs

04/19/23 www.musicmakerscamp.com 76

PPSBA Meeting

III. Old Business A. None at this time

IV. New BusinessA. Need of the Month- please take an item from

the Giving Tree if you are willing. Thank You! B. Chorus Handbook, Schedule, Contracts &

Paperwork- Mrs. Greggs


PPSBA Meeting

C. Chorus Uniforms1. Formal Uniform Check Day: 2. Informal Uniform Check Oct. 14 at Sing-a-Thon (jeans & t-shirts, no anklet socks)3. Help needed with checking on all 3 days! 4. Uniform Bank, Costs, & Policies;


PPSBA Meeting

D. Volunteering, Chaperone, and Committees- STAR procedures- Mrs. Greggs


PPSBA MeetingE. Election and Installation of Officers- Proposed Slate for 2011-

2012:

President- Denise Levin;Vice-President of Uniforms & Costumes- OPENVice-President of Volunteers- OPEN; Co-Vice-President for Administration- Larisa Crawford & OPENVice-President for Supplies, Stage, & Props- OPENVice-President for Fundraising- OPEN; Vice-President for Music & Library- OPEN;Secretary- OPEN; Treasurer- OPEN; Historian- CELIA SCHWAB;


PPSBA Meeting

F. Ratification of 2011-2012 Proposed Budget (see separate Word document)


PPSBA Meeting

G. Fundraising 1. Proposed Fundraisers include:

a. Fall and Spring Sing-a-Thon’s (see below)b. Spring Concert program book

Advertisement salesc. Family NIghtsd. Recorder salese. Cookie Dough sales???

2. All fundraising events must be approved by Ms. G before notifying parents.


PPSBA Meeting

V. Open FloorVI. Next PPSBA meeting time = Thurs. Oct.

6 at 6:30pm in the PPE cafeteria. VII. Adjournment


THANK YOU!

• What to do now?• Sign up for committees (please duplicate or

add to what you listed on your contract)• Turn in your child’s Contract & Registration

donation• Mingle AND CELEBRATE!


plantation park singers orientation presentation nicole m. greggs, director/nbct- emc/music julie...

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