Thursday, July 24, 2014

It's time to rename your Volunteers.

I recently completed Denise Locker's The Volunteer Handbook: A guide for churches and non-profits. This quick read provides lots of great ideas for individuals desiring to start and/or improve one's volunteer program. Below are a few of the biggest take-aways from the book that will develop AMBASSADORS. 

1. Volunteers MUST have meaningful tasks, and they must know their IMPACT.

2. Take inventory (by involving all staff) of the needs of the organization that can be filled by volunteers.
3. Volunteers' hours can be equated to "gifts in kind" on organizations' tax forms.
4. Shirts worn by ambassadors become walking billboards for the organization.
5. Video newsletters are a great way to share "insider information with stakeholders.
6. All gifts and promotional items for volunteers must have the organizations name and logo.
7. Share great photos of your great volunteers (ambassadors) doing great things.
8. Seek feedback from ambassadors after events; "What did you think about the experience?"
9. "'s what the current volunteers say that matters most (p. 28). Ensure no negativity.
10. Volunteers can be advocates for volunteering. Invite them to speak at events.
11. Develop job descriptions which detailing expectations and responsibilities for volunteer positions.
12. "Volunteers come back because of interactions with others and the perception of meaningful contributions (p. 43)."
13. Nametags. Use them.
14. Create protocols for volunteers coordinators to ensure success at events.
15. The Four Thank Yous

  • Thank You upon arrival 
  • Thank You during 
  • Thank You after
  • Thank You follow up (see 8)
16. Look for individuals that have these leadership traits to be volunteer coordinators. 
  • Well-liked by volunteers and staff
  • Good communicator
  • Detail-oriented 
  • Servant's heart 
17. Develop an organizational structure/framework to define "chain of command." 
18. Find opportunities for others to discover and use their gifting. 
19. Nominate top-notch volunteers for the President's Volunteer Service Award. 

Tuesday, February 18, 2014

WSS: Instrumentation Breakdown

During my score study for West Side Story, I decided it would be beneficial to generate an instrument inventory. This document shows which instruments are used for each number in the show. If you see errors, please let me know! Caveat: I know the percussion is incomplete ...

WSS: Instrumentation Breakdown 

Paying forward,

West Side Story: Cuts and Alternations List

WEST SIDE STORY: Cuts and Alterations in the Show
As performed by Gahanna Lincoln H.S. (May 2013)  

(XXX) = Cut
No 1. Prologue
1.     To be played at the VERY beginning of show.
Pickup to m.134 (134-135-136)137-139
2.     G.P. (grand pause) in m. 110 will be beat as a regular measure with four beats.

No 2. Jet Song
1.     Fermata in m. 8 is not being observed
2.     Fermata in m.79 is not being observed
3.     (93-128)
No. 2a
1.     (1-19)
No 3. Something’s Coming
1.     Safety in m. 3 will be 2x
No. 3a – Something’s Coming Chase
1.     (1)
2.     Repeating 2 or 3 times
No. 4 –  Blues
1.     m.3-6 repeated. First time no accel.

No 4a - Promenade / No. 4b - Mambo
1.     We will stop with an on-stage whistle (“messily”) while percussion goes right into Mambo.
2.     Fermata at end is gone – right into Cha Cha.
No. 4c – Cha Cha
1.     M. 224 – Play beats 1 and 2 (Beats 3 and 4 – m.229 Beats 1 and 2)
No. 4d – Meeting Scene
1.     Fermata in m. 2 is not being observed

