garrison theater audition requirements -...

2018-2019

Admission and Audition Information

Packet

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Esther F. Garrison School for the Arts Admission and Audition Information Packet

Table of Contents

SCCPSS Choice Program Information Guide .......................................................................................................... 3

Understanding the Middle School Process (Application/Audition) ....................................................................... 4

How to Apply .......................................................................................................................................................... 7

School Tours, Workshops, and Important Dates ................................................................................................... 8

Elementary Admissions .......................................................................................................................................... 9

Band Audition Requirements ............................................................................................................................... 10

Chorus (Vocal Music) Audition Requirements ..................................................................................................... 16

Piano Audition Requirements .............................................................................................................................. 25

Orchestra Audition Requirements ....................................................................................................................... 30

Dance Audition Requirements ............................................................................................................................. 34

Theatre Audition Requirements .......................................................................................................................... 38

Visual Arts Audition Requirements ...................................................................................................................... 42

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SCCPSS Choice Program Information Guide Garrison Disclaimer

Savannah County-Public School System (SCCPSS) has published a comprehensive guide about the Choice Program. The information found in this packet is a shortened version of what the district has published. To find all the details, as laid out by SCCPSS, please refer to the Choice Program Information Guide. It can be found at:

http://choice.sccpss.com

Scroll to the bottom of the page and click on “Choice Program Guide” under the Helpful Links section.

http://choice.sccpss.com/

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649 W. JONES STREET SAVANNAH, GA 31401 MAIN OFFICE: 912.395.5975

Understanding the 2018-2019 Middle School Process (Application and Audition) The “lottery process” for performing arts schools differs from the process utilized by other choice program schools in the district. As a result, every student interested in applying to Esther F. Garrison School for the Arts (grades 6-8), must complete the application process in 5 phases. This ensures that applicants demonstrate ability as well as interest in their selected visual and/or performing arts area. Phase 1: The Application Process Students must meet the minimum Choice Program academic requirements listed below to be considered for admission to Esther F. Garrison School for the Arts. If your child meets the criteria below, then apply online at http://choice.sccpss.com:

SRI & MAP SCORES

Applying to 6th Grade Applying to 7th Grade Applying to 8th Grade

READING MATH READING MATH READING MATH

Lexile/MAP MAP Lexile/MAP MAP Lexile/MAP MAP

850/213 219 980/221 223 1020/223 228

Conduct & Grades

Satisfactory Behavior & Choice GPA: 80% or Higher

Audition See Audition Requirements in this Packet

Phase 2: Audition Process Students who meet the academic requirements for Esther F. Garrison School for the Arts will be scheduled for an audition. Auditions will be scheduled by staff members after the initial application window closes and staff and verified that all criteria has been met.

1) On the day of the audition, applicants report to Garrison at their scheduled time (please review the

rubric for your art area in this packet).

2) Each applicant is assigned a number when he/she signs in.

3) Students are escorted in groups to their designated audition areas by their appointment times.

Phase 3: Judging Students will be scored using a rubric on the day of the audition by a panel of judges (rubrics are in this packet). ACCOMMODATIONS FOR AUDITIONS


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A parent/guardian must notify the, SCCPSS Office of College and Career Readiness immediately following the submission of the application if the child has a special need that requires accommodations for his/her audition. Accommodations to the audition process are permissible for students with special needs documented in an active IEP or 504 Plan. A copy of the child’s current IEP or 504 Plan (public school students) or medical evaluation (private school students) must be provided to the school immediately following submission of the application in order to ensure audition accommodations. Students who have limited proficiency in the English language are encouraged to audition in their native language, if needed. Students identified as ELL can be provided language facilitators for their auditions. Please contact Amy Perry ([email protected]) or Dr. Angie Lewis ([email protected]) at 912-395-6765 if audition accommodations are needed. Phase 4: Ranking/Lottery Selection

Upon completion of the judging, all students who audition will be ranked using a score of 1-100. The

audition score will be added to each student’s application. Students applying to Esther F. Garrison

School for the Arts will be accepted based on the number of seats available in each performing arts

area, according to their audition ranking.

This process will fully eliminate sibling preference for grades 6-8. All applicants who participate in the

audition process will be seated according to their audition rankings and available seats by program.

Phase 5: After the Ranking (for Savannah Arts & Esther F. Garrison School for the Arts, Grades 6-8)

An email will be sent to families serving as notification that a student is given a seat or placed on a

waitlist.

Following the initial notification email, a second email will be sent containing a “snapcode” and a “link”

to access the required online registration form. Parents who do not have an email account listed will

receive a letter mailed to the address provided in the application.

Parents who receive acceptance letters must register their children by the registration deadline. Any

student who is not registered by the established deadline will forfeit their Choice seats and the seats

will be offered to the next child on the waitlist.

Students who are not currently enrolled in an SCCPSS school will be required to submit registration

documentation as outlined in the registration email. Please read the registration email carefully.

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The Esther F. Garrison School of the Arts seating process will incorporate the district’s priority system for students meeting the admissions criteria. The following “order of priority” will be implemented for the performing arts schools: Priority 1: SCCPSS Full-time Permanent Employee’s Child with Parent working at the Choice Program

School Priority 2: Chatham County Residents and SCCPSS Full-Time Permanent Employee’s Child

Priority 3: Pre-K Child (Currently Enrolled at Selected Choice Program School) Priority 4: Siblings (only applies to K-5 students). The district’s “4th priority” of siblings does not apply

for entrance to Garrison’s middle school program. Priority 5: Chatham County Residents

Priority 6: SCCPSS Employee’s Child (Non-Chatham County Residents) Priority 7: Out of County Residents Important Dates:

Scheduled Events Dates

Annual Student Success Expo and STEM Festival January 20, 2018

Application Window Opens (Applications are available at the Expo as well) January 6, 2018

Application Window Closes January 28, 2018

Appeal Process Begins January 28, 2018

Savannah Arts Auditions (Communications, Chorus, Dance, Orchestra, Piano,

Theatre, & Visual Arts)

Garrison School for the Arts Audition (DANCE ONLY)

February 3, 2018

Garrison School for the Arts Auditions Held (all areas except Dance- see

above)

Savannah Arts Auditions (BAND ONLY at Garrison)

February 10, 2018

Appeal Process Ends February 23, 2018

Lottery/Ranking Day March 2, 2018

Parents Notified of Choice Results March 6, 2018

Choice Program Registration Window Opens March 12, 2018

Registration Closes March 30, 2018

Waitlist Application Window Opens April 4, 2018

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Esther F. Garrison School of the Arts How to Apply

Parents interested in applying can follow the steps below. When submitting an application, all portions of the application must be filled out completely ONLINE. STEP 1 Review Eligibility Criteria Determine if the student meets the eligibility criteria by reviewing the details in this packet, or on page 5-10 of the District’s Choice Program Information Guide. STEP 2 Submit an application

