fulton county board of education · as a magnet student you are required to maintain a minimum...

FULTON COUNTY BOARD OF EDUCATION

District 1 Katha Stuart District 2 Katie Reeves District 3 Gail Dean District 4 Linda Bryant, President District 5 Linda McCain, Vice President District 6 Kimberly Dove District 7 Julia Bernath

Dr. Jeff Rose, Superintendent Nathalie Henderson, Area Superintendent

TRI-CITIES HIGH SCHOOL ADMINISTRATIVE STAFF

PRINCIPAL ASSISTANT PRINCIPALS

ADMINISTRATIVE ASSISTANTS

Termerion Lakes W. Pearl Taylor, Mrs.Whitfield Dr. Kemi Popoola, Mr. Thomas Bonds (Magnet)

GUIDANCE DEPARTMENT

VISUAL & PERFORMING ARTS MAGNET STAFF

MAGNET DIRECTOR PROFESSIONAL ASST. BAND

CHORUS DANCE THEATRE ORCHESTRA VISUAL ARTS

MUSIC TECHNOLOGY ADJUNCT TEACHERS

PROFESSIONAL ASSISTANT

Dr Tiffany Mingo Robert Smith Jr. Tarik Rowland Lori Ann Christian Shenita Granberry Jade Lambert-Smith Business Partner Sahirah Bussey Chris Sandlin Susan Knippenberg Daniel Smith Allyne Gartrell Levon Campbell Robert Smith Jr.

Kenneth Miller, Athletic Director

Ms. Green, Chair Ms. Dance Ms. Joiner Mr. Altidor Ms. Curtis

CONTENTS

INTRODUCTION

Welcome from the Magnet Director

Mission Statement & Goals

PROGRAM ADMINISTRATION

Program Expectations & Admission Requirements

Academic Requirements

Change of Magnet Area

Semester Jury / Portfolio Review

Withdrawal

Probation and Dismissal

Appeal Procedure

Student Leadership Council

Magnet Commitment Student Activity Fees

Parents Connect/ Advisory Board

Student Services Personnel

Program Areas

BAND

CHORUS DANCE MUSIC TECHNOLOGY ORCHESTRA THEATRE VISUAL ARTS

Tri-Cities High School’s

“GREASE”.

WELCOME TO TRI-CITIES VPA MAGNET PROGRAM!

We are proud that you have chosen TCHS as the next step in

your creative growth and development. This unique program offers classes and experiences not offered in traditional high school environments. The program promotes positive learning and provides experiences to motivate students to excel in the arts as well as the academics. It is the goal of the Visual and Performing Arts Magnet Program to assist students in developing to their fullest potential.

The Visual and Performing Arts (VPA) Magnet Program at Tri-Cities

High School was launched in 1991. It rapidly grew to be a prominent force in the arts

education com-munity and has fostered the aspiring and successful careers of numerous

artists’.

Many have gone on to receive acclaim within the stage, screen, gallery and concert hall.

The program is designed for motivated students who possess an interest in the areas of

music, visual arts, dance, or theatre. Gifted young artists receive highly specialized

training in the arts while earning high school certification. The creation of the VPA

Magnet Program at Tri-Cities High School is one of the best efforts by any high school in

the Southeast to correlate an academic program with concentrated training in both the

visual and performing arts.

The instructional program at Tri-Cities High School provides a comprehensive high

school education with full preparation for college admission. Independent study and

experimental opportunities, which stimulate artistic problem-solving and creative growth,

are encouraged throughout the curriculum as well as in studios, workshops, master

classes and collaborative cross-disciplinary student projects. Development of practical

business skills related to management of professional work in the arts are incorporated

into the curriculum. Challenge is sustained in the learning process through

individualization of the curriculum.

This handbook contains general information about the Visual & Performing Arts Magnet

Program as well as specific information about requirements for students and parents in

each department. The procedures and guidelines herein must be adhered to in order to

ensure that all students receive an outstanding education.

Last, we pride our VPA program on a rich legacy of artistic excellence and it would be a

privilege to serve your children and empower them through the arts. Please contact the

VPA Magnet Office at (470) 254-1845 or [email protected] if you have

additional questions or suggestions.

Artfully Yours,

Dr. Tiffany S. Mingo, Ed.D

Director, VPA Magnet Program

Magnet Department Mission & Goals

The mission of the Visual and Performing Arts Magnet Program is to develop the

academic and artistic skills of talented students in an interdisciplinary environment.

Students are encouraged to explore the full range of their discipline in a collaborative

atmosphere which meets the highest standards of academic and professional arts

training.

To provide a full educational experience in the visual and performing arts

through a variety of course offerings and experiences.

To promote academic excellence and appreciation of the arts.

To enhance the student’s self-esteem.

To assist students in reaching their potential.

To extend career awareness as well as career opportunities for

students in the VPA Magnet Program.

To increase parental involvement through parent support groups.

To develop partnerships and intern programs for magnet students.

To prepare students to become productive, responsible, and self-

reliant citizens ready to meet the challenges of tomorrow’s techno-

logical and multicultural society.

iii

PROGRAM EXPECTATIONS

PROGRAM EXPECTATIONS The Visual and Performing Arts Magnet Program serves as a pre-professional arts training

program for artistically talented high school students. Acceptance into the program

requires an audition or portfolio interview. Ultimate objective of the VPA Magnet Program

is to pre-pare students for post-secondary educational or professional Arts based careers.

- Magnet student standing in program will be based on their commitment to

program, academic achievement, disciplinary record, and area evaluations

including but not limited to semester juries, production hour commitments and

portfolio reviews

- The magnet student is expected to participate in their program activities after school - The magnet student is expected to participate in cross-curricular Arts activities - The magnet student is encouraged to take Advanced Placement courses - Select programs offer a conservatory pathway for students who wish to study the

arts at an advanced level and continue their studies in the arts in college. ADMISSION REQUIREMENTS Applicants must have an overall average of 80 or higher and a “B” average or its

numerical equivalent for admission into the program. While enrolled in the VPA Magnet

Program, students must maintain an overall average of 80 or higher in all magnet classes

as well as in their academic classes. A professionally qualified audition committee reviews

each application based on an audition and/or portfolio, personal interview, and

recommendations from former teachers.

Students will not be accepted without all the pertinent documents . Upon acceptance you must have the following to register:

Completed Magnet Application Current Transcript Discipline Report Attendance Record Photo ID from parent or guardian Court documents for guardianship Two proof of residence documents (utility bill, deed and/or lease) Certificate of ear, eye, and dental screening (#3300) or 30-day waiver Immunization Certificate (GA Form #3231) or 30-day waiver Special Education records Social Security or Migrant Card Birth Certificate, Green Card or passport Two teacher recommendation letters

ACADEMIC REQUIREMENTS As a magnet student you are required to maintain a minimum overall GPA of 2.0 to

remain in the program. If a student’s overall GPA falls below a 2.0 they will be placed on

probation. During this academic probationary period the student is expected to seek

assistance via tutorial, study groups and outside tutors to improve their grades. If the

student fails to improve their grades by the end of the academic year they will be removed

from the magnet program and have to return to their home school.