2.     Fermatas between 223-241 not being observed
3.     Repeat m.258-266 not being observed
4.     Play first beat in m. 266 (m. 266 is becoming the first measures of 4e)
a.     This is becoming an elision  into m. 2 of 4e – “Jump”
No. 4e – Jump
1.     (m.292-299)
2.     No repeat at end of piece.
No. 6 - Balcony Scene
m. 87 – in 4
m. 117 in 2
m. 121 in 4
m. 145 remains in 4
Fermata in second to last measure not being observed
No. 7 – America
1.     Do not repeat m.3-4, repeat m. 5-6 instead.
2.     At conclusion, go back to m.182 for scene change music. (replacing 7a)
7a.  – America to Drugstore (CUT)
                  Instead begin at m. 182 in America and play until cut off
9a – One Hand, One Heart
1.     At end, return to m.67 and play until m.98 for scene change music.
2.     For brass: Prep for downbeat of No. 10 “Tonight” – SLAM!
No. 10 – Tonight
                  1. At end, return to m. 134 for scene change
N. 11 – The Rumble
                  1. Fermata in m. 7 not being observed
                  2. (m.47)
                  3. Fermatas from 134 to the end are not being observed
No. 12 – I Feel Pretty
                  Safety m. 138-139 is a 2x
No. 13a – Ballet Sequence
1.     Cue word for downbeat of m.1 is “Take” (And I’ll TAKE you away)
2.     (m.39-44) DIRECTLY into 13b
No. 13e – Transitions to Ballet
1.     In 4
2.     M. 53 subito faster
3.     M.60 is molto accel.
4.     M.112-122 is 2+3
No. 13d
1.     In 4
No. 13e
1.     In 4
2.     M.175 in 2
3.     M.187 in 4
4.     M. 195 is 3+2
5.     M.213 is 2+3
6.     Fermata in m.221 is out.
7.     And end, return to 232 and play as scene change music
No. 14 – Officer Krupke
1.     M.8 safety, “Dear” is on last time.
2.     M. 54 safety, “Judge” – wait and I will give cue to proceed.
3.     M.59 safety, “Dear” is on last time.
4.     M. 105 safety, “Headshrinker” – wait and I will give cue to proceed.
5.     M.110 safety, “My” is on last time.
6.     M. 156 safety, “social worker” – wait and I will give cue to proceed.
7.     M.161 safety, “Dear” is on last time.
8.     M.231 Fermata held as two measures
No. 16
1.     Start at m. 27
2.     M.34 to end molto accel.
No. 17
1.     M.22-25 is repeated.
2.     Last three measures, beats 1 and 2 each have fermatas, and clean release between.
3.     If playing on last note, take a BIG breath before.

Tuesday, December 31, 2013

PLN Blogging Challenge: 11 Random Facts

Random Owl. Enjoy. 
At the beginning of winter break, my principal (@Dwight_Carter) presented me with a blogging challenge. Below you will find my completed "homework"! 
My 11 Random Facts

1. I was a member of The Ohio State University Marching Band and dotted the i on Nov. 5, 2005 on Senior Day.
2. I have two middle names. Yep, I'm that cool.
3. I thoroughly enjoy Phineas of Ferb on the Disney Channel. It's brilliant.
4. I am adopted.
5. I'm probably the only person you know that had his ENTIRE large intestine taken out. Long story, but I always have time to share it!6. When I was little, I had an obsession with painting and magic - and then I learned to play the double bass and the rest is history.
7. On Christmas Eve (2012) I cut the tip of my finger off with a mandolin ... and not the musical instrument. All together unpleasant. Use the guard they provide.
8. I love composing and arranging music. Though I have not done it for quite sometime, I'm getting back into it!
9. I learned in middle school that I can make flatulent noises simultaneously at three locations on my body. It looks like I am having a seizure, but it gets a laugh.
10. I am a beekeeper. Yup. ... and yes, of course of been stung.
11. I have an awesome 2 year old named Ewan who randomly makes songs up about potatoes ... we think it started with his affinity for french fries.

My Answers to Dwight's Questions: 

1. What’s the best book you’ve read in the last year? Critical Issues in Music Education, for my Master's degree program.
2. What person in history would you want to have dinner with? Leonard Bernstein
3. What’s the one thing you care about the most? God and family.
4. Who is your all time favorite cartoon character? Dr. Heinz Doofenshmirtz (Phineas and Ferb) 
5. What was your favorite extracurricular activity in high school? Music. Music. Music.
6. Growing up, were you a nerd, jock, teacher’s pet, loner, or extravert? Music nerd.
7. What’s your dream vacation? St. Lucia, which was also our honeymoon destination.
8. What’s one thing you would invent that would positively change lives? ... still thinking...
9. If you weren’t an educator, what would do for a living? Compose/arrange/orchestrate music - and get stung by bees.
10. If you were to give a TED Talk, what would be your topic? Musical Literacy
11. What’s your sentence? He illustrated to students the joy of discovering, pursuing, and learning everything about something you love.

Now, For Your Homework Assignment

1. Acknowledge the nominating blogger.
2. Share 11 random facts about yourself.
3. Answer 11 questions the nominating blogger has created for you.
4. List 11 bloggers
5. Post 11 questions for the bloggers you nominate and let the bloggers know they have been nominated. Don’t nominate a blogger who has nominated you.
6. Post back here (in the comment section) with a link to your finished assignment.