Applications will be accessible on the district website at http://choice.sccpss.com starting January 6, 2018. Completing applications online is strongly encouraged. Please call 912-395-6765 to request a paper application or for additional assistance. ** Please Note: Out of County applicants and those students NOT CURRENTLY ENROLLED (this includes out of county, home school, virtual school, and private school students) in the Savannah-Chatham County Public School System must apply online AND submit required supporting documentation. All documentation must be submitted to the SCCPSS Office of College and Career Readiness, 402 Market Street, Savannah, GA 31408. ALL documentation should be received (through drop-off or US Mail) within five business days of online application completion. *Note: Current SCCPSS students who have not been enrolled in our schools for three consecutive semesters may also be asked to provide additional documentation. STEP 3 Lottery and/or Ranking Process and awaiting results A randomized electronic lottery will run in early March. Lottery result notifications will be sent to parents by email following the lottery. The same electronic system will rank students who are auditioning for fine and performing arts schools in early March. Again, ranking notifications will be sent to parents by email following the ranking. STEP 4 Registration Registration is required after a student is selected through the lottery or ranking process. During the registration period, families will be asked to provide additional documentation.


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Esther F. Garrison School for the Arts School Tours, Arts Alive Workshops, and Important Dates

Tour Dates for the 2018 - 2019 School Year All tours will begin promptly at 9:30 and last 45-minutes. No reservations needed. Elementary:

Thurs, November 9, 2017 Thurs, December 7, 2017 Thurs, January 4, 2018

Middle:

Thurs, November 16, 2017 Thurs, December 14, 2017 Thurs, January 11, 2018

Garrison Arts Alive Workshop Series! All workshops begin promptly at 5:00 and last until 6:15pm. Register online at http://garrisonartsalive.weebly.com and check in at the door, 4:30-5:00, on the day of the event. After checking in, parents are able to leave, if desired. Please be back promptly at 6:15pm to pick up your child.

October 24, 2017

November 9, 2017

January 11, 2018

Other Important Dates Annual Student Success Expo and STEM Festival – January 20, 2018 (Applications Window Opens)

Garrison School for the Arts Open House – January 23, 2018 (5:00-7:00pm)

Garrison School for the Arts Auditions – February 3, 2018 (DANCE ONLY) and February 10, 2018

(Chorus, Piano, Band, Orchestra, Visual Arts, & Theatre)

Middle School Important Dates November 16, 2017 – Middle School Tour (9:30 am)

December 14, 2017 – Middle School Tour (9:30 am)

January 6, 2018 - Applications available online - http://choice.sccpss.com

January 11, 2018 – Middle School Tour (9:30 am) and Arts Alive! Program (5:00 pm)

January 23, 2018 – Garrison School for the Arts Choice Program Open House (5:00-7:00pm)

January 28, 2018 – Application Window Closes

January 28, 2018 –Appeals Process Begins

February 3, 2018 – Auditions (DANCE ONLY)

February 10, 2018 – Auditions (Chorus, Band, Orchestra, Piano, Visual Arts, and Theatre)

February 23, 2018 – Appeals Process Ends

March 2, 2018 – Ranking

March 6, 2018 – Parents notified of Choice Program Results

March 12, 2018 – Choice Program Registration Opens

March 30, 2018 – Registration Closes

April 4, 2018 – Waitlist Applicant Notification Begins

http://garrisonartsalive.weebly.com/


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Esther F. Garrison School for the Arts

Elementary School (K-5th)

STUDENT CRITERIA

Criteria Applying to

Kindergarten

Applying

to 1st

Grade

Applying

to 2nd

Grade

Applying to 3rd

Grade

Applying to 4th

Grade

Applying to 5th

Grade

Subject READING READING MATH READING MATH READING MATH

Assessment DIBELS Lexile/MAP MAP Lexile/MAP MAP Lexile/MAP MAP

Test Scores N/A N/A 160 410/189 189 650/202 201 790/210 211

Conduct &

Grades

Satisfactory

Conduct

Satisfactory

Conduct Satisfactory Conduct and Choice GPA 80% or Higher

APPLICANTS NOT CURRENTLY ENROLLED IN SAVANNAH-CHATHAM PUBLIC SCHOOLS All applicants who are not currently enrolled in a Savannah-Chatham County Public School should apply online and must submit required documentation to the SCCPSS Office of College and Career Readiness, 402 Market Street, Savannah, GA 31408. ALL documentation should be received (through drop-off or US Mail) within five business days of online application completion. Required documentation includes:

Printed Choice Program Application (online print out)

Transcript/Report Card (previous three full semesters, equivalent to a full year and a half)

Proof of Address (Utility Bill (electric, gas, water), Government Agency Mail, or Lease

Agreement/Mortgage Statement)

Required Test Scores (nationally normed standardized test results that measure mathematics and

literacy)

Elementary School Important Dates November 9, 2017 – Elementary School Tours (9:30 am)

December 7, 2017 – Elementary School Tours (9:30 am)

January 4, 2018 – Elementary School Tours (9:30 am)

January 6, 2018 - Applications available online - http://choice.sccpss.com

January 23, 2018 – Garrison School for the Arts Choice Program Open House (5:00-7:00pm)

January 28, 2018 – Application Window Closes

January 28, 2018 –Appeals Process Begins

February 23, 2018 – Appeals Process Ends

March 2, 2018 – Lottery

March 6, 2018 – Parents notified of Choice Program Results

March 12, 2018 –Choice Program Registration Opens

March 30, 2018 – Registration Closes

April 4, 2018 – Waitlist Applicant Notification Begins


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Esther F. Garrison School for the Arts 2018 – 2019 Band Audition Requirements

The 2018 Garrison School for the Arts’ Band audition process follows the general procedure of the Georgia Music Educators Association All-State and District Honor Band audition process, adjudication by three judges and specific audition performance materials. Students are expected to prepare and perform audition selections and demonstrate knowledge of music terms and music listening skills. Students are strongly encouraged to purchase and use Excellence in Theory: Method Book One to help improve music theory, music terms and ear training. The software program Smart Music is also helpful for the audition process (smartmusic.com). Music terms will be selected from last page of Essential Elements for Band method book. The audition process:

Students must bring their instrument and all necessary equipment needed for the performance

(xylophone will be provided for percussion, student must bring yarn mallets)

Students must bring their Essential Elements Method Book One to the audition and show the method

book at check-in

Students will have a written music theory and listening evaluation

Students will perform the required material from one of the method books for the audition

Students, who are percussionists, must audition on both snare and xylophone

Students should bring several sharpened pencils for the written music terms and listening skills

assessment

Essential Elements for Band Essential Elements 2000 Excellence in Theory

Book 1 Book 2 Book One

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Esther F. Garrison School for the Arts 2018 – 2019 Band Audition Rubric

Objective Basic

1 point Poor

4 points Good

7 points Excellent 10 points

Score 1 2 3

Posture

Holds instrument improperly. Rarely sits up

straight; head down. Legs/ankles crossed.