CHANGE OF MAGNET AREA Once students have been placed in their area of study, they are encouraged to remain in

that area for the duration of their high school career. If the student desires a change,

he/she must apply for a transfer of major via a “Change of Major Form”. Students will be

allowed to transfer magnet areas only at the discretion of the current area teacher.

Exceptions to this policy will be handled by the Magnet Director. Magnet students will not

be allowed to transfer major areas in their senior year.

MAGNET MEDALLION Magnet senior students must complete a minimum of eight fine arts units in the VPA

Magnet Program to be eligible for the Magnet Medallion. All Magnet students are

required to complete a minimum of six fine arts units to be eligible for the magnet

Medallion. 50 credit hours

FINE ARTS DIPLOMA SEAL The Fine Arts Diploma Seal is awarded to graduating high school students who complete a Georgia Fine Arts Pathway and engage in creative industry focus courses, extra curricular activities and experiences that foster fine arts mastery. The Diploma seal is a signal to employers and higher education institutions that a student is prepared to participate in the creative economy. SEMESTER JURY / PORTFOLIO REVIEW Each arts department will conduct and maintain interim evaluation of their students every

semester. The purpose of this review is to assess the achievement of each student to

assure that progress is being made. This is a very intensive process taking into account

demonstrated artistic growth, academic success, disciplinary reports, attendance, study

habits, and their overall participation and attitude toward advancement. Based on this

assessment, each student’s status in the program is determined. Given all positive

indicators, a student is ranked as being in good standing until the next scheduled review.

A student falling short of expectations is placed on probation. The semester jury

evaluation will count as 15% of the final semester grade.

VOLUNTARY WITHDRAWAL To voluntarily withdraw from the VPA Magnet Program, please adhere to the following:

1. Submit a written request to exit the program, signed by the parent/guardian must be submitted to the magnet director.

2. Complete a VPA withdrawal form an exit interview form must be completed through the Guidance Office.

3. Schedule an exit meeting with the Magnet Director and a member of the

Guidance Office. All financial records must be cleared before academic records are sent to another

school. Academic and financial clearance must be complete by the last full day of

attendance at Tri-Cities High School. Students who withdraw by choice and seek

readmission must reap-ply/audition for reentry into the VPA Magnet Program.

INFRACTION PROCESS

The concept of discipline is to cause a positive behavioral change by the application of

consequences for negative behavior. In this way, the correction of misconduct becomes

part of the VPA learning experience rather than the exacting of retribution or vengeance.

While progressive discipline may be used, the appropriate consequences for

unacceptable behavior will be based on the nature of the infraction.

1ST- Infraction and email to parent(s) notifying them of student infraction.

2ND- Infraction and phone contact with parent(s) notifying them of student infraction.

3RD- Infraction and conference with VPA Director.

4TH- Infraction and meeting with department director, VPA Director, parent(s) and

student.

5TH-Infraction with harsh consequences including official probation.

MAGNET PROBATION

Our hope is that each magnet student accepted in the VPA Magnet Program will

matriculate successfully through our program. Unfortunately, some students get off track

and lose focus as to why they came to the VPA Magnet Program. The intent of the

probation process is to make the magnet student aware that either artistic, academic or

conduct expectations are not being met. It is a way for the student in question to make a

sincere effort to improve. If a magnet student is placed on probation they will have until

the end of the current academic year to demonstrate improvement or they will be

removed from the VPA Magnet Program.

A student may be placed on probation for any one or combination of the following reasons:

ARTISTIC - Any student who fails to maintain an overall academic average of 70 in

the VPA Magnet Program classes will be placed on artistic probation.

ACADEMIC - Any student who fails to maintain an overall academic average of 70 or above will be placed on academic probation. DISCIPLINE - A student will be placed on probation for excessive discipline problems as defined by the Code of Student Conduct. Any infractions, including but not limited to improper dress code, coming to class late, disrespecting a teacher, arguments between teacher-student or student-student, fighting, etc., are grounds for automatic probation.

MISSING REQUIRED PERFORMANCES/EVENTS - Any student who fails to

attend required area performances/events can be placed on probation. There will be clear communication to students and parents when probationary status is administered. DISMISSAL

When a Magnet student has not adhered to the recommendation outlined in their

probation with in the time frame allocated or has committed an offense that is considered

egregious; that student will be removed immediately from the VPA Magnet Program and

remanded back to their home school. Dismissals will be handled in a timely manner to

allow the student to register promptly in his/her home school to avoid any lapse of

instructional time.

APPEAL PROCEDURE

Upon dismissal from the program, the parent/student should immediately register their

home school to avoid any lapse of instructional time. Should the student and his/her

parent wish to appeal the dismissal, a Petition for Appeal Letter must be submitted to the

Magnet Office within one calendar week from the dismissal date. An appeals conference

will be scheduled after the Petition for Appeal Letter has been received by the VPA

Magnet Director. The program director will arrange for necessary instructional and

guidance staff to be in attendance at the appeals conference. STUDENT LEADERSHIP COUNCIL The Student Leadership Council is composed of two students from each area. Members

will meet with the VPA Magnet Director and one executive committee parent

representative. It is the duty of this council to make suggestions and to voice concerns

over matters affecting the VPA Magnet Program. Students will also assist in planning and

organizing activities.

PROGRAM COMMITMENT It is the expectation of the VPA Magnet Program that magnet students place magnet

area responsibilities first. While students are encouraged to participate in community and

extra-curricular activities, priority must be given to magnet sponsored events (i.e.

performances, rehearsals, field trips, etc.). Before a student commits to other extra-

curricular activities (sports teams, cheer leading, drill team, clubs, outside performances,

etc.), the student must consult/seek permission from their major area instructor. Failure

to do so could jeopardize the students standing in the VPA Magnet Program.

MAGNET STUDENT ACTIVITY FEES Each magnet student is responsible for paying yearly magnet student activity fees at the

beginning of the fall semester. These fees are used to offset additional cost for programs

and activities in all magnet departments including but not limited to: costumes, guest

artist fees, field trips, set supplies, paint, lighting and sound equipment rental, workshops,

supplies, transportation, food and refreshments, conference and competition fees and a

multitude of other items not funded through the school district. These fees will accrue and

unpaid magnet activity fees will turn into fines and could interfere with a student

participating in graduation activities.

FEE SCHEDULE NEW RETURNING

MARCHING BAND $400 $235

CONCERT BAND $170 $70

CHORUS $250 $150

DANCE $200 $150

THEATRE $200 $150

TECHNICAL THEATRE $200 $150

MUSIC TECHNOLOGY $200 $150

ORCHESTRA $300 $170

VISUAL ARTS $150 $150

NOTE: The above referenced fees reflect the minimum area fee for the Magnet Program.

Additional fees may be required throughout the year depending activity and program need.

ETHICAL POLICY PROHIBITION, HAZING, BULLYING, CYBER BULLYING, HARRASMENT AND INTIMIDATION.