My 11 Bloggers
1. Christina Hank (@christinahank) fellow GLHS Alumni
2. Chris Wagner (@mrwagnersclass) fellow GLHS Alumni
3. Charles Laux (@charleslaux)
4. Sarah Mayer (@musiced20)
5. Phil Nagy (@phil_nagy) time to start a blog my friend!
6. Brooke Menduni (@brookemenduni) - who is starting a blog!
7. Kelly Riley (@klsriley)
8. Tiffany Berting (@tberting)
9. Marisa Wren (@mwren13)
10. Joe Guarr (@jguarr)
11. Angie Adrean (@aadrean) 

My 11 Questions for You

1. What (or who) made you decide to be an educator?
2. Who is the most intelligent person you know?
3. Have you watched the entirety of the music video "What does the Fox Say?"
4. If you were a giant mega monster what city would you rampage?
5. What was your first mobile phone?6. What potential talents do you think you might have if you worked at them?
7. What do you consider is the most important appliance in a house?
8. What song sums you up?
9. Name your favorite Great Lake. Come on, everyone's got one...
10. Are you a morning person?
11. What would you call your autobiography?

Saturday, December 28, 2013

Technology and the Craving for Interaction and Significance

My school encourages its students and staff to be active learners, to build and connect with their PLN, and engage in responsible ‘Digital Citizenship’. Over 100 staff members in our district use Twitter for professional endeavors and model appropriate social media use for our students. While other districts have restricted smartphone use in school, our district has adopted a different policy: teach students to use the mini-computer in their pockets to enhance their learning. There have been a few instances where administration has had to intervene, due to some poor choices; however, on the whole students use technology responsibly. 

The larger picture of this technology proliferation is really the 'need for significance' being played out. Blogger, MySpace (what's that?!), Twitter, Facebook, Pinterest, Instagram, etc. are a collection of individuals sharing in order to connect with others in meaningful ways. There is a small part of us that places enormous value on the number of Twitter followers, Facebook friends, Likes, website visits, comments, retweets, favorites, and whatnot.  We sometimes link this to our self-worth, pride and acceptance as individuals. 

Students (and teachers) thrive in engaging environments where they feel accepted, because of the collaboration, peer interactions and creativity which occur. Would your classroom be described as such? What are some ways you can move toward this? Share in the comments below! Though some say technology is reducing face-to-face interactions, arts educators are (anecdotally) seeing that this ‘technology integration’ is placing even more young people on a trajectory toward the arts and vehicles for collaborative learning. 

Perhaps it is the .... 

1.  “disconnectedness” that is encouraging more and more students (in our district) to get involved in music, art, drama, speech, (etc.).

2. "connectedness" of technology that has 'wet the appetite' for authentic involvement and collaboration. 

3.  research about music education engaging every brain region and dopamine release playing out. 

4. fact that the arts demand active learners, where "no one is safe" to sit unengaged.

5. arts' inherent quality to bind individuals into a greater whole, and express meaning across cultures and languages. 

6. requirement of responsiblity and citizenship that are cornerstones of arts education. 

... and perhaps a sundry of other reasons. 

What are you seeing in your district?

Saturday, December 7, 2013

PLN Resources: Pearltrees and Interactive Rubrics

Pearl Trees 
This web-based platform combines elements of Diigo (social bookmarking) and Pinterest (mind-mapping) into a new collaborative environment to share and access anywhere.   

Interactive Rubrics
While looking through blogs written by members of my PLN, I was directed to a simple yet profound advancement in rubric design. Edutopia published an article by New Jersey educator Michelle Lampinen that includes a QR code within the rubric. This QR code can link to ANYTHING: video tutorials, Google Docs/Forms, etc. The possibilities are endless in helping students understand the desired elements for any rubric.

Saturday, November 30, 2013

PLN Resources: Flisti and

If you are like me, you are likely weary of creating more online accounts. This is why I love Flisti: no account creation required for anyone! Flisti is a free poll creator that can be easily accessed by those answering your question(s). There are also social media links to share your newly created poll on Facebook and Twitter. It is easy to monitor the results and number of people who have answered your poll within the clean design of the application.
This URL shortener is a fantastic way to get students to a particular website quickly, without the need to type a web address roughly the distance of the Earth to the moon. With a Google account, you are able to track web visits - much like