2. Plantation Park Singers Orientation Presentation Nicole M. Greggs, Director/NBCT- EMC/Music Julie Gittelman, Principal Linda Villareale, Asst. Principal 9/15/20151www.musicmakerscamp.com

3. Welcome to Plantation Park Singers! 9/15/20152www.musicmakerscamp.com

4. Mrs. Greggs’ Contact Information: Email- nicole.greggs@browardschools.com or musicmakerscamp@aol.comnicole.greggs@browardschools.com musicmakerscamp@aol.com PPE phone- 754-323-7150 x325 Cell phone- 954-868-5515 Please do NOT leave messages on school email. 9/15/20153www.musicmakerscamp.com

5. 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! 9/15/20154www.musicmakerscamp.com

7. 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 12 th Grade Cohort Fine Arts Enrollment

14. Low Socio-Economic Group: Cumulative GPA

15. Low Socio Economic: % Taking SAT

16. Low Socio Economic: SAT Scores Music only

17. Low Socio-Economic: FCAT % Music only

18. Cumulative GPA: Race Music only

19. % Taking SAT (Verbal or Math): Race Music only

20. Avg SAT Scores: Race Music only

21. FCAT %: Race Music only

24. 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 12 th Grade Cohort Fine Arts Enrollment

25. 2007-2008 12 th Grade Cohort – Fine Arts Enrollment Data Secretary Arne Duncan’s letter All prior collected music and arts resources Resources

26. www.flmusiced.org

27. Plantation Park Elementary’s Music Department

28. 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

29. 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

30. 4 Categories of Benefits for Music Education 1. Success in Society 2. Success in School 3. Success in Developing Intelligence 4. Success in Life

31. 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

32. 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

33. 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

34. 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.

35. 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.

36. 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.

37. 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…

38. How Music Connects to the Core Subject Areas Research & Ideas Used in the Music Classroom

40. 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

41. Music and Math 2 nd and 3 rd 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

42. 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

44. Music and Science Science and Sound Science and Sound Experiments on sound waves and vibrations-using a rubber band plucked between two fingers to show vibration. Experiments on sound waves and vibrations-using a rubber band plucked between two fingers to show vibration. See salt move on a surface when sound is made: Put plastic tightly over a coffee can and secure with a rubber band. Place salt on the plastic. Tap a smaller can with a ruler to see the salt move. The salt moves because the plastic is vibrating due to the sound waves hitting it! See salt move on a surface when sound is made: Put plastic tightly over a coffee can and secure with a rubber band. Place salt on the plastic. Tap a smaller can with a ruler to see the salt move. The salt moves because the plastic is vibrating due to the sound waves hitting it!

45. 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)

46. 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!!!

47. Music and…..

48. Music and Social Studies 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

49. Music and…..

50. 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)

51. 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 (88 th percentile) than the control group’s (72 nd percentile) Hurwitz, Wolff, Bortnick, and Kokas

52. Endless Possibilities!!! Music is constantly connected to the core subjects of education By it’s nature, music education naturally addresses all subject areas!

53. Your Child’s Elementary Music Education in the

54. 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

55. 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!

56. 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.

57. 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

58. 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

59. Resources Arts Improve Reading and Math. (n.d.). Retrieved February 16, 2002 from http://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

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

61. 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 notes database. 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

62. Registering for Chorus Informational meeting- welcome! Chorus Contract $20 registration donation, $15 per additional child if registering multiple children PPSBA & Committees 9/15/201561www.musicmakerscamp.com

63. 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. 9/15/201562www.musicmakerscamp.com

64. Chorister & Parent Responsibilities 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 9/15/201563www.musicmakerscamp.com

65. Chorister & Parent Responsibilities 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 9/15/201564www.musicmakerscamp.com

66. Chorister & Parent Responsibilities 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. 9/15/201565www.musicmakerscamp.com

67. Chorister & Parent Responsibilities 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. 9/15/201566www.musicmakerscamp.com

68. 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 www.musicmakerscamp.com WOWL Chorus bulletin board ParentLink Calls Notices 9/15/201567www.musicmakerscamp.com

69. 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. 9/15/201568www.musicmakerscamp.com

70. 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. 9/15/201569www.musicmakerscamp.com

71. 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. www.getinvolvedineducation.com Offices are open; will discuss during PPSBA meeting following this powerpoint. 9/15/201570www.musicmakerscamp.com

72. 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. 9/15/201571www.musicmakerscamp.com

73. Point System ITEM/EVENTPOINTS 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+3 9/15/201572www.musicmakerscamp.com

74. Point System- cont. ITEM/EVENTPOINTS 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) 9/15/201573www.musicmakerscamp.com

75. Point System- cont. ITEM/EVENTPOINTS 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 per school 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 task 9/15/201574www.musicmakerscamp.com

76. 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 9/15/201575www.musicmakerscamp.com

77. PPSBA Meeting (THIS AGENDA COVERED 10/6/11) Welcome! Please sign in! Reports: – President – Vice-Presidents – Treasurer – Secretary – Mrs. Greggs 9/15/2015www.musicmakerscamp.com76

78. PPSBA Meeting III. Old Business A.None at this time IV. New Business A. 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 9/15/2015www.musicmakerscamp.com77

79. PPSBA Meeting C. Chorus Uniforms 1. 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; 9/15/2015www.musicmakerscamp.com78

80. PPSBA Meeting D.Volunteering, Chaperone, and Committees- STAR procedures- Mrs. Greggs 9/15/2015www.musicmakerscamp.com79

81. PPSBA Meeting E. Election and Installation of Officers- Proposed Slate for 2011- 2012: President- Denise Levin; Vice-President of Uniforms & Costumes- OPEN Vice-President of Volunteers- OPEN; Co-Vice-President for Administration- Larisa Crawford & OPEN Vice-President for Supplies, Stage, & Props- OPEN Vice-President for Fundraising- OPEN; Vice-President for Music & Library- OPEN; Secretary- OPEN; Treasurer- OPEN; Historian- CELIA SCHWAB; 9/15/2015www.musicmakerscamp.com80

82. PPSBA Meeting F. Ratification of 2011-2012 Proposed Budget (see separate Word document) 9/15/2015www.musicmakerscamp.com81

83. PPSBA Meeting G. Fundraising 1. Proposed Fundraisers include: a. Fall and Spring Sing-a-Thon’s (see below) b. Spring Concert program book Advertisement sales c. Family NIghts d. Recorder sales e. Cookie Dough sales??? 2.All fundraising events must be approved by Ms. G before notifying parents. 9/15/2015www.musicmakerscamp.com82

84. PPSBA Meeting V. Open Floor VI. Next PPSBA meeting time = Thurs. Oct. 6 at 6:30pm in the PPE cafeteria. VII. Adjournment 9/15/2015www.musicmakerscamp.com83

85. 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! 9/15/2015www.musicmakerscamp.com84