Holds instrument properly. Sits up some of the time; head down. Legs/ankles

crossed.

Holds instrument properly. Sits up most of the time; head up. Feet flat on the

floor most of time.

Holds instrument properly. Sits up straight with head up. Both feet flat on the

floor.

Tempo/Steady Beat

-------------------- Rhythmic Accuracy

-------------------- Pitch Accuracy --------------------

Intonation

Rarely maintains a steady beat. Plays at own tempo.

Gives few notes and rests proper value. (more than 4

errors)

Plays few pitches correctly. (More than 4 errors)

Breath support unsteady. Few pitches in tune and

even. (more than 4 errors)

Maintains a steady beat

some of the time. Plays at

own tempo.

Gives some notes and rests

proper value. (3-4 errors)

Plays some pitches correctly.

(3-4 errors)

Breath support steady

sometimes. Some pitches in tune and even. (3-4 errors)


through most of the excerpt

at teacher’s given tempo.

Gives most notes and rests


Plays most pitches correctly.

(1-2 errors)

Breath support mostly

steady. Most pitches in tune and even. (1-2 errors)


through entire excerpt at

teacher’s given tempo.

Gives all notes and rests

proper value.

Plays all pitches correctly.

Excellent breath support. Keeps pitches in tune and

even.

Articulation

-------------------- Phrasing

Rarely plays with correct

articulations (more than 4

errors)

Rarely creates a flowing line of music. Breathes

often, breaking the musical idea.

Sometimes plays with

correct articulations (3-4

errors)

Creates a flowing line of music some of the time. Sometimes breathes in

between phrases.

Mostly plays with correct

articulations (1-2 errors)

Creates a flowing line of music most of the time.

Usually breathes in between phrases.

Always plays with correct

articulations.

Creates a flowing line of

music. Breathes in between phrases so as not to break

the musical idea.

Additional Comments

Music Terms Test (5 pts) Listening Skills Test (5 pts) Total Points

Additional for Percussion ONLY

Posture

Holds sticks or mallets

improperly. Stands

improperly and an

incorrect distance from the

instrument.


properly some of the time.

Has correct posture and

distance from the

instrument some of the

time.


properly most of the time

with correct posture and

distance from the

instrument.


properly with correct

posture and distance from

the instrument.

Tempo/Steady Beat


-------------------- Pitch Accuracy

Rarely maintains a steady

beat. Plays at own tempo.

Gives few notes and rests

proper value. (more than 4

errors)

Plays few pitches correctly.

(More than 4 errors)



own tempo.



Plays some pitches correctly. (3-4 errors)


through most of the

excerpt at teacher’s given

tempo.



Plays most pitches correctly. (1-2 errors)


through entire excerpt at

teacher’s given tempo.

Gives all notes and rests

proper value.


Sticking

Rarely plays the

articulations marked in the

music. Rarely uses

alternate sticking when

appropriate. (more than 4

errors)

Plays some of the notes

with the articulations

marked in the music. Plays

some of the rhythms with

alternate sticking when

appropriate.

(3-4 errors)

Plays most notes with the


music. Plays most of the

rhythms with alternate

sticking when appropriate.

(1-2 errors)

Plays all notes with the


music. Plays all of the

rhythms with alternate

sticking when appropriate.

Phrasing Rarely creates a flowing

line of music, breaking the

musical idea.


music some of the time.


music most of the time.


music.

Additional Comments


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Band Audition Sheet ~ Rising 7th and 8th Graders

Name: _______________________________________ Instrument: ________________________________ Grade: ________________ Do you play another instrument? _____________ If so, what instrument: ____________________________

Etude to Play Possible score Score and comments

Concert F-Scale #167 (can be found in Essential Elements 2000, page 35-36 Book Two)

30 Points

Concert E-flat Scale #163 (can be found in Essential Elements 2000, page 35-36 Book Two)

30 points

Essential Elements Book II Exercise #106 30 Points

Music Terms

5 points

Music Listening:

5 points

Comments

Total points 100

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Band Audition Sheet ~ Rising 6th Graders Name: _________________________________________ Instrument: _______________________________ Do you play another instrument? _______________ If so, what instrument: ____________________________

Etude to Play Possible score Score and notes

Concert B-flat Scales (can be found in

Essential Elements2000, page 40 Book

One or page 28)

30 Points

Concert F-flat Scale (can be found in

Essential Elements2000, page 40 Book

One

30 points

Essential Elements Book 1 Exercise #65

30 Points

Music Terms

5 Points

Music Listening

5 Points

Notes

Total points 100

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Important Audition Information: The students should bring to the audition their methods books, which include their prepared piece and scales. Music Theory and Listening Skills: Students auditioning for placement in the Garrison Music Program will be required to complete a written/listening test that includes music terminology, music reading and listening skills. A music vocabulary list study sheet is available to prospective students on the Fine Arts page of the Garrison School of the Arts website (http://garrisonarts.sccpss.com).

Band Audition for Rising 6th Graders

Scales (Memorized)

Concert B-flat and Concert-F (Scales can be found in Essential Elements 2000, Book 1, Page 40)

Prepared Music

Essential Elements Book 1, Exercise #65

Band Audition for Rising 7th and 8th Graders

Scales (Memorized)

Concert E-flat and Concert A-flat (Scales can be found in Essential Elements 2000, Book2, Page35-36)

Prepared Music

Essential Elements 2000, Book 2, #106

http://garrisonarts.sccpss.com/

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Garrison 2018 – Vocabulary Terms

Students will be tested on ten terms taken from this list.

1. P Piano; soft, quiet

2. Moderato Tempo marking indicating restrained or moderate.

3. Crescendo Gradually getting louder.

4. Decrescendo Gradually getting quieter, softer.

5. Rit. Ritardando; gradually getting slower.

6. Piu Mosso More movement, quicker.

7. ff Fortissimo; very Loud

8. pp Pianissimo

9. f Forte; Loud

10. mf Mezzo Forte; medium Loud

11. Legato Smooth and connected

12. Staccato Detached; separated from each other.

13. Vivace Tempo marking indicating fast and lively

14. Tempo How fast or slow; speed of the music.

15. Unison Same pitch

16. Marcato Marked; accented; stressed.

17. Fermata. Pause or hold at the discretion of conductor.

18. Rubato The practice of disregarding strict time for expressive effect.

19. Allegro Fast tempo marking.

20. Andante Tempo marking for slow.

21. A cappella Unaccompanied vocal piece.

22. Rallentando Slow gradually

23. Meno Mosso Less motion

24. Grand staff Staff with both bass and treble attached together.

25. Ledger Lines Lines that extend the staff up or down.

26. Subito Suddenly

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Esther F. Garrison School for the Arts 2018 – 2019 Chorus (Vocal Music) Audition Requirements

Scales (30 pts) Sing major scale using solfege

Sing natural minor scale using solfege

Prepared Music (30 pts) “Drink to Me Only With Thine Eyes”

Sight Reading (20 pts) Each candidate will sing a simple melody at sight using solfege

Listening/Aural Skills (10 pts) Error detection; match listening excerpts with printed selections

Vocabulary (10 pts) Ten vocabulary terms will be selected from the published list

Important Audition Information: Music Theory and Listening Skills: Students auditioning for placement in the Garrison Music Program will be required to complete a written/listening test that includes music terminology, music reading and listening skills. A music vocabulary list study sheet is available to prospective students on the Fine Arts page of the Garrison School of the Arts website (http://garrisonarts.sccpss.com). Sheet music and rehearsal tracks are included in this packet and on the Fine Arts page of the Garrison School for the Arts (http://garrisonarts.sccpss.com – click the “Fine Arts” tab at the top of the page). There are two versions of the audition solo: Medium high (Key of E) and medium low (Key of D).