INTRODUCTION In support of student success, the Visual & Performing Arts (VPA) magnet recognizes the importance of a safe and healthy school environment. All existing and prospective members, students and volunteers have the right to be treated with dignity and respect. Georgia State Law, Georgia’s Department of Education, Fulton County Schools, and Tri-Cities High School’s Visual & Performing Arts Magnet enforce these rights. The Georgia Department of Education (GaDOE) and Fulton County’s Board of Education policy both expressly prohibits the bullying of any person, by any means or method, therefore, hazing, bullying, cyber bullying/inappropriate use of technology, harassment and intimidation are all prohibited at Tri-Cities High School’s VPA Magnet program and affiliated organizations. These indiscretions will not be tolerated in any form. HAZING

Hazing is defined as an act or series of acts that include, but are not limited to: any action or situation which recklessly or intentionally endangers the mental or physical health or safety of a student for the purpose of initiation or admission into or affiliation with any organization operating under the sanction of an institution. The term shall include, but not be limited to, any brutality of a physical nature, such as whipping, beating, branding, forced calisthenics, exposure to the elements, forced consumption of any food, liquor, drug or other substance, or any other forced physical activity which could adversely affect the physical health and safety of the individual, and shall include any activity which would subject the individual to extreme mental stress, such as sleep deprivation, forced exclusion from social contact, forced conduct which could result in extreme embarrassment, or any other forced activity which could adversely affect the mental health or dignity of the individual.

Physical acts, such as hitting, striking, laying hands upon or threatening to do bodily harm to any individual(s), while acting in one's capacity as a member of the Tri-Cities High School.

Behavior which is directed against any individual(s) for the purpose of causing shame, abuse, insult, humiliation, intimidation or disgrace.

A variety of prohibited practices, including but not limited to, "underground hazing," "financial hazing," "pre-pledging," "post-pledging," "post-initiation pledging, or "Crabbing".

BULLYING

Bullying is defined as an act that is:

1) Any willful attempt or threat to inflict injury on another person, when accompanied by

an apparent present ability to do so;

2) Any intentional display of force such as would give the victim reason to fear or expect

immediate bodily harm; or

3) Any intentional written, verbal, or physical act, which a reasonable person would

perceive as being intended to threaten, harass, or intimidate, that: i. Causes another

person substantial physical harm within the meaning of O.C.G.A. § 16-5-23.1 or visible

bodily harm as defined in O.C.G.A. § 16-5-23.1; ii. Has the effect of substantially

interfering with a student’s education; iii. Is so severe, persistent, or pervasive that it

creates an intimidating or threatening education environment; or iv. Has the effect of

substantially disrupting the orderly operation of the school (www.gadoe.org).

CYBER BULLYING, HARRASMENT, INTIMIDATION

Cyber bullying is defined through the use of electronic communication, whether or not

such electronic act originated on school property or with school equipment. For purposes

of this Code Section, electronic communication includes but is not limited to any transfer

of signs, signals, writings, images, sounds, data or intelligence of any nature transmitted

in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical

system (www.gadoe.org).

Social networking websites and applications such as: Snapchat, Twitter, Instagram,

Facebook, Ask.fm, Tumblr and/or Vine can offer a positive opportunity to interact;

however, when used inappropriately, these sites can become a hurtful or dangerous

place for students. Also, students are sharing information or acting upon negative

information that they have posted or read. This creates disruptions to student

relationships and the learning environment.

Harassment and intimidation means any gesture or written, verbal, or physical act, or any

electronic communication that is reasonably perceived as being motivated either by any

actual or perceived characteristic including race, color, ethnicity, religion, gender, sexual

orientation, ancestry, national origin, physical attributes, socioeconomic status, physical

or mental ability or disability, or by any other distinguishing characteristic, that takes place

on school property, at any school-related functions or activities, on a school bus, or acts

of cyberbullying which occur through the use of electronic communication, whether or not

such electronic act originated on school property or with school equipment, if the

electronic equipment:

1) is directed specifically at students or school personnel,

2) is maliciously intended for the purpose of threatening the safety of those specified or

substantially disrupting the orderly operation of the school, and

3) creates a reasonable fear of harm to the students’ or school personnel’s person or

property or has a high likelihood of succeeding in that purpose.

PARENTAL DUE DILLEGENCE

Parents should have serious conversations with students about the harmful

effects of posting inappropriate videos, sharing pictures or information, or using

technology to harass or threaten someone.

Students should also be told about the serious emotional, educational, and

criminal impacts that harassing, bullying, or threatening another, or

sending/viewing sexually explicit information.

POLICY VIOLATIONS

Hazing, bullying and/or harassment activities will result in official discipline by Tri-Cities

High School’s VPA Magnet program, including suspension, expulsion, and / or the

imposition of civil and criminal penalties for individuals or groups in violation of this

behavior policy.

PARENT CONNECT

Welcome Magnet Parent! With your guidance and support your child will have an

amazing life changing experience with the TCHS Visual and Performing Arts Magnet

Program!

Your participation and partnership are essential ingredients in the success of your child’s

program in the TCHS VPA Magnet program. As a parent it is our hope that you support

the program and your child’s area director/teacher beyond the individual opportunities

provided to your child. Experience has shown that students whose parents are involved

as volunteers are the ones who succeed and are the most productive.

Each Magnet department has a parent council that work to assist the department and staff

in executing the program’s activities. Parents are encouraged to volunteer for the offices

of the council to help to build that network of support for the students, teacher and the

department.

VOLUNTEER OPPORTUNITIES Parents are expected to volunteer 50 hours per school year to help support the teacher

and students. 10 of those hours can be supported by providing water/snacks for the

students. The snacks/water must support the at least 75% of the students involved in

that specific magnet content. In addition, monetary donations of $25 dollars or more can

also serve as a volunteer credit. The following are a short-list of tasks to which your

valuable support is needed:

1. Serving on the VPA Magnet Parent Advisory Board 2. Assisting the program with fundraising activities to support activities not

covered in the program’s budget

3. Assisting the teacher with field trips by providing transport as needed or

chaperoning

4. Assisting the teacher in executing group performances including ushering, box

office, stage hands, concessions, set building, publicity for activities etc.

5. Ensuring that your child takes advantage of off campus opportunities for

learning and development.

6. Any other activity for which parental assistance is needed.

VPA MAGNET PARENT ADVISORY BOARD The purpose of the TCHS VPA Parent Magnet Board is to support the programming and

teaching objectives of the TCHS administration through direct action and advocacy. In

concert with the Magnet Director, teachers and staff. This parent led organization meets

regularly throughout the year and welcomes new ideas and suggestions for improving

our students’ experience at TCHS.

Facebook: @TCHSVPAMagnet

Twitter: @VPAMagnet Instagram: @TriCitiesVPA

ADDITIONAL INFORMATION

FACILITIES We are proud to have some of the finest instructional and performance facilities available

to us. It is the responsibility of everyone to assure that proper, safe use, and

maintenance of the facilities be practiced to the utmost degree. As our facilities are used

for public performances and exhibitions as well as for instruction, special care must be

taken to maintain them. Therefore, the following regulations will be firmly adhered to:

1. Food, drinks, and chewing gum are not permitted in classrooms, studios,

shops, performance areas, dressing rooms, etc. unless they are so designated.

2. All classrooms and performance areas are off limits to students during lunch

periods unless teacher supervision is provided.

3. Students are not permitted to be in any magnet area for any reason beyond

regular school hours without permission and adult supervision.

4. Students should not use the instrumental storage area for anything other

than storing instruments, as access to the area is restricted and only available

on a period-to-period basis.

