gc-learning is a process

g c a s o n 1 2 3 @ g m a i l . c o m h t t p s : / / s i t e s . g o o g l e . c o m / s i t e / g c a s o n 1 2 3 /

2015

Learning is a process, not

an event.

Thoughts and ideas for new teachers

Dr. M. Glenn Cason

M. Glenn Cason, Ed.D.

Through a series of teacher observations and

conversations, here are some ideas for class

time structure, formative assessments, word

banks, philosophy, classroom management,

teaching, procedures, questioning, behavior

modification, and classroom layout.

1

© 2015 M. Glenn Cason, Ed.D.

Table of Contents In general… .................................................................................................................................................. 2

45 minute music class time structure ......................................................................................................... 2

Skill first ........................................................................................................................................................ 3

Formative assessments ............................................................................................................................... 3

Word bank .................................................................................................................................................... 4

Philosophy .................................................................................................................................................... 4

Classroom management .............................................................................................................................. 5

Some teaching ideas…. ............................................................................................................................... 5

Some procedural ideas…. ........................................................................................................................... 6

Some ideas for questioning... ...................................................................................................................... 6

Some “behavior modification” (i.e., discipline) ideas…. .......................................................................... 7

Some physical management ideas…. ......................................................................................................... 7

Resume ......................................................................................................................................................... 9

2


In general… As teacher mentor and mentor chair, I have had the opportunity to observe new teachers, talk with

them frequently, help them discover their own personal style, help them know which teaching

strategies are most effective, give suggestions that reduce or eliminate immediate problems, share

ideas, and have long discussions about teaching: what it is and what it isn’t. The ideas in this

document have been accumulated from observations, discussions, and represent general concepts

to give new teachers specific guidance; percentages are from observation, not research. Ideas are

not intended necessarily for broad application as each school and culture vary.

Learning is a process, not an event

45 minute music class time structure 5-7 minutes: opening, familiar exercises, “group focus” to start the class; something they

know, is relatively easy, but may include things for them to gradually learn. Start class off with what they know; trust this.

15-18 minutes: review previous material (activate prior knowledge [my whole doctoral study was about this and how it helped low-socioeconomic students learn and retain material]). Generally, review material in huge overlapping circles - things from last month to last week to yesterday. It should be easy things. The more review, the more they will retain, the better they will get at it, the more successful they will feel, they will enjoy the class, and they will be better musicians. They will retain it over time. Speak in fundamental terms and concepts: “What was important about this exercise?” “Why did we learn line 9?” They will retain what you said and thus learn fundamentals; trust this.

10 minutes: introduce new material using a steady, methodical, slow, academic process. 60%-80% of them need to be successful through each step of the learning process. Summarize by having students demonstrate their learning through clapping, singing, saying, or some other means that they have a grasp on what you wanted them to learn. It doesn’t have to be a final product; have them demonstrate - through any means - that they learned the concept. “Show me that you know what I’m talking about” and get 2-3 kids to show you. It doesn’t have to be perfect, their demonstration gives you the basis and starting point for tomorrow’s learning goal; the next day, either review/re-teach, or solidify and move on. One day use the SmartBoard, one day clap, one day count, one day sing, one day say syllables - there’s your 5 day teaching pattern....

5 minutes: do something they can do well; do big chunks of things if you can. It doesn’t matter if it sounds good, bad, or ugly - let them enjoy participating. Let them sing w/the CD - it will get better in time. If it’s terrible, it gives you an indication of what you need to work on the next week or two; trust this.

3


Skill first Learning skill before learning concept is OK (Orff, Suzuki). They are successful with the idea, then they learn about the idea. That makes them interested in learning the academic part because they already know the outcome (musical part). Continue developing your plan. Nothing is perfect. Use yours for a week (don’t give up on it too soon), and then tweak your plan to make it a little better. Sample:

1. Identify measure(s) to learn.

2. Teacher claps short rhythm pattern; not necessarily the entire rhythm-could be only ½ of the rhythm (measure) to learn. (demonstrate)

3. Teacher claps rhythm, students echo pattern. Repeat, then add next section of pattern. Don’t do more than two sections (rhythms at a time). Take your time; learning is a process, not an event; trust this.