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Drink to Me Only With Thine Eyes Solo Audition Rubric Intonation/Pitch Accuracy

5 4 3 2 1 0

ALL pitches are sung accurately and pitch center is maintained at ALL times with no tendencies to go sharp or flat.

NO MORE than two pitches are sung incorrectly; pitch center is maintained with no tendencies to go sharp or flat.

MOST of the pitches are sung correctly and/or student tends to sharp/flat only in extreme registers or vocal "breaks."

ONLY ABOUT HALF of the pitches are sung accurately and/or student tends to be out of tune ABOUT HALF of the time.

LESS THAN HALF of the pitches are sung accurately and/or student demonstrates only RARE moments of correct intonation.

Student does NOT sing the correct pitches and/or student does NOT maintain any sense of intonation.

Rhythmic Accuracy

5 4 3 2 1 0

ALL rhythms are sung correctly and at the tempo of the accompaniment.

NO MORE than two rhythmic errors are detected; student performs song at the tempo of the accompaniment.

MOST of the rhythms are sung correctly and/or student OCCASSIONALLY has trouble singing at the tempo of accompaniment.

ONLY ABOUT HALF of the rhythms are sung accurately and/or student's tempo is inconsistent with tempo of accompaniment.

LESS THAN HALF of the rhythms are sung accurately and/or Student demonstrates only RARE moments of correct tempo.

Student demonstrates SIGNIFICANT PROBLEMS with rhythm and/or student DOES NOT maintain tempo with accompaniment.

Tone Quality

5 4 3 2 1 0

Student demonstrates excellent vocal technique at ALL times that is age-appropriate, pleasant to hear, and appropriate for a choir.

Student demonstrates age appropriate technique ALMOST ALL of the time; some breathiness occurs in extreme registers/breaks.

Student demonstrates age appropriate technique MOST of the time, but some vocal strain occurs in extreme registers/breaks.

Student demonstrates correct technique ABOUT HALF of the time; strain or excessive breathiness occurs throughout vocal range.

Student demonstrates acceptable technique LESS THAN HALF of the time; tone dominated by strain or extreme breathiness.

Student does NOT demonstrate correct vocal technique. Excessive strain or breathiness is PERVASIVE throughout.

Breath Control/Phrasing

5 4 3 2 1 0

Student demonstrates excellent breath control and phrasing at ALL TIMES.

NO MORE than two errors related to breath control/ phrasing occur.

Student demonstrates correct breath control/phrasing MOST of the time with only occasional errors.

Student demonstrates correct breath control/phrasing ABOUT HALF of the time.

Student demonstrates acceptable breath control/phrasing LESS THAN HALF of the time.

Problems with breath control and phrasing are PERVASIVE throughout.

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Drink to Me Only With Thine Eyes Solo Audition Rubric continued Diction

5 4 3 2 1 0

Student incorporates pure vowels, clear consonants, and correct syllabic stress at ALL times at an appropriate level for his/her age.

Student demonstrates correct and appropriate diction ALMOST ALL of the time, but a few consonants are missing.

Student demonstrates correct diction MOST of the time, but some vowels sounds are not as pure as required in choral singing.

ONLY ABOUT HALF of the time is the student demonstrating correct diction; at times it is hard to understand the lyrics.

Significant problems related to diction are occurring making it impossible to understand the text without looking at the music.

Overall performance was so poor that other factors made assigning any credit for dynamics/style impossible.

Musicality/Dynamics and Style

5 4 3 2 1 0

Student demonstrates correct style and correct dynamics at ALL times.

NO MORE than two errors related to dynamics occur during performance.

Student performs MOST dynamics as printed, but pop/country/musical theatre, etc. styles are OCCASSIONALLY detected.

Student only demonstrates printed dynamics and/or appropriate style ABOUT HALF of the time.

Little attention is paid to dynamics as printed and/or incorrect style is utilized throughout performance.

Overall performance was so poor that other factors made assigning any credit for dynamics/style impossible.

Georgia Music Educators, 2014

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Final Score

Student Name

Grade

Date

(Scales – 30 pts.)

Major scale No Errors 5 Any Errors 0 Nat. Minor Scale

No Errors 5 Any Errors 0

Ascending Ascending

Descending Descending

Intonation Intonation

Total _____________

(2 pts per half Measure – total of 20 pts)

Sight Reading: ________/________ ________/________ ________/________ ________/________ 1 2 3 4

Intonation Tempo

No Errors (2 pts) Any Errors (0 pts) Maintained Consistent Tempo (2 pts)

Inconsistent Tempo (2 pts)

2 pts 0 pts 2 pts 0 pts

Total _____________

(Scoring Rubric – 30 pts.)

Solo Drink to Me Only With Thine Eyes

Pts Solo Drink to Me Only With Thine Eyes

Pts.

Intonation/Pitch Accuracy

Breath Control/Phrasing

Rhythmic Accuracy

Diction

Tone Quality

Expressiveness, Musicality and Style

Total _____________

Vocab Total (10 pts) _______________ Listening/Aural Skills Total (10 pts) _______________ Judge’s Signature: ____________________________________________________________________________

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8. pp Pianissimo

9. f Forte; Loud

















26. Subito Suddenly

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Esther F. Garrison School for the Arts 2018 – 2019 Piano Audition Requirements

1. SCALES:

a. Each candidate must play the scales of the key from each performed piece: hands together, parallel motion, one octave in quarter notes (MM-70)

2. SONGS:

a. Each candidate must play two selections based on chosen level: i. First Piece

Advanced Beginner: Any Selection from Anna Magdalena Notebook

Intermediate: Bach Two-Part Invention #8, #13, #14 only.