STUDENT SERVICES PERSONNEL GUIDANCE COUNSELOR- Your guidance counselor is your first stop to reviewing

schedules, course advisement, testing information, college referrals, transcripts and

even to discuss personal matters that may be affecting your success at school and

home. school psychologist - school psychologist, who counsels students on an individual or

small group basis as well as facilitates psychological testing, provides consultation, and

assists in special placement needs. SPEECH & HEARING PATHOLOGIST - The speech and hearing pathologist provides

diagnostic testing and treatment for students with speech and/or hearing issues. SOCIAL WORKER - The school social worker, counsels’ individuals, families, small

groups and facilitates discussions groups in classrooms to assist students who need

help with a variety of social issues that may affect their success in school and at home.

a few of many notable tchs magnet alums

DWOODS LATOCHA SCOTT SAHR NGAUGA SHANELL WOODGETT

platinum recording artist/actor platinum recording artist BROADWAY STAR - FELA recording artist/producer

ba

nd ADMISSION REQUIREMENTS

Perform an etude or solo piece that will highlight the student’s

musical abilities and technical skills. Also, perform five major

scales (chromatically adjacent – student’s choice), two chromatic

scales, and sight-read. Percussionists must demonstrate skills

on the snare drum, timpani, and mallets. In addition,

percussionists must perform the following rudiments: long roll,

five stroke roll, paraded and flam.

OBJECTIVES As a result of their instruction, students will be able to:

1. Perform with proper fundamental tone and intonation 2. Demonstrate advanced instrumental techniques 3. Perform with technical and musical accuracy repertoire

of increasing level of difficulty

4. Define and understand performance implications for all

technical and musical vocabulary

5. Understand the relationship between music, other art

forms, and other academic disciplines (i.e. history,

literature, science) 6. Listen to, analyze, and evaluate musical performances

both live and recorded

7. Demonstrate the skills necessary to approach and solve

musical challenges

EXPECTATIONS OF STUDENTS 1. On time arrival to classes, rehearsals, performances,

and events.

2. Attendance at all mandatory curricular events and

performances.

3. Food, drink, and chewing gum are prohibited in all

rehearsal rooms and performance spaces. 4. ABSOLUTELY NO USE OF CELL PHONES IN CLASS

OR REHEARSALS.

5. Exhibit proper performance posture at all times during

rehearsals and performances.

6. Exhibit proper rehearsal etiquette during all

rehearsals. Remain attentive and on task from

warm-up to dismissal in every rehearsal.

7. Exhibit proper concert etiquette at all performances

both on stage and in the audience. 8. Have all required materials at every rehearsal as out

lined by the area director.

9. Maintain a positive attitude at all times during

rehearsals. A willingness to accept feedback will help a

student develop faster.

PERFORMING ENSEMBLES TCHS “Bulldog” Marching Band

Concert Band

Wind Ensemble Jazz Ensemble

Color Guard Percussion Ensemble

MATRICULATION IN PROGRAM Class / level placements is at the discretion of the director of the Band department.

Class placement juries are held at the end of each semester. Failure to adequately

demonstrate skills required to matriculate in the program can prevent a student from

advancing to the next performing ensemble and / or lead to dismissal from the Band

program.

REQUIRED DAILY MATERIALS 1. Instrument in working order 2. Instrument accessories: tuner, valve oil, slide grease, cork grease, proper

mallets & sticks, spare reeds, etc.

3. Music AND pencil 4. Band portfolio

INSTRUMENT RENTAL The school has a limited supply of instruments available for rental by students.

Instruments may be rented during the school year and over the summer. Please consult

your director to find out what instruments are available for rental. Each student will be

expected to properly maintain assigned instruments. Loss of or severe damage to

instruments will result in additional fees at the student’s expense for replacement /

repair. INSTRUMENT RENTAL FEES ARE SET BY FULTON COUNTY SCHOOLS.

CONCERT PERFORMANCE ATTIRE

MEN Tuxedo, black socks, black shoes

WOMEN Black Dress, black socks / leggings, closed toe shoes

ALL STUDENTS

No jewelry, no perfumes or colognes.

MARCHING BAND PERFORMANCE ATTIRE TCHS “Bulldog” Marching Band Uniform – issued to every marching band member

PRACTICE REQUIREMENTS Students are expected to learn the majority of their music and assignments via at-home

practice. Rehearsals are reserved for addressing new techniques and assembling

musical parts. Weekly practice logs will be turned in for a homework grade. The director

will assign practice minutes and assignments based on the performance ensemble into

which a student is placed.

AFTER SCHOOL & WEEKEND COMMITMENTS

Students will be required to stay for after school rehearsals or attend Saturday functions

at different times throughout the year. A rehearsal calendar will be posted in the band

room and will be distributed in advance of any functions outside the regular school day.

Below is a list of some of the events that typically occur after school or on weekends. Be sure to consult your student and director regularly about the 9 rehearsal schedule to remain informed.

ANNUAL EVENTS (PERFORMANCES, COMPETITIONS, ETC.) The following is a list of typical performances for the band program during the school year:

Summer Marching Band Camp Hapeville / East Point Annual Parade Fulton County Marching Band Exhibition Fall Concert Fulton County Honors Band Audition GMEA All-State Band Audition Winter Music Festival UGA JanFest Large Group Performance Evaluation (aka: Festival) Pre / Post-Festival Concert Spring Musical Spring Concert Jazz Ala Mode

Additional performances may arise throughout the year to facilitate special requests, school events, or collaborations with other departments.

FALL EVENTS Marching Band Rehearsals

Fulton County Honor Band Audition Workshops All-State Band Audition Workshops

WINTER EVENTS

Winter Festival Rehearsals Rehearsals for combined ensembles

Pit Orchestra LGPE (festival) Rehearsals LGPE (festival) Workshops

SPRING EVENTS

Jazz Ensemble Rehearsals Spring Musical / Pit Orchestra Rehearsals

Spring Musical Performances Full Orchestra Rehearsals

Rehearsals for school events / community events Spring Marching Rehearsals

*If additional performance opportunities arise, additional rehearsals may be scheduled. The only way to know your student’s rehearsal schedule is through regular communication with your student and your student’s director.

JURY EVALUATIONS The Jury is a comprehensive performance-based evaluation held at the end of each

semester. Students are assigned musical excerpts, solos, and/or scales by their director

several weeks prior to this evaluation. Jury assignments are representative of the skills

studied during the course of the semester. Students prepare Jury assignments

independently and perform them in front of an audience for a grade. Juries count for 15%of the semester grade and contribute to a student’s class placement for the

following year.

PRIVATE LESSONS Private lessons are strongly encouraged, although not required, for students enrolled in

VPA Magnet Musical Ensembles. Private lessons offer students highly individualized

instruction from a teacher who is specially trained his / her instrument / voice part. Les-

sons typically include scales, etudes, standard solo repertoire, performance excerpts,

vibrato, and other advanced techniques. There are many great resources for locating

affordable private instruction. Consult your student’s ensemble director a specific list of

area teachers, music stores, or other resources for private instruction.