4. Teacher demonstrates with clapping and singing tah, ti, tu, to, ta with rhythm. Students echo.

5. Gradually piece together each element - building on prior knowledge - until the whole thing is done. This usually isn’t done in one class period!

Formative assessments You need to know what is in their head (what they know correctly, what they know incorrectly, and what they don’t know at all). For the students to demonstrate that they know rhythm (and this is not a fast process, but cyclical),

Always use all three aural, visual, and kinesthetic modes for teaching (for everything). Therefore, use at least two of the below at all times; overlap creates reassurance, creates security, creates learning, creates students who understand, creates individual thinkers, and creates (eventually) musicians; trust this.

Clapping reveals where the students think the beginning of the note is, nothing more. It is least stressful when the rhythm is easy or the pattern familiar. It is most effective for review of prior knowledge rhythms. This is not a good method for learning new, complicated patterns because the students have to pay attention, focus, and try very hard; this creates many errors which causes frustration for students & teacher.

Singing (du, dah, dot, deet, lah, etc.) reveals how long the note lasts, but not necessarily the beginning of the note because they can “sneak in” with the vowel from the person beside them; it is OK, but provides unclear data for the teacher. However, it is fun; it’s OK.

Tizzling reveals, to some degree, beginning and ending of note, but is better at revealing style, accents, articulations, and dynamics. It is great for articulations and dynamics.

Singing syllables (tu, ta, ti) can help, but is a barrier initially for demonstrating rhythm or length because the singing the correct syllable gets in the way. Syllables significantly drop the participating, engagement, and effort of the students (to about 30%) to show you what they know. They are concerned w/singing the correct word; trust this. To offset this somewhat, have them sing a single syllable (tah) for the entire rhythm, and progress slowly

4


to the correct syllables; learning is in stages, not all at once; trust this. Say the correct syllable (in rhythm) and then sing it.

Counting is similar to singing syllables - it must be practiced regularly and routinely on simple patterns to have 80%+ engagement. It is good for the teacher to demonstrate and the students to practice very slowly, but it is extremely difficult (and time consuming) to have high engagement and high accuracy because MS kids are just too concerned about making a mistake in front of others. For my students, counting seems to be very academic and not a tool at all to help learn rhythms or demonstrate knowledge (I have other research to support this); trust this.

On a display (SmartBoard, etc.) have an example of the pattern to learn. Point to the rhythm and use all of the techniques above to demonstrate. Have kids repeat after you. This is effective for 75%+ engagement of students.

Word bank Do the best you can. (tests, singing alone/in small groups)

Is this one similar or different than that one? How can you tell?

What do you see in this measure?

OK, let me hear what you mean. (play/sing/say that for me)

Show me how you know ____.

Raise your hand if you think the answer is “Yes….” “No….” “I don’t know….” (always include that last one) This creates a safe-answer environment.

Rate yourself by showing me with your fingers 1-5 how well you understand that (1 is not at all/terrible, 5 is perfect, ready to perform)

Self-discipline: what you use on yourself internally to follow instructions and do the right thing. Discipline is external and what I use on you when you don’t use internal self-discipline.

Philosophy Teach only fundamentals. When there is something new to learn, relay it to a specific

fundamental the students have already learned. “This is similar to….” or “This should remind you of….” or “This is an extension of….”

Don’t give tests on Friday. Have “fun Friday” whatever that means to you and to them. You want them to go home being glad they were a part of your class.

Pick 1 (one) thing you want them to learn for the class period; everything else is a bonus. Count, clap, say, solfege, and sing words to a 4 measure section of music is not one thing, it is 20 (5 times 4 measures).

Praise the kids for their learning the one thing.

Teach to the top of the class at least one day each week; you’ll be surprised how it will affect the entire class!

5


Regularly (daily) praise the kids who excel and exceed the standard.