Advanced Intermediate: Any Bach Sinfonia (Three-Part Inventions)

ii. Second Piece of a contrasting key, style and period. **Both compositions must be from memory, but students MUST bring THREE COPIES of their music to the audition. Failure to do so will result in disqualification from audition. 3. SIGHT READING:

a. Each candidate will be asked to sight read based on the level their audition pieces are chosen from i. Advanced beginners will be asked to sight read a beginner piece (ex: An Early Bach Dance)

ii. Intermediates will be asked to sight read an advanced beginner piece (Ex: Any selection from the Anna Magdalena Notebook)

iii. Advanced intermediate will be asked to sight read an intermediate piece. (Ex: Any Two-Part Invention)

4. MUSIC THEORY AND LISTENING SKILLS:

a. Students auditioning for placement in the Garrison Music Program will be required to complete a

written/listening test that includes music terminology, music reading and listening skills. A music

vocabulary list study sheet is available to prospective students on the Fine Arts page of the Garrison

School of the Arts website (http://garrisonarts.sccpss.com).

**Omission of any above elements will result in an automatic disqualification from the audition process. These audition requirements directly align with the National Standards of Music Education and are in Vertical Alignment with the program at Savannah Arts Academy. Selection into Garrison does not guarantee passing the audition into Savannah Arts, but the programs are aligned philosophically and curricularly.


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Esther F. Garrison School of the Arts 2018- 2019 Piano Audition Requirements

AUDITION RUBRIC/SCORE SHEET

First Song: Points Earned Max. Points

Scale 5

Technique 5

Rhythm 5

Memorization 5

Interpretation 5

Second Song: Points Earned Max. Points

Scale 5

Technique 5

Rhythm 5

Memorization 5

Interpretation 5

Sight Reading: Points Earned Max. Points

Technique 5

Rhythm 5

Pitch Accuracy 5

Dynamics 5

Music Theory Test 30

TOTAL POINTS EARNED (out of 100) Max: 100

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Esther F. Garrison School for the Arts 2018 – 2019 Piano Auditions Rubric

Student Name: ______________________________________________ Date: ______________

FIRST COMPOSITION (Maximum 30 points)

5 points 4 points 3 points 2 points 1 point Points Earned

Max Points

Scale Excellent job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Very good job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Good job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Weak job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Poor job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

5

Technique Outstanding technique & posture

Strong technique & posture

Satisfactory technique and/or posture

Week technique and/or posture

Poor technique and/or posture

5

Rhythm Excellent observation of rhythmic elements with a steady tempo

Very good observation of rhythmic elements with a steady tempo

Good observation of rhythmic elements with mostly steady tempo

Weak observation of rhythmic elements and/or tempo

Poor observation of rhythmic elements and/or tempo

5

Memorization Excellent memory work with no stops

Very good memory work with very few stops

Good memory with few stops

Weak memory with several stops

Poor memory work with many stops or inability to complete piece

5

Interpretation Outstanding execution of all dynamics, agogics and other musical indications

Strong execution of almost all dynamics, agogics, and other musical indications

Satisfactory execution of almost most dynamics, agogics, and other musical indications

Weak execution with observation of only some dynamics, agogics, and other musical indications

Poor execution with observation of few or no dynamics, agogics and/or other musical indications

5

SECOND COMPOSITION (Maximum 30 points)


Max Points

Scale Excellent job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Very good job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Good job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Weak job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

Poor job of playing the appropriate scale with proper fingering, both hands, the correct number of octaves and in the appropriate tempo

5






5






5

28 | P a g e

Memorization Excellent memory work with no stops

Very good memory work with very few stops

Good memory with few stops

Weak memory with several stops

Poor memory work with many stops or inability to complete piece

5

Interpretation Outstanding execution of all dynamics, agogics and other musical indications

Strong execution of almost all dynamics, agogics, and other musical indications

Satisfactory execution of almost most dynamics, agogics, and other musical indications

Weak execution with observation of only some dynamics, agogics, and other musical indications

Poor execution with observation of few or no dynamics, agogics and/or other musical indications

5

SIGHT READING (Maximum 20 points)


Max Points






5






5

Pitch Accuracy Excellent execution of all pitches with attention to key and/or accidentals

Very good execution of almost all pitches with attention to key and/or accidentals

Good execution of most pitches

Weak execution of pitches with little or no attention to key and/or accidentals

Poor execution of pitches with no attention to key and/or accidentals

5

Dynamics and Interpretation

Excellent execution of dynamics and other musical indications

Very good execution of dynamics and other musical indications

Good execution of dynamics and other musical indications

Weak execution of dynamics and other musical indications

Poor execution of dynamics and other musical indications

5

MUSIC THEORY TEST

30 pts Total:

TOTAL ___________/100

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Esther F. Garrison School of the Arts 2018- 2019 Piano Audition Requirements










8. pp Pianissimo

9. f Forte; Loud

















26. Subito Suddenly

30 | P a g e

Esther F. Garrison School for the Arts 2018 – 2019 Orchestra Audition Requirements

6th Grade Audition Repertoire:



**Music Theory and Listening Skills: Students auditioning for placement in the Garrison Music Program will be required to complete a written/listening test that includes music terminology, music reading and listening skills. A music vocabulary list study sheet is available to prospective students on the Fine Arts page of the Garrison School of the Arts website (http://garrisonarts.sccpss.com).

1. Scales and Arpeggios -

memorized

Violin: D Major: 1 octave, G Major: 2 octaves

Viola: D Major: 1 octave, C Major: 2 octaves

Cello: D Major: 1 octave, C Major: 2 octaves

Bass: D Major: 1 octave, G Major: 1 octave

**If the student has previously learned these scales using rhythm patterns or slurs, they may play the scales as learned.

2. Prepared solo Prepared Solo Strictly Strings, Book 2, Highland/Etling Publisher; page 3; the “A” part; or solo of choice.

3. Sight Reading

4. Theory Session

1. Scales and Arpeggios;

memorized

Violin: G Major and D major: 2 octaves

Viola: C Major and D Major: 2 octaves

Cello: C and D Major: 2 octaves

Bass: D Major and G Major: 1 octave

2. Prepared solo

Solo of choice

3. Sight Reading

4. Theory Session

1. Scales and Arpeggios

Violin: G: 3-octaves; A and B♭ Major: 2-octaves

Viola: C: 3-octaves; D and E♭ Major: 2-octaves

Cello: C: 3-octaves; D and E♭ Major: 2-octaves

Bass: F and G Major: 2-octaves

2. Prepared solo

Solo of choice

3. Sight Reading

4. Theory Session


31 | P a g e

Esther F. Garrison School for the Arts 2018 – 2019 Orchestra Audition Requirements Rubric

Objective Basic

1 point Poor

4 points Good

7 points Excellent 10 points

Score

Posture and Use of bow

Holds instrument improperly. Rarely has good posture; head and neck are

tense. Holds instrument tightly.

Holds bow improperly. Bow does not move parallel to

the bridge.

Holds instrument properly. Has good posture some of

the time; head and neck are not relaxed. Holds

instrument somewhat tightly.

Right thumb is not in correct position under the stick.

Right hand fingers are tight. Bow is off sounding point.

Holds instrument properly. Plays with good posture

most of the time; head and neck are relaxed.

Right hand position starts off well, but does not always

stay relaxed. Bow is sometimes on the

sounding point. Bow is mostly straight.