ADDITIIONAL PERFORMANCE OPPORTUNITIES We encourage students to seek out opportunities for music-making outside of the

classroom as long as they are not in conflict with their Magnet commitments. These

include: youth performing ensembles, honors ensembles, community groups, collegiate

ensembles, or even professional ensembles. A sample of these opportunities is listed

below: - Fulton County Honors Band - Atlanta Youth Wind Symphony - GMEA All-State Band - Atlanta Wind Ensemble - Metropolitan Atlanta Youth Wind Ensemble

choru

s ADMISSION REQUIREMENTS

Perform one song from the standard vocal repertoire such as

an African American spiritual, church hymn, or song from the

Baroque, Classical or Romantic period which highlights the

student’s vocal ability. Students will also be required to sight

read a four-bar melody and perform the major, minor and

chromatic scales with arpeggios. Although not required, it is

recommended that scales are prepared using the following

starting pitches; Soprano E flat above middle C Alto Middle C Tenor A below middle C Bass E flat below middle C

PROGRAM OVERVIEW The chorus program is comprised of three major ensembles as

well as chamber groups. The program focuses on the

development of traditional choral skills through the rehearsal

and performance of both advanced a cappella and accompanied

choral literature from various style periods, cultures and genres.

In addition, students develop an understanding of music history

and theory as well as music and its relationship to other

disciplines. Performance opportunities are available through

participation in concerts, workshops, festivals and competitions

scheduled throughout the year.

EXPECTATIONS OF STUDENTS

1. On time arrival to classes, rehearsals, performances,

and events. 2. Attendance at all mandatory curricular events and

performances. 3. Food, drink, and chewing gum are prohibited in all

rehearsal rooms and performance spaces. 4. ABSOLUTELY NO USE OF CELL PHONES IN CLASS

OR REHEARSALS. 5. Exhibit proper performance posture at all times during

rehearsals and performances. 6. Exhibit proper rehearsal etiquette during all

rehearsals. Remain attentive and on task from

warm-up to dismissal in every rehearsal. 7. Exhibit proper concert etiquette at all performances

both on stage and in the audience. 8. Have all required materials at every rehearsal as out

lined by the area director. 9. Maintain a positive attitude at all times during

rehearsals. A willingness to accept feedback will help a student develop faster.

PERFORMING ENSEMBLES

Beginning Women’s Chorus

Advanced Women’s Chorus

Advanced Mixed Chorus

Intermediate Mixed Chorus

Jazz Show Choir Mastery

Chorus

MATRICULATION IN PROGRAM Class / level placements are made at the discretion of the director of the Choral

department. Class placement juries are held at the end of each semester. Failure to

adequately demonstrate skills required to matriculate in the program can prevent a

student from advancing to the next performing ensemble and / or lead to dismissal from

the Choral program.

REQUIRED DAILY MATERIALS

1. Music 2. Pencil 3. Music Folder 4. Chorus portfolio

PERFORMANCE ATTIRE WOMEN Black, Maria Dress, Flesh tone stockings, black, closed toe shoes. Only small white pearl earrings and necklaces are approved. Black tuxedo, white shirt, black socks and black shoes MEN

Concert attire is provided for through payment of chorus fees.

PRACTICE REQUIREMENTS Students are required to rehearse techniques learned in class at home via take home

and/ or electronically administered assignments.

ANNUAL EVENTS (PERFORMANCES, COMPETITIONS, ETC.) The following is a list of typical performances for the chorus program during the school year:

Fall Concert Fulton County Honors Chorus Governors Honors Gospel Concert

GMEA Solo & Ensemble Competitions Spivey Hall Honors Chorus Winter Festival Concert NAACP ACT-SO scholarship Competition Large Group Performing Ensemble Evaluation

*Additional performances may arise throughout the year to facilitate special requests,

school events, or collaborations with other departments.

AFTER SCHOOL & WEEKEND COMMITMENTS Students will be required to stay after school for rehearsals or attend Saturday rehearsal

and/or other functions at various times throughout the year. Some students will be

required to stay after school weekly for tutorials in order to supplement class progress. A

rehearsal schedule will be administered to both students and parents well

in advance of any functions outside the regular school day. Below is a list of some of the events that typically occur after school or on weekends.

FALL EVENTS All-State Chorus Audition Workshops Solo & Ensemble Coachings District

Honor’s Chorus Workshops Spivey Hall Workshops

Governor’s Honors Workshops Jazz Show Choir Rehearsals

Fall Concert

WINTER EVENTS Winter Festival Rehearsals Combined Ensemble Rehearsals

LGPE Rehearsals and Workshops

Spring Concert Rehearsals

SPRING EVENTS Gospel Concert Rehearsals

If additional performance opportunities arise, additional rehearsals may be scheduled.

The best way to remain informed as to any changes regarding your child’s rehearsal

schedule is through regular communication with your child and his/her director.





independently and perform them in front of an audience for a grade. Juries count for 15%

of the semester grade and contribute to a student’s class placement for the following year.



instruction from a teacher who is specially trained on his / her instrument. There are

many great resources for locating affordable private instruction. Consult your student’s

ensemble director for a specific list of area teachers, music stores, or other resources for

private instruction.

ADDITIONAL PERFORMANCE OPPORTUNITIES We encourage students to seek out opportunities for music-making outside of the




below: - Fulton County Honors Chorus

- Michael O’Neil Singers/Atlanta Young Singers

- GMEA All-State Chorus

- Georgia Boys Choir

- Atlanta Boys Choir

- Broadway Dreams

- Camp Broadway

- Spivey Hall Honor’s Chorus

-Georgia State Honor’s Chorus

da

nce

DANCE ADMISSION REQUIREMENTS: Prospective students should have at least one-year training in ballet, modern, jazz or ethnic dancing. Students will participate in a ballet or modern class and must be prepared to perform a 1 -2 minute solo in ballet, modern, jazz, ethnic or liturgical dance. PHILOSOPHY The dance program is an accelerated and in-depth program

intended that is designed to develop the individual talents of

self-motivated, focused students.


A. Define technical vocabulary and ultimately demonstrate proficiently its function within choreography

B. Understand the relationships between

dance and other arts forms

C. Be able to articulate the unique

characteristics of each style and technique of

dance D. Understand and articulate the skills

necessary to choreograph

E. Create and choreograph F. Explore and ultimately be able to

identify significant artists and their

works

G. Understand the importance of health

and nutrition and taking care of the body

PROCEDURES AND GUIDELINES

1. Students are expected to behave in a

mature and positive and mature manner. 2. Students are expected to arrive on time

dressed in the proper attire and be prepared

to participate daily. 3. Food, gum and drinks are not allowed in the

studio, dressing room, or performance

space.

4. Disrespectful behavior, which includes

inattentiveness, rudeness, profanity,

towards any teacher, student, or guest artist

is unacceptable. 5. Cellular phones and personal belongings

are not allowed in the studio.

Disregard of dance department protocol will affect the student’s grade and the student’s standing and/or placement in the magnet dance program.

DRESS REQUIREMENTS Dance students are expected to wear the appropriate attire during class. Each class will

have a specific dress code outlined by the director. Students who do not comply with the

dress requirements will not be permitted to participate in class and therefore will lose daily

participation points.

BASIC DANCE ATTIRE REQUIRED

Girls

Black leotard Black and flesh tone tights Ballet shoes – flesh tone Black jazz shoes

Boys

Black and white fitted tank Black or nude dance belt Black men’s (opaque) dance tights Black jazz shoes Black ballet shoes

PERFORMANCES Performance opportunities are at the discretion of the director of the dance department.