Classroom management There’s no such thing as classroom management. The classroom is made of cement

bricks. It’s all about (student) behavior management. You have to train them (over and over again) to do what you want. Middle school students (generally) want to be rebellious. It’s not necessarily your fault or a reflection on you - they get it from their parents and (usually) treat their parents the same way.

Numbered outline on board so kids know what to do. If they ask, just say, “Look at the board,” or “Look at number 1.” “Everyone, do number 3 on the board.” This keeps the stress off you, reinforces the students to read and do for themselves, etc. Sometimes it is slow, but sometimes you have to dig in your heels too and not let a 12 year old dictate how the class is run.

Move talkers away to a different part of the classroom; isolated. Better to have one student upset because they got disciplined than have one student disrupt you and the education/learning of 25 kids.

Use one word commands: sit, stop, look, no, quiet, now, don’t, etc. It’s even hard for a 12 year old to argue with one word commands.

Some teaching ideas…. Someone’s going to be in control of the classroom; it has to be you.

“Please follow all of my instructions correctly and completely.”

Make sure that you link students’ prior knowledge to the current lesson goal/objective.

Have teacher-directed, student-focused, engaging lessons. You drive the class pace and instruction.

Generally, have one way monologues, no dialogs, when presenting material; don’t allow for student input or feedback at all times - use that for formative assessments. Essentially, don’t ask open ended questions; give direct instruction and structure.

Give instruction from the front of the room. Don’t float around while giving out important information. OK to float for formative assessments, checking work, etc., but there should be a “spot” that when you’re there, it’s all business.

Give direct instruction: “Draw this ____,” “Put this ____,” “Turn to page ___,” “Underline the second sentence.” Avoid, “You may want to draw the ___,” “You may want to notice the second sentence.” If it’s optional that means it isn’t really important right? If the content, process, or produce is important, tell them to do it. If the content, process, or product isn’t important, then let them choose - but give them a list of two or three choices only.

When students have to write down several sentences from the board, don’t read the whole section and wait for them to write; then, they’re in control of the time and speed of the class. Don’t say, “The earth’s outer layer is called the crust; the second layer is called the

6


mantle, and the next layer is called the core” and wait for them to copy it all. Tell them, “Turn to page 22 in your notebook. (time) Write this as I say it: ‘The earth’s outer layer…(time)...is called the crust - that’s c.r.u.s.t. (time) ‘The second layer…(time)...is called the mantle - that’s m.a.n.t.l.e.’” This way, you control the time and speed of the class, but more importantly, the students stay engaged with you, the material, and don’t cause disruptions if they can’t see, can’t spell, finish early, etc. You’re all together and on task.

Some procedural ideas…. Have a list or outline of the class on the board (warm up, actions, learning goals, projects,

handouts, turn in, etc….) and point to them without talking. You don’t have to say, “Do the warm up.” You can just point to it; it reinforces the idea that you are a) directing them, b) the teacher, c) setting the pace of the class, etc.

Don’t talk over the students; make them be quiet (they can do this) and then give them instructions. Give commands (sit, quiet, stop talking, etc.) and wait so that you are in control of the room.

A student is clearly not doing what you’ve told them to do (i.e., they get up and start walking to the trash can while you’re delivering instruction). Don’t say, “Glenn, what are you doing?” Say, “Glenn, sit…. No...wait.” Don’t say, “Glenn, why aren’t you writing?” Say, “Glenn, write.”

If your rule is for the students to raise their hand (and not shout out your name, or grunt, or snap their fingers) to ask a question, then do not answer any questions, or acknowledge any student, if they do not raise their hand silently. Do not answer any questions, or acknowledge any student, if they call your name. (I taught a couple of classes recently where

students yelled at the teacher to get their attention or raised their hand and snapped their fingers, etc. They did it once, I told them not to; just to raise their hand or I would not call on them. They did it again; I ignored them. They raised their hand quietly the third time; I called on them. Easy as that. In one case after the second time of raising their hand and saying my name, they immediately said, “I’m sorry.”)