Holds instrument properly. Good relationship of bow to instrument.

Excellent use of sounding point. Creates different colors using different bow

speeds.

Tempo/Steady Beat


-------------------- Pitch Accuracy

Rarely maintains a steady beat. Plays at own tempo.

Gives few notes and rests

proper value.

Plays few pitches correctly. Bow strokes are unsteady.

Few pitches in tune.



own tempo.


proper value.

Plays some pitches correctly.

Bow strokes sometimes create a steady sound. Some

pitches in tune.


most of the time.


proper value.

Plays most pitches correctly.

Bow strokes are mostly steady. Most pitches in

tune.

Maintains a steady beat through entire

excerpt.

Gives all notes and rests proper value.


Excellent bow strokes. Keeps pitches in tune.

Articulation

-------------------- Phrasing

Rarely plays with correct

articulations and bow

strokes.

Rarely creates a flowing line

of music. Does not follow bowings or shifts.

Sometimes plays with

correct articulations and

bow strokes.

Creates a flowing line of music some of the time.

Bow changes and shifts are jerky. Follows some of the

bowing and shifting directions.

Mostly plays with correct

articulations and bow

strokes.

Creates a flowing line of music most of the time. Usually has smooth bow

changes and shifts.

Always plays with correct articulations and

bow strokes.

Creates a flowing line of music. Slurs and bow changes are always smooth. Bow changes and shifts do not interfere with the musical idea.

Additional Comments


Comments:

32 | P a g e


Middle School Orchestra Audition Sheet

Name: _____________________________________________________________ Instrument: __________________________________Grade: ________________

Category/Task Possible score Score and comments

Scale and Arpeggio 1

20 points

Scale and Arpeggio 2 20 points

Prepared Solo

30 points

Music Terms

5 points

Music Listening

5 points

Sight Reading

20 points

Total points 100

Comments:

33 | P a g e











8. pp Pianissimo

9. f Forte; Loud

















26. Subito Suddenly

34 | P a g e

Esther F. Garrison School for the Arts 2018 – 2019 Garrison Dance (Ballet/Modern) Audition Requirements

Each candidate will provide the adjudicators with the following:

Dance Solo Information (Style of Dance, Music Credit, Choreographer)

Dance Resume (example resume sheet provided in audition packet)

Sports Physical o In order to audition, each dance candidate MUST present a clear physical report from a

physician. Candidates without a proper physical will not be allowed to audition.

Please Note: If the candidate is accepted into the dance program, a new sports physical must be submitted on the required forms (available on Garrison website). This new physical must be dated May 1, 2017 or LATER, in order to last the entire 2018 - 2019 school year. Audition attire:

Females - Black leotard and pink convertible tights, ballet shoes, no warm-ups

Males - White t-shirt with black gym shorts with elastic waistband, black ballet shoes or Jazz shoes, no warm-ups

Each candidate will perform movement combinations in small and large groups in ballet and Modern dance under the instruction of the dance faculty. This section of the audition will include: ballet barre (in center), ballet enchaînements (combinations) both center and across the floor, modern center warm-up, and modern phrases across the floor. Candidates will then perform a 45 second Ballet, Modern, or Jazz dance solo. The solo should include at least two turns and two jumps, and can be performed with or without music. Music should be instrumental and can be on CD or MP3 player. Students will be evaluated on artistry, technique and performance quality.

The audition point break-down is as follows:

Dance Technique Points

Available

Use of Turn-out 5

Use of Plié 5

Use of Feet 5

Flexibility 5

Strength 5

Execution of Turns 5

Execution of Jumps 5

Alignment 5

Musicality 5

Rhythm 5

Movement Reproduction 5

Ballet Presentation 10

Modern Presentation 10

Solo 25

TOTAL 100

Note: The Dance audition will be a

combination of ballet and modern dance. An emphasis is placed on ballet. Student solos should be a 45-seconds (ballet, modern, or jazz).

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Esther F. Garrison for the Arts Audition Solo Information and Resume Sheet 2018 - 2019

Name: _____________________________________________________ Audition Number: ____________ SOLO FOR AUDITION:

Style Music Choreographer

DANCE TRAINING:

Style of Dance Years of Training Teacher/School

PERFORMANCE EXPERIENCE:

Date Event Location

SCHOLARSHIPS, AWARDS, OR HONORS IN DANCE: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ SCHOLARSHIPS, AWARDS, OR HONORS OUTSIDE OF DANCE: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

36 | P a g e

Esther F. Garrison School for the Arts: 2018 – 2019 Dance (Ballet/Modern) Audition Rubric

Student Name: __________________________________________________ Date: ____________________ Grade: ___________

DANCE TECHNIQUE (Maximum 55 points)


Max Points

Use of Turn-out

Accesses rotation from the hip joint, uses full rotation on both standing and gesture leg, maintains rotation in stillness, body positions and in motion

Accesses rotation from the hip joint, uses full rotation in either standing leg or gesture leg, mostly maintains rotation in stillness, body positions and in motion

Use of rotation from the hip joint, ability to use full rotation on standing or gesture leg, ability to maintain rotation in stillness, body positions and in motion is inconsistent

Little evidence of accessing rotation from the hip joint, unable to use full rotation on standing or gesture leg, unable to maintain rotation in stillness, body positions and in motion

No evidence of accessing rotation from the hip joint

5

Use of Plié

Correct alignment during plié (knees over toes, heels down in demi, etc.), uses full range of motion, plié is functional in preparing for and landing from movements

Correct alignment during plié (knees over toes, heels down in demi, etc.), mostly uses full range of motion, plié is functional in preparing for or landing from movements

Deviation from proper alignment during plié, mostly uses full range of motion, functional use of plié in preparing for or landing from movements in inconsistent

Little evidence of proper alignment during plié, unable to use full range of motion, plié lacks functionality in preparing for or landing from movements

No evidence of proper alignment, full range of motion or functionality in plié

5

Use of Feet

Clear articulation of the feet (toe, ball, heel & heel, ball, toe), feet push through the floor, feet and ankles are stretched in movements and positions without sickling

Feet push through the floor for functionality, feet and ankles are stretched in movements and positions without sickling most of the time

Lacking one or more qualities of proper use of feet technique, but student does have a basic concept of proper techniques.