Once a performance opportunity has been assigned, the student is obligated to fulfill

their performance responsibility. Should a student withdraw from a performance without

the approval of the director, that students grade and standing in the department will be

adversely affected.

SPRING DANCE CONCERT The Spring Dance Concert involves the entire dance department and is a requirement for

all dance students. The concert is comprised of choreography by students, guest artists,

and dance faculty at Tri-Cities High School.

SENIOR DANCE CONCERT All senior dance majors are required to participate in the Senior Dance Concert. The

focus and scope of the concert is to feature self-produced material created and

performed by senior dance majors. Seniors must write proposals for their choreographic

work and are responsible for holding auditions, rehearsing, creating publicity, teaching

and producing the show.

SCOPE OF INSTRUCTION The dance student can expect to be introduced to the following:

Ballet Pointe Modern - Horton Technique African Dance History

Improvisation Tap Dance Composition Jazz Hip Hop

DANCE COURSE OFFERINGS The following outlines the education pathways offered in dance. Those students who are

placed in the non-conservatory pathway will meet and study dance every other day. The

conservatory program is designed for those students who have demonstrated the

commitment, skills and ambition to pursue theatre as a post-secondary option. Students

will meet every day and will be introduced to a more rigorous training.

9th Modern Dance I M

10th Modern Dance II M Dance Master II Dance Composition

11th Modern Dance IIII M Dance Master III Dance Composition

12th Modern Dance IV M Dance Master IV Dance Composition JURY EVALUATIONS The jury is one of the most comprehensive evaluation of the dance major during the year. Juries are held at the end of each semester. Each student must be able to demonstrate the technical dance skills that have been introduced to them. Evaluation requirements are as follows. The student will perform prepared combinations and/or a variation predetermined by the major instructor. Performance requirements for each evaluation are based on current level placement.

ADMISSION REQUIREMENTS

Present a digital portfolio that will highlight the students’ musical abilities and technical skills. The portfolio should

Include documentation of music technology experience in the form of 3 two-minute projects/compositions of different styles/genres. It should also include:

Examples of software and hardware used in projects.

An artistic statement discussing why technology is an

important part of your musical and artistic process. For more information on the admission process please Visit http://www.TriMusic.Technology PHILOSOPHY If you have an interest in creating the music that enriches television, film, radio, video games, and live events, Tri-Cities High School Music Technology program can introduce you to the knowledge and tools used by today's composers, producers and artist. In this program, you'll learn what goes into making professional-quality music. You will develop an understanding of contemporary music hardware and software technology by creating songs, scores, and soundtracks while gaining a solid grounding in music theory, history, composition and production. Learn how to Compose, Produce and Market your music in Tri-Music Tech. COURSE OBJECTIVES This course will utilize technology to understand, create and record music. Students will be exposed to engineering and recording and will gain exposure to music software, notation programs, sequencing, marketing, and copyrighting. Upon completion of the Tri-Cities HS Music Technology and Production courses, students will: • multitrack record, overdub, edit, and mix both live ensemble and electronically produced sources; • multitrack record, overdub, edit, and mix using complex analog and digital audio systems; • lead a creative project from idea inception to final delivery; • develop business plans; • adapt to diverse and changing technology environments; • apply knowledge of analog and digital audio systems; • evaluate audio program material, and make technical and aesthetic decisions based upon those observations. PREREQUISITE Reasonable ability to play an instrument, sing and/or music production experience. Students will be asked to provide a sample of their music production experience via email. REQUIRED MATERIALS 3-Ring Binder/spiral notebook Pen or Pencils USB flash drive (Digital Portfolio) Headphones with a standard mini-plug (2 ring, no mic) EXPECTATIONS OF STUDENTS

1. Follow the rules of the Tri Cities HS Student Handbook and Computer User Agreement.

http://www.trimusic.technology/

2. Professionalism & Job Readiness - Be “on time” to class - Be “on task” by staying focused on your work - Be “on point” with meaningful discussions about the work at hand - Be “on the money” with high quality work - Wear appropriate school attire - Always bring your school supplies, materials & homework

3. Classroom Manners

- Raise your hand BEFORE chosen to speak - One person at a time will be allowed to speak - Give words of encouragement and support towards each other

4. Safety - Quietly & orderly follow fire drill & emergency procedures

- Hand objects to each other, don’t throw them - No running - No horseplay

5. Lavatory - Sign out before you leave - Sign in when you arrive - Only 1 person at a time - No longer than 5 minutes - Use the bathroom 15 minutes after the class has begun or 15 minutes before it ends.

6. Arrival & Dismissal - Be in class BEFORE the bell rings or you will be marked TARDY - Bring a signed note by a teacher to leave class - No lockers during class time - Remain in your seat quietly & orderly before the bell rings for dismissal

7. Electronic Devices & Personal Belongings - Turn off all electronic devices and leave out of view - No backpacks allowed in the studio

8. Studio Equipment - Treat all computers, music and audio equipment with tender loving care - You must pay for any equipment that you break or lose - No gum, food or drinks allowed - Only visit websites assigned by Mr. Miller

9. Parents & students must sign the Music Technology Contract Please go to http://www.trimusic.technology for more information and to download the forms. MUSIC TECHNOLOGY COURSE OFFERINGS These are the course levels offered in Music Technology at Tri-Cities HS. Beginning Music Technology Songwriting Intermediate Music Technology Music Theory & Composition Advanced Music Technology Mastery Music Technology

orc

hestr

a ADMISSION REQUIREMENTS

Students will be asked to play the below major scales and

arpeggios from memory. Scales should be performed in two

octaves (three if able) and using separate bows. Bass: G and D Major scales Violin: G and D Major scales Cello: C and G Major scales Viola: C and G Major scales Students should prepare a 1 -2 minute etude or solo that demonstrates his / her technical and musical strengths. (Concert music is not acceptable repertoire for an audition.) Additionally, students will sight read a brief concert excerpt or part of a solo. OVERVIEW VPA Magnet Orchestra students develop their musical ability through the rigorous study of high quality orchestral literature. Students explore concepts relating to music theory, history, and interdisciplinary connections via music studied. Throughout the year students have additional opportunities for performance through honors ensembles, solo & ensemble contests, and at other audition-based competitions. The TCHS Orchestras frequently combine with other VPA Magnet areas for special collaborative performances. Past collaborations have included partnerships with the choral, band, and dance programs. The TCHS Orchestras travel off-site for special performance opportunities, such as joint performances with other schools or the 2012 dedication of the Maynard H. Jackson Jr. International Airport Terminal at Hartsfield Jackson Atlanta Airport.


1. Perform with proper fundamental tone, technique, and intonation

2. Demonstrate a basic ability to sing, match pitch, and vocalize musical passages

3. Demonstrate advanced right and left techniques (ie: shifting, vibrato, fingered tremolo)

4. Perform with technical and musical accuracy

repertoire of increasing level of difficulty

5. Define and understand performance implications for all technical and musical vocabulary

6. Understand the relationship between music, other art-forms, and other academic disciplines (ie: history, literature, science)

7. Listen to, analyze, and evaluate musical performances both live and recorded

8. Compose, arrange, and improvise original music 9. Demonstrate the skills necessary to approach and

solve musical challenges

EXPECTATIONS OF STUDENTS 1. On time arrival to classes, rehearsals, performances, and events. 2. Attendance at all mandatory curricular events and performances. 3. Food, drink, and chewing gum are prohibited in all rehearsal rooms and

performance spaces.