Don’t ask the open-ended, whole-class questions unless you want chaos - and that is rarely effective. Ask questions that require a one-word answer, and you and they know exactly what the answer is, and be very specific. “In your handout, what color is the crust? (blue) What color is the mantle? (red) What color is the inner core? (black). Then, “Raise your hand if you can tell me why we colored them that way.” You control the pace.

Have a set time when students can get out of their seats - sharpen pencil, throw away trash, get paper, get hand sanitizer, etc. I wouldn’t recommend whenever they want to.

Some ideas for questioning... “Raise your hand if _____.”

“...you think the answer is _____ (a, b, c; green, blue, red; loud, soft, short).” “...you need a _____ (pencil, paper, break, handout)” “...you understand the idea about _____ (rain, the earth’s layers, dynamics)”

On simple things: 3 answer choices only: “yes,” “no,” “I don’t know.” (Can be shown with “thumbs up,” “thumbs down,” or “thumbs sideways.”) I like, “Raise your hand if you think

7


the answer is, ‘Yes.’ Raise your hand if you think the answer is, ‘No.’ Raise your hand if you don’t know.” It’s always amusing to see how many students raise their hand on “yes” or “no” and then again on the “I don’t know.” It’s a great formative assessment.

“On a scale from 0-10, show me with your fingers how you would rate yourself on that.” “On a scale from 0-5, show me with one hand how you would rate yourself on that.”

Some “behavior modification” (i.e., discipline) ideas…. Remind the students: “self-discipline” is what you use to do the right thing, “discipline” is

what I do to you if you don’t use self-discipline.

I learned from an elementary student that when they raised their right arm and made a fist, that meant to be quiet. I took that one more step; “when I do this (fist in air), that means ‘1) still and 2) silent’ and you raise your fist to so that everyone sees it. Got it? When you’re too loud and I need to tell you something, I’ll raise my hand instead of yelling/raising my voice at you! Would you rather me raise my hand or yell at you?” (If they choose “yell,” I tell them I don’t get paid to yell at students so I’m going to raise my hand instead.)

The pressure has to increase on the student individually and immediately until they choose to modify their behavior and do what you tell them to do. Immediate could mean: relocate, alternative assignment, sign discipline log, write down parent phone name and phone number and give it to you, etc.

State the behavior you want, then the action/answer you want before you do anything. “Raise your hand silently without talking if you need more time to _____.”

Use some non-verbals too: “the look,” snap your fingers, wave your hand, signal “Shhh” or “zip it” or “silence.”

One word commands (not suggestions): Stop, Sit, Look, No, Wait.

When you ask a direct question or give a command (not an open-ended question), the only response you require is, “Yes, Ma’am” or “Yes, Sir.”

Some physical management ideas…. Have the students facing you. You’re delivering, guiding, facilitating, directing instruction at

all times on some level. If ½ of your class always has their back to you, you are not in control of what’s going on in their head; they are. Look at your room; are the desk/chairs set up to promote student attention and focus on you, or promote conversation with each other and distraction to the learning environment.

Idea: get rid of the 4-student pod idea. Use the pods only for group and project activity where they don’t need to pay attention to you.

If your class time is going to involve pencils, handouts, glue, highlighters, etc., have the students get them all out at once at the beginning of the learning session. There is a lot of dead time, talking, and lack of engagement when a classroom full of students is searching for “stuff” during the main part of the learning goal.

8


Make sure your chair/desk arrangement serves the purpose you want it to. If there’s too much talking, analyze how the chairs are arranged; are they too close, set up in ways that promote interaction, etc.? Move them. If your primary means of instruction is at the front of the room, make sure all of the chairs are arranged so the students can see.

Have a “time out” area, separate from the main group, for students to calm down, do their work away from the group, or have an alternative assignment.

9


Resume PROFESSIONAL INSTRUCTION Prepare and deliver six standards-based, teacher-directed, student-focused, interactive

instructional lessons to a diverse student population each school day. Prepare and teach ongoing remedial writing or math needs-based instructional units.