Feet do not push through the floor, feet are not always stretched from the ankle, some sickling

No attention to functionality of the feet or stretch from the ankle, mostly sickled

5

Flexibility

Student is able to achieve full split right, left and center. Student is able to use flexibility in extensions

80% achievement of proper flexibility




5

Strength

Student possesses the strength to hold positions, extensions and balances

80% achievement of proper strength




5

Musicality Ability to move accurately within the musical phrase – also known as “filling the music”

Ability to perform movements correlating to the musical phrase, some errors in phrasing

Difficulty utilizing musical phrasing during movement sequences

Little evidence of correct use or understanding of musical phrasing

Lacks awareness of the connection of movement phrase to musical phrase

5

Rhythm Ability to accurately reproduce the correct rhythm in movement sequence – also known as “being on the beat” or “on the counts”

Ability to perform movements correlating to the beat or rhythm some errors in replication of rhythm

Deviation from correct rhythm Little evidence of ability to move to the correct beat or rhythm

Lacks awareness of beat and rhythm

5

Execution of Jumps

Appropriate plié for take-off and landing including heels down, clear articulation of the feet, proper body placement during the jump

Minor deviation from appropriate plié for take-off and landing or clear articulation of the feet or proper body placement during the jump

Lacking one or more qualities of proper jump technique, but student does have a basic concept of proper jump technique

Difficulty with most elements of jump technique

Lacks awareness of take-off, landing and placement of the body for jumps

5

Execution of Turns

Clear preparation and landing position of turn, proper placement of feet, legs and arms during desired turn, clean spot while executing turn

Minor deviation from clear preparation & landing position of turn, or proper placement of feet, legs & arms during desired turn, or clean spot while executing turn

Lacking one or more qualities of proper turning technique, but student does have a basic concept of proper turning technique

Difficulty with most elements of turning technique

Lacks awareness of preparation, landing, placement of the body, and spotting for turns

5

37 | P a g e

(continued) 5 points 4 points 3 points 2 points 1 point Points Earned

Max Points

Alignment Clear alignment through the upper and lower body in stillness and in motion including, neutral pelvis, neutral spine, neutral ribcage, and scapula pulled down and back

Occasional deviation from proper alignment in stillness and in motion

Lacks ability to maintain alignment in either stillness or in motion

Inability to maintain proper alignment through stillness and in motion

Lacks awareness of proper alignment in stillness or in motion

5

Reproduce Material

Ability to quickly process movement information and accurately reproduce movement sequences

Ability to process movement information and adequately reproduce movement sequence with occasional misconception of movement vocabulary

Difficulty processing movement information and frequent misconception of movement vocabulary

Limited ability to process movement information and with mistaken reproduction of movement vocabulary

Inability to process movement information & mistaken reproduction of movement sequences or total omission of sections

5

BALLET PRESENTATION (Maximum 10 points)


Max Points

Coordination/

Port de Bras

Well-developed ability to perform synchronized tasks and proper execution of ballet port de bras

Occasional dysfunction in ability to perform synchronized tasks and proper execution of ballet ported bras

Difficulty in coordinating synchronized tasks or execution of proper ballet port de bras

Limited kinesthetic awareness and knowledge of proper ballet port de bras

Lacking kinesthetic awareness and knowledge of proper ballet port de bras is not evident

5

Use of Space/

Spatial

Awareness

Understanding and integration of near, middle and far reach space and sophisticated sensitivity to group interactions in space

Moderate understanding and integration of personal kinesphere and occasional deviation from choral/unison movement and spatial awareness

Difficulty utilizing all areas of personal kinesphere and difficulty maintaining spatial relationships

Vague idea of personal kinesphere and action space zones and inaccurate perception of spatial relationships

No evidence of understanding of personal kinesphere or spatial relationships

5

MODERN PRESENTATION (Maximum 10 points)


Max Points

Core

Connectivity

Developed use of core in movement to mobilize and stabilize the body

Clear use of core in most movement

Understanding of core use but inconsistent execution

Lacks ability to use core as a functional part of movement

No evidence of understanding of core connectivity

5

Use of Weight

Ability to efficiently shift weight and release weight into the floor as a function of movement execution

Mostly effective display of weight distribution and sense of being grounded

Inconsistent use of weight distribution and sense of being grounded

Little accuracy in how to properly shift weight and use the floor as a function of movement execution

No understanding of physical weight centering

5

SOLO PRESENTATION (Maximum 25 points)

9-10 points 7-8 points 5-6 points 3-4 points 1-2 points Points Earned

Max Points

Movement Quality (style, artistry)

Ability to use a wide array of physical effort actions

Fundamentally sound ability to move with different energies

Basic knowledge of stylization of movement

Difficulty executing a variety of effort actions

No evidence of understanding the quality of movement necessary

10

Performance Quality

Ability to express emotional context in movement and ability to control and maintain proper focus and presentation

Ability to express emotional context in movement and control and maintain proper focus and presentation most of the time

Ability to express emotional context in movement some of the time

Insufficient demonstration of qualitative range in movement

No evidence of understanding of performance possibilities

10

Technical Proficiency

Ability to accurately execute technique fundamentals during performance

Frequently demonstrates accuracy in technique fundamentals during performance

Inconsistent accuracy executing technique during performance

Mistaken perception of technique fundamentals during performance

No understanding of technique fundamentals during performance

5

TOTAL _______ / 100

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Esther F. Garrison School for the Arts 2018 – 2019 Theatre Audition Requirements

Improvisation Each candidate will participate in an improvisational group warm-up to assess skills in collaboration and spontaneous use of movement and speech to create a character in a particular situation. The improvisation portion of the audition is worth 0-10 points.

Improvisation Points Available

Movement 5

Creative Spontaneity 5

Monologue Each candidate will memorize and perform a 1 to 1 ½ minute monologue. The monologue must be from a published play or published monologue anthology (for teens or children). Please submit a printed copy of the work with the Candidate’s first and last name, title of the play/book, author of the play/book, and character’s name that is being performed upon auditioning. No poems, original works, or screenplays will be accepted. The monologue is worth 0-60 points.

Monologue Points Available

Professionalism 10

Character 10

Voice 10

Movement 10

Redirection 10

Overall Performance 10

Dramatic Cold Read Each candidate will participate in a dramatic cold read of a script provided by the judges at the time of the audition. This is an assessment of overall reading ability and natural ability to understand a text and perform it with a one minute preparation. The dramatic cold read portion of the audition is worth 0-30 points.

Cold Read Points Available

Pronunciation and Punctuation 5

Volume and Clarity 5

Phrasing and Timing 5

Character Emotions 5

Character Choices 5

Physicality 5

39 | P a g e

Esther F. Garrison School for the Arts 2018 – 2019 Theatre Audition Requirements

Monologue (Maximum of 60 points)

10-8 Points 7-5 Points 4-2 Points 1-0 Points Points Earned

Max Points

Professionalism: Slating/Opening Transitions

Final Moments

Slating & Opening: Clearly held the moment to the end, clear slating articulation of name and piece(s). Transitions: Thoughtful, motivated, creative, and smooth transitions. Final Moments & Exiting: Confident approach and exit, personable opening, clean solid conclusion, grounded exit from space, energetic. No errors.

Slating & Opening: Mostly clear articulation of name and piece(s), mostly clean and direct, minor errors, mostly energetic, mostly personable and confident approach. Transitions: Mostly smooth and creative transitions, mostly thoughtful and motivated transitions. Final Moments & Exiting: Mostly confident exit, mostly grounded exit from space, mostly held the final moment, with a clean, solid conclusion.