4. ABSOLUTELY NO USE OF CELL PHONES IN CLASS OR REHEARSALS. 5. Exhibit proper performance posture at all times during rehearsals and

performances.

6. Exhibit proper rehearsal etiquette during all rehearsals. Remain attentive and

on task from warm-up to dismissal in every rehearsal.

7. Exhibit proper concert etiquette at all performances both on stage and in the

audience.

8. Have all required materials at every rehearsal as out lined by the area director. 9. Maintain a positive attitude at all times during rehearsals. A willingness to

accept feedback will help a student develop faster. PERFORMING ENSEMBLES Concert Strings String Orchestra Symphonic Orchestra Chamber Ensembles MATRICULATION IN PROGRAM Class / level placements is at the discretion of the director of the Orchestra department. Class placement juries are held at the end of each semester. Failure to adequately demonstrate skills required to matriculate in the program can prevent a student from advancing to the next performing ensemble and / or lead to dismissal from the Orchestra program. REQUIRED DAILY MATERIALS

1. Instrument & bow in working order 2. Instrument accessories: rosin, shoulder rests, rock stops, & tuner 3. Music AND pencil 4. Method book / scale book 5. Orchestra portfolio

IINSTRUMENT RENTAL The school has a limited supply of instruments available for rental by students.

Instruments may be rented during the school year and over the summer. Please consult

your director to find out what instruments are available for rental. Each student will be

expected to properly maintain assigned instruments. Loss of or severe damage to

instruments will result in additional fees at the student’s expense for replacement /

repair. INSTRUMENT RENTAL FEES ARE SET BY FULTON COUNTY SCHOOLS.

PERFORMANCE ATTIRE

MEN Tuxedo, black socks, black shoes

WOMEN Black Dress, black socks / leggings, closed toe shoes

ALL STUDENTS No jewelry, no perfumes or colognes.

*Concert attire is provided through payment of orchestra fees.

PRACTICE REQUIREMENTS

Students are expected to learn the majority of their music and assignments via at home

practice. Rehearsals are reserved for addressing new techniques and assembling

musical parts. Weekly practice logs will be turned in for a homework grade. Below are

weekly practice requirements for orchestra students:

Concert Strings & String Orchestra Symphonic Orchestra

100 minutes per week. 120 minutes per week.

ANNUAL EVENTS (PERFORMANCES, COMPETITIONS, ETC.) The following is a list of typical performances for the orchestra program during the school year:

Fall Concert GMEA Solo & Ensemble Competition Fulton County Honors Orchestra Audition GMEA All-State Orchestra Audition Winter Music Festival Large Group Performance Evaluation (aka: Festival) Pre / Post-Festival Concert Spring Musical Spring Concert

Additional performances may arise throughout the year to facilitate special requests, school events, or collaborations with other departments. AFTER SCHOOL & WEEKEND COMMITMENTS Students will be required to stay for after school rehearsals or attend Saturday functions at different times throughout the year. A rehearsal calendar will be posted in the orchestra room and will be distributed well in advance of any functions outside the regular school day. Below is a list of some of the events that typically occur after school or on weekends. Be sure to consult your student and director regularly about the rehearsal schedule to remain informed.

FALL EVENTS All-State Orchestra Audition workshops

Solo & Ensemble Coachings Fulton County Honors Orchestra Audition Workshop

WINTER EVENTS

Winter Festival Rehearsals Rehearsals for combined ensembles

Pit Orchestra LGPE (festival) Rehearsals LGPE (festival) Workshops

SPRING EVENTS

Spring Musical / Pit Orchestra Rehearsals Spring Musical Performances

Full Orchestra Rehearsals Rehearsals for school events / community events

If additional performance opportunities arise, additional rehearsals may be scheduled. The only way to know your student’s rehearsal schedule is through regular communication with your student and your student’s director.





independently and perform them in front of an audience for a grade. Juries count for 15%

of the semester grade and contribute to a student’s class placement for the following year.



instruction from a teacher who is specially trained on his / her instrument. There are

many great resources for locating affordable private instruction. Consult your student’s

ensemble director for a specific list of area teachers, music stores, or other resources for

private instruction.

ADDITIONAL PERFORMANCE OPPORTUNITIES We encourage students to seek out opportunities for music-making outside of the




below:

Fulton County Honors Orchestra Atlanta Symphony Youth Orchestra Atlanta Youth Symphony Orchestra Emory Youth Symphony Orchestra GMEA All-State Orchestra Still Waters Youth Sinfo-Nia Orchestra Southwest Arts Center Teen Artists Academy

theatr

e ADMISSION REQUIREMENTS

ACTING - Prospective acting student must perform one

memorized, one minute, monologue (comedic/dramatic) from a

published play. No original monologues, poems or material

from film or television please. Be prepared to read from an

unfamiliar script and to improvise.

MUSICAL THEATRE - Students interested in

musical theatre should also prepare a 16 bar vocal selection from a Broadway musical or a gospel song. No

Pop music. Student cannot sing along with a pre-recorded track

that has a lead vocal track. Please bring accompaniment pre-

recorded on a CD or an MP3 player. You may provide your own

accompanist. Be prepared to read from an unfamiliar script and

to improvise.

TECHNICAL THEATRE - Prospective students must bring at

least one example of an art, craft, sewing or carpentry project

that represents their potential technical skills and interests. It is

best to create a project for this interview; however, the student

could bring something that they have recently completed (within

the last few months). The student may bring more than one

example. The student should be prepared to answer a series of

question about their project.

PHILOSOPHY Theatre is a collaborative art, allowing performers, technicians,

designers, and business people to exist close in harmony.

Theatre allows students to involve themselves in a multitude of

artistic expression. Theatre allows students to research other

cultures, times, and places. Theatre allows students to express

themselves intellectually, emotionally, and physically in a safe

and controlled environment. Theatre allows the student to act

out emotions, to express themselves through fine arts, and to

fulfill a vision of a world they have created.

“The word theatre comes from the Greeks. It means the seeing place. It is the place people come to see the truth about life and the social situation. The theatre is a spiritual and social X-ray of its time. The theatre was created to tell people the truth about life and the social situation.”

- Stella Adler


A. Understand how Theatre and theatre relates to past and present cultures B. Perceive the opportunities of how theater is a combination of many art forms C. Demonstrate the skills necessary to participate in the creation and performance

of various plays D. Identify significant dramatic works from major historical periods E. Be aware of the variety of career choices in theatre arts F. Audition collegiately and professionally G. Gain more confidence when speaking in pubic H. Be aware that their body and voice are their instruments

CONDUCT EXPECTATIONS TCHS Theatre follows the FCBOE standards for behavior. It is a privilege to be accepted

in the TCHS VPA Magnet Program that can be revoked due to behavior that is deemed

unbecoming and/or disruptive. These disruptions include but are not limited to:

disrespectful behavior to faculty or administration, disrespectful behavior towards fellow

students, inappropriate physical contact of any kind, tobacco, substance or alcohol use

on campus, weapons possession, lack luster academic progress, violence, etc.