Mentor to first year teachers with over 100 hours of observation, evaluation, planning, and interaction which helped create a positive and successful teaching/learning environment. Selected as Mentor Chair for 2013 and 2014.

Created flexible, all subject, all grade level Teacher Keys Effectiveness System (TKES) lesson plan and Keys to Your Successful Evaluation on the New Teacher Assessment on Performance Standards booklet.

Created Honor Band which was straight Superior-rated at the 2004 and 2005 Trills and Thrills Concert Festival as well as the 2006, 2007, and 2008 Large Group Performance Evaluation; Tiger Band: football games, pep rallies; elementary school orientation and recruiting; winter, spring concerts; Tribute To Our Troops fund-raising concert; students have made District Honor, Region, and/or All-State symphonic band, concert band, jazz band or orchestra every year to 2009; created curriculum and provided instruction for new general music classes

Instructed intermediate and advanced symphonic bands, marching and jazz bands, advanced theory classes, guitar, music appreciation classes and orchestra; performed grade II—VI literature

Created spreadsheets for 3-year tracking and scheduling of all middle school students in Connections classes at Herschel Jones Middle School 2006-2009 and Ritch Middle School 2012-2015

Created spreadsheets for projecting budget allocations, profits, managing $1M+ cash flow, monitoring 401(k) contributions, calculating bonuses, tracking account balances, expenditures, staff work days, office purchases, and financial analysis and projections

PROFESSIONAL HONORS AND AWARDS Prepared, programmed, and managed all details for an exclusive Jazz Band performance for a

campaign rally for President George H. W. Bush in 1992 and an exclusive band performance for Paul Coverdell in the only Senate run-off election in the United States in 1993.

Recipient: Walden 2013-2014 Presidential Alumni Research Dissemination Award recognizing interaction with other professionals to initiate positive social change.

Conducted the Alto Saxophone III/IV sectional of the Northwestern University Alumni Saxophone Orchestra celebrating the 50-year teaching legacy of Dr. Frederick L. Hemke.

Recipient of the Sudler Silver Scroll, founding member of the Cobb Wind Symphony (1999 to present); featured performances at: Midwest International Band and Orchestra Clinic 2011 and the Grand Finale Concert in 2003, Georgia Music Educators Association In-Service Conference 2005, 2007, 2010 and 2015, CBDNA/NBA Southeast Convention 2006 and 2008, Cobb County (GMEA District XII) District Honor Band 2006, and University of Georgia’s JanFest 2010

Chairman of Southern Association & Accreditation of Schools 10-year study music subcommittee. The study resulted in new classes, programs, teaching techniques and evaluation procedures for all music classes.

Herschel Jones Service Excellence Award 2003, five-time Service Award Recipient; Nominated for Herschel Jones Teacher of the Year 2005; Teacher of the Month May 2008, March 2009, November 2010

10


EPCOT Center Walt Disney World Grand Opening Celebrations and Dedication Ceremony Musician 1982

National Association of Jazz Educators Special Citation for Outstanding Musicianship 1980

PROFESSIONAL ACTIVITIES JUDGE

o 2014, 2013 Kappa Delta Pi International Honor Society Educational Foundation International Scholarship Program, Harold D. Drummond scholarship; 2014 Sandra Jo Hornick and Vince McGrath scholarship

o 2014 Phi Delta Kappa International Pi Lambda Theta Future Educators Association National Conference Job Application Interview Finals

o 2013 Kappa Delta Pi International Honor Society/Association of Teacher Educators’ National Student Teacher/Intern of the Year Award

o 2012 Phi Delta Kappa International Future Educators Association National Essay Competition o 2011 Celebrating 100 years of Kappa Delta Pi Convocation Presentation Proposal

PRESENTER o Poster presentation of “Activating Students’ Prior Knowledge: A Key Instructional Strategy

for Increasing Student Achievement in Low-Socioeconomic Middle Schools” at the Georgia Music Educator’s Association State Conference (2014 and 2015) and Walden University Winter Research Symposium (2012)

o “Saxophone Teacher’s Handbook” presented to Georgia Music Educators Association District 7 Honor Band directors 2012

o To local faculty: “Fair is not equal” Discipline with Dignity, Chapter 5: Consequences vs. Punishment “Differentiating instruction: Why bother?” Activating Prior Knowledge with Cues and Questions: A Key Instructional Strategy to