Slating & Opening: Somewhat clear articulation of name and piece(s). Somewhat confident approach and personable. Somewhat clean and direct. A few errors. Transitions: Somewhat smooth, thoughtful, creative, motivated transitions. Final Moments & Exiting: Somewhat grounded exit from space and holding of the final moment. Somewhat confident exit. Clean conclusion.

Slating & Opening: Unclear articulation of name and pieces Limited energy and reserved approach. Could be more personable, clean and direct. Several errors. Transitions: Transitions could be more motivated, creative, smoother, and thoughtful. Final Moments & Exiting: Did not hold the final moment. Somewhat clean conclusion. Exit not confident.

10

Voice Utilizes adept vocal techniques with specific choices to find the voice of the character (intonation and connotation, subtext revealed, and vocal emotion).

The orchestration of vocal techniques solidifies director’s vision within the playwright’s intent.

Clearly projected, articulate voice, with vocal variety (pitch, rate, tone, tempo, volume, inflection), used throughout the scene.

Some difficulties in dialogue and projection, resulting in difficulty of understanding. Lack of vocal variety techniques.

No projection and/or articulation. No vocal variety to express the character.

10

Character Development

Brings individuality

Active tactics connected to character.

Risks taken within framework of given circumstances.

Honest discoveries and realizations as the character. Character makes a clear journey.

Strong depth of character.

Sustained believability connected to the text.

All choices are well-defined: obstacle, tactic, motivation, subtext, mannerisms, and physicality. Character makes a journey.

Character displays different layers.

Believable moments occur within piece.

Character development is evident.

Students exhibit 3 to 4 choices: obstacle, tactic, motivation, subtext, mannerisms, and physicality. Character attempts to make a journey.

Character displays a flat single layer.

Characterization is not believable or present.

Student exhibits 1 to 2 choices: obstacle, tactic, motivation, subtext, mannerisms, and physicality.

No character journey.

No character layers present.

10

40 | P a g e

10-8 Points 7-5 Points 4-2 Points 1-0 Points

Points Earned

Max Points

Movement Blocking, gestures, facial expressions create a new insight into the text and character.

Actor maintains a grounded presence, utilizes levels and positioning to create a believable character.

Dynamic, engaging, and connected stage compositions enhance.

Blocking, gestures, facial expressions, posture are motivated by the text.

Actor represents a character that is grounded, while demonstrating proper stage positioning.

Non-intuitive blocking and gesturing, and a disconnect from the text.

Actor demonstrates a character that is not grounded (posture & presence that is indicative of your character) within the scene.

No variety in movement

Frequent breakdown of traditional blocking rules

Character represents the student and not the textual identity

10

Redirection The student demonstrated excellent ability to follow direction, changed their voice and physicality.

The student was able to follow direction and make strong changes in voice and physicality.

The student was able to follow direction and make some changes in voice and physicality.

The student had difficulty following directions. They lacked the ability to change their voice and physicality.

10

Overall Presentation

Appropriate material within actor’s capabilities

Lines and blocking well executed in a creative manner and memorized

Never broke character

Confident and poised

Provided a printed copy of the work with: 1. Candidate’s

First and Last Name

2. Title of Play/Book

3. Author of Play/Book

4. Character’s Name that is being performed

Material not completely within the actor capabilities

Demonstrated problems with lines or blocking

Slight character break

Appeared confident

Provided a printed copy of the work, but some of the bibliographic information is missing:

1. Candidate’s First and Last Name




Questionable choice of material

Often demonstrated problems with lines or blocking

More confidence needed

Provided a printed copy of the work, but some of the bibliographic information is missing: 1. Candidate’s

First and Last Name




Inappropriate material

Numerous problems with lines or blocking

Confidence lacking

Failed to provide a printed copy of the work with: 1. Candidate’s

First and Last Name




10

41 | P a g e

Improvisation (Max 10 points)

5 Points 4-3 Points 2-1 Points 0 Points Points Earned

Max Points

Movement

Demonstrates excellent movement

Demonstrates strong movement

Demonstrates some movement

Demonstrates little to no movement

5

Creative Spontaneity

Demonstrates excellent creative spontaneity

Demonstrates strong creativity, with a fairly strong spontaneous performance

Demonstrates some creativity, with a somewhat spontaneous performance

Demonstrates little to no creativity, with a weak to no spontaneity

5

Dramatic Cold Read (30 Points Possible)

5 Points 4-3 Points 2-1 Points 0 Points Points Max

Pronunciation & Punctuation

Student demonstrated remarkable fluency and used punctuation to their advantage to add interest and suspense.

Student demonstrated good fluency and paid attention to punctuation.

Student demonstrated some fluency and paid inconsistent attention to punctuation.

Student had difficulty with word fluency and paid little to attention to punctuation.

5

Volume & Clarity Student spoke very clearly, and had excellent projection.

Student spoke mainly in a clear voice, and projected adequately.

Student’s voice was sometimes clear, and used some projection.

Student’s voice was rarely clear, and did not project.

5

Phrasing & Timing

Student used excellent timing and phrasing. Part/role was spoken in a steady voice. Student used an ideal pace for the role.

Student used good timing and phrasing. Part/role was spoken in a voice that was usually steady. Student spoke at a good pace.

Student needs to improve on timing and phrasing. Part/role was hard to understand because the student spoke too quickly, or slowly.

Student either spoke too quickly, or too slowly through the script.

5

Character Emotions

Student used only appropriate voice fluctuations and expressions to enhance meaning of the part played. Student made others believe that he/she really was the character.

Student used good voice fluctuations, and expression to enhance meaning of the part played. Student worked toward getting into character.

Student tried a few voice fluctuations, and some expression. Student was somewhat believable as the character.

Student did not relay the emotions of the character because of missing voice fluctuations and expression.

5

Character Choices Student demonstrated excellent character choices based on the text.

Student demonstrated appropriate character choices based on the text.

Student demonstrated some choices in regards to character based on the text.

Student rarely demonstrated knowledge of character choice based on the text.

5

Physicality Student had excellent posture, held the paper upright, used thumb as a guide on the side of the page, and kept bringing focus back to their other.

Student missing one of the following: excellent posture, held the paper upright, used thumb as a guide on the side of the page, and kept bring focus back to their other.

Student missing two of the following: excellent posture, held the paper upright, used thumb as a guide on the side of the page, and kept bring focus back to their other.

Student looked down the entire time. Paper was held low or at the student’s side. No focus on their other.

5

TOTAL __________/100

42 | P a g e

Esther F. Garrison School for the Arts 2018 – 2019 Visual Arts Audition Requirements

The Visual Arts audition has two main components, which include the art portfolio and the drawing evaluation (see rubric on the following page). Each candidate will present a portfolio that demonstrates a good understanding of the elements of art and principles of design. The student will also be asked to complete an observational drawing on-site during the audition. Art Portfolio The art portfolio is a collection of original artworks showcasing