1. Attendance and promptness is very important. Students are expected to be present and on time for class, rehearsals, performances and tech call.

2. Students are expected to behave in a mature and positive and mature manner. 3. Food, gum and drinks are not allowed in the studio, dressing room, or

performance space.

4. Disrespectful behavior, which includes inattentiveness, rudeness, profanity,

towards any teacher, student, or guest artist is unacceptable. 5. Cell phones, hats or ear phones are not allowed in class. 6. Students are responsible for daily maintenance and upkeep of the rehearsal

space, scene shop and theatre by the end of each class period or rehearsal. DRESSING OUT Acting and Musical Theatre students are expected to change out of their regular school

clothing and into classroom uniform clothing. Acting and Musical Theatre students will be

afforded five minutes at the beginning of class and five minutes at the end of class to

dress out/in. Clothing should fit loosely and shorts should hang below the waist. No V-

neck or plunging tops. Clothing should not be sheer and undergarments should not be

seen. Students who do not dress out will receive a 10-point deduction in participation.

Grades will be negatively affected and students can be placed on probation.

Required Theatre Classroom Attire:

Solid black long shorts, sweats, or jazz pants.

Solid black crew neck short sleeve t-short or approved TCHS T-Shirt.

All black athletic shoes or jazz shoes. Flesh tone is also accepted. (please expect to be barefoot often)

SHOP/BACKSTAGE Dress protocol for working in the shop

• Pants that fit and are free of holes and neat in appearance. • Comfortable, closed toe footwear with socks • NO flip-flops, sandals, “clunky” shoes, or open toed shoes of any kind • Long hair must be kept neat and tied back. • No dangling or loose fitting jewelry or clothing • No sagging • No clothing with derogatory slogans or sexual innuendos may be worn. • Safety glasses/goggles are to be worn whenever working in the shop. • Appropriate safety gear (harnesses and fall protection, ear/eye protection,

etc.) must be worn as the instructor requires.

THEATRE COURSE OFFERINGS The following outlines the three education pathways offered in Theatre. The Theatre

department offers a non-conservatory and a conservatory pathway. Those students who

are placed in the non-conservatory pathway will meet and study Theatre every other

day. The conservatory program is designed for those students who have demonstrated

the commitment, skills and ambition to pursue theatre as a post-secondary option.

Conservatory students will meet every day and will be introduced to a more rigorous

training.

ACTING

Grade First Semester Second Semester

9th Fund. of Theatre Technical Theater Fund. of Theatre Technical Theater

10th Acting I Theater His. & Lit. I Acting II Theater His. & Lit. II

11th Acting III Elective Acting IV Elective

12th Adv. Drama Independent Study Adv. Drama Independent Study

MUSICAL THEATRE

9th Musical Theatre I Music Theory Musical Theatre I Music Theory

10th Musical Theatre II Dance Course Musical Theatre II Dance Course

11th Musical Theatre III Musical Theatre III Musical Theatre III Musical Theatre III

12th Musical Theatre IV Musical Theatre IV Musical Theatre IV Musical Theatre IV

MATRICULATION IN PROGRAM Class/level placement is at the discretion of the director of the Theatre department.

Class placement juries are held at the end of each semester. Failure to adequately

demonstrate the skills required to matriculate in the program can result in student

being dismissed from the Theatre program.

SENIOR SHOWCASE PRODUCTION Senior Theatre students are required to rehearse produce, stage and perform in a Senior

Showcase Production. All senior Theatre students are required to participate fully in

some capacity in the Senior Showcase Production. Failure to do so will adversely affect

the student’s final grade. The showcase production can range from the staging of a pre-

existing published pieces to conceiving and staging an original piece.

26

vis

ua

l a

rts PHILOSOPHY

The visual arts program is designed to give students a broad

range of instruction in drawing, painting, photography, ceramics,

sculpture, and two-dimensional design. Moreover, the art

program provides an educational and sequential curriculum that

integrates the study of art history, criticism, production and

aesthetics. A portfolio of individual work is initiated at the

beginning of study in lower level courses and is developed

throughout the program. All upper level students are provided the

opportunity to earn college credit through their Advanced

Placement Portfolio course.


A. Identify significant artistic works from major historical

periods

B. Perceive the interrelationship between visual arts, the

related arts, and other disciplines

C. Demonstrate the skills necessary to create artwork in a

wide variety of media

D. Exhibit professionally E. Be aware of the advanced training necessary to

pursue a career in the visual arts F. Describe, interpret, and critique a work of art G. Understand how art relates to past and present

cultures

PROCEDURES AND GUIDELINES

1. Promptness is very important. Students are

expected to be on time for class and events. On

time for class means being in your assigned seat at

the sound of the bell with your designated

materials. 2. Food, drinks or chewing gum is not permitted in

class.

3. Students are expected to behave in a mature and

dignified manner in class and at exhibits. Politeness and

attentiveness are expected from students towards the

supervising person at the moment - whether it be the

teacher, substitute, assigned student, or visiting guest.

Disrespect towards the instructor or other students will

not be tolerated.

GEORGIA ART EDUCATION KEY STANDARDS AND OBJECTIVES

1. Meaning and Creative Understanding 2. Contextual Understanding 3. Production 4. Assessment and Reflection 5. Connections

As a result of their instruction, students will be able to:

A. Identify significant artistic works from major historical periods B. Perceive the interrelationship between visual arts and other disciplines C. Demonstrate the skills necessary to create art work in a wide variety of media D. Exhibit professionally E. Become aware of the advanced training needed to pursue a career in the

visual arts F. Describe, interpret, and critique a work of art G. Understand how art relates to past and present cultures

COURSE OFFERINGS

The following visual arts courses are available to magnet program participants. Stu-dents should be registered in at least two magnet courses for each semester. Additional courses may be taken if scheduling permits. Students should consult with their guidance counselor for approval of course selections prior to registration. All magnet students must meet Fulton County School System requirements for the college preparatory or career/technology courses of study.

Introduction to Art Design Fundamentals

Art Fundamentals 1m and 2m

Drawing and Painting 1, 2, 3, 4

Ceramics Sculpture Photography Jewelry Design

Production Design Two-Dimensional Design Three-Dimensional Design Printmaking Art History 1 and 2 Advanced Placement Drawing Advanced Placement 2-D Design Applied Design 1-4 Advanced Placement Sculpture

STATUS IN PROGRAM

All visual arts students will be evaluated each semester by a panel of art faculty members. Juries are given at the end of each semester and will constitute 15% of the semester grade. All students are required to have a portfolio of a minimum of ten works of art which will be evaluated along with the other areas discussed under the Semester Jury Review. PERMANENT STUDENT ART COLLECTION

All seniors are required to place one piece of their artwork in the Permanent Student Art Collection prior to graduation, i.e. two-dimensional art, sculpture or ceramics. The work selected must be approved by the instructional staff and be representative of the level of achievement of the artist. All work must be presentation ready (i.e. framed and ready to hang, bases for sculpture, etc.). SENIOR PROJECT

During the senior year, all visual arts students are required to participate in “The Senior

Art Exhibition” held in April. Procedures and guidelines will be discussed by the

instructional staff.

fulton county board of education · as a magnet student you are required to maintain a minimum...

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