Increase Student Achievement for Low-Socioeconomic Middle School Students

MASTER CLASSES, SAXOPHONE CLINICIAN, AND BAND CLINICIAN 4 Years East Paulding High School Symphonic and Concert Saxophone Master Class 3 Years North Paulding High School Symphonic and Concert Saxophone Master Class South Paulding Middle School Saxophone Master Class McClure Middle School Saxophone Master Class 3 Years Cartersville Middle School Saxophone Master Class Moses Middle School Saxophone Master Class Other: Herschel Jones Middle School; Kennesaw High School; Harrison High School; Lost Mountain Middle School; Woodstock Middle School; Clinician Moses Middle School, Paulding County High School, South Paulding High School, East Paulding High School, Hiram High School; Guest Conductor Paulding County High School, East Paulding High School

ADJUDICATOR 6 Years Georgia Governor’s Honor Program Final Interviews 7 Years All-State Band Final Auditions 8 Years District Band Honor Band Auditions 3 Years Cobb County Fall Solo & Ensemble 2 Years Lassiter High School

11


Georgia Music Educators Association District Six Jazz Ensemble Festival

INSTRUCTOR Academy of Performing Arts, FBC Atlanta: Flute, Clarinet, Saxophone 9 Years Paulding County High School Marching Band 5 Years East Paulding High School Marching Band 2 Years Hiram High School Marching Band 1 Year South Paulding High School Marching Band

DISTRIBUTED WRITINGS o Handbooks

2014: Updated Results for Marzano’s 1998 Most Effective Instructional Strategies 2014: Instructional Strategies That Increase Student Achievement & Lesson Plan Design,

Meta-Analytic Research-Based Results 2014: Doctoral Study Project: Instructional Lesson Design 2014: Thoughts and Quotes Regarding: A Teacher’s Pocket Guide to School Law 2013: The Keys to Your Successful Teacher Assessment 2012: Doctoral Study Project: Activating Students’ Prior Knowledge 2012: Activating Prior Knowledge: A Key Instructional Strategy to Increase Student

Achievement in Low-Socioeconomic Middle Schools 2011/2014: Saxophone Teacher’s Handbook 2011: Surviving a Doctorate: Year 1, How to be Productive and Efficient

o Essays 2014: Demonstrating All 10 TAPS Standards in One Lesson 2014: Effective teachers, effective strategies, and effective assessments may not get

noticed through the TKES/TAPS evaluation 2014: Metacognition 2013: Uses Grading Practices That Report Final Mastery in Relationship to Content Goals

and Objectives 2013: Uses Flexible Grouping Strategies to Encourage Appropriate Peer Interaction and to

Accommodate Learning Needs and Goals 2013: Understanding the Content and Mastering the Skills Through Research-Based

Instructional Strategies 2013: Provides Remediation, Enrichment, and Acceleration to Further Student

Understanding of Material 2013: Plans for Instruction to Meet the Needs of All Children 2013: Instructional Technology Used to Enhance Student Learning 2013: Displays an Understanding of the Intellectual, Social, Emotional, and Physical

Development of the Age Group 2013: Differentiated Content, Process, Product, and Learning Environment to Meet

Individual Developmental Needs 2013: Develops Appropriate and Adaptable Course, Unit, and Daily Plans 2013: Checks for Understanding 2013: Festival Sight Reading 2012: Why Walden?

12


FORMAL EDUCATION WALDEN UNIVERSITY

Doctor of Education in Teacher Leadership—2011; 4.0 My doctoral study, Activating Prior Knowledge With Cues and Questions As a Key Instructional Strategy to Increase Student Achievement in Low Socioeconomic Middle Schools, and other supporting documents can be found on my online portfolio here: https://sites.google.com/site/gcason123/

NORTHWESTERN UNIVERSITY Master of Music in Saxophone Performance—1985 Finalists for Doctorate of Musical Arts in Instrumental Conducting—1996

UNIVERSITY OF SOUTH CAROLINA Bachelor of Music Education and Performance Certificate—1984 cum laude President’s Honor List, Dean’s List, Honor’s College

CLINTON HIGH SCHOOL College Prep Diploma—1980, High Honor Graduate National Honor Society, International Thespian Society, Honor Thespian

CONTINUING EDUCATION BIBLE TRAINING CENTRE FOR PASTORS

Certificate of Completion; Bible Training for Church Leaders, 300-hour curriculum FURMAN UNIVERSITY South Carolina Governor’s School for the Arts—Gifted and Talented Education—1986, 1987; Nature and Needs and Curriculum and Strategies for Gifted and Talented, Created second-year teacher G&T training Internship Program, Developed process for evaluating G&T students in school systems UNIVERSITY OF NORTH CAROLINA

Orff: Level 1 Certification

AUGUSTA COLLEGE (now Augusta State University)—Post Graduate Classes Exceptional Children; Research/Statistical Analysis; Foundations/Philosophy of Education

AFFILIATIONS, ACTIVITIES, AND PUBLIC SERVICE Memberships have included: Phi Delta Kappa International Professional Association in Education,

Executive Board Member/Secretary for the Alpha Epsilon Xi chapter of Kappa Delta Pi International Honor Society in Education, Pi Kappa Lambda National Music Honor Society, Phi Mu Alpha Music Fraternity, Professional Association of Georgia Educators, Georgia Music Educators Association, Music Educators National Conference

Bramlett Towneship Architectural Control Committee Chairman (2003-2005); Spinnaker Cove Condominium Association Director (2001), Vice-President (2002)

American Taekwondo Association: Brown Belt Recommended; published amateur photographer Recording artist for six commercial albums, featured saxophone soloist performer, volunteer

director and performer for community quartets and jazz ensembles. Featured with East Paulding High School Symphonic Band at Troy State Band Clinic, 2003. Recipient of NAJE Special Citation for Outstanding Musicianship and John Philip Sousa Band Award. Co-originator of Instrumental Ministry Resources, Inc. music publishing company; saxophonist at Brevard Music Center; producer for South Carolina Governor’s School for the Arts Teacher Internship informational video.

https://sites.google.com/site/gcason123/

13


Involvement in major musicals as Music Director/Conductor: Stop the World I Want to Get Off; Orchestra Member: Oklahoma!, Once Upon a Mattress, Brigadoon, The Music Man, 1940s Radio Hour, Atlanta Passion Play, Man of La Mancha, The Sound of Music, They’re Playing Our Song; and Cast Member: Camelot, Annie Get Your Gun, Hello Dolly!, Lil’ Abner, and Dark of the Moon

WORK EXPERIENCE 8/02-Present Instrumental Band Director, Paulding County School District

Ritch Middle School: Christine Carson, Principal (2013-present), Cassandra Dobbs, Principal (2012-2013); Herschel Jones Middle School: Craig Wilcox (2008-2012); Scott Viness, Principal (2006-2008); Kimberly Fraker, Principal (2004-2005); Eddie A. Mosley, Principal (2002-2004)

9/93-8/02 Law Firm Administrator: Dupree, Poole & King; Hylton B. Dupree, Jr., Managing Partner; Law Firm Office Manager: Lord, Bissell & Brook; Michael J. Athens, Managing Partner; Law Firm Administrator: Gorby, Reeves, Peters & Burns, PC; Michael S. Reeves, Managing Partner; Law Firm Administrator: Isaf, Vaughan & Kerr; Louis T. Isaf, Managing Partner; Office Manager: Atlanta Passion Play Box Office; John Glover, Director

8/88-7/93 Instrumental Band Director: Thomson High and Norris Middle School; Shamrock High School

8/85-7/88 Instrumental Director: East Middle School; Thomas Sumter Academy

gc-learning is a process

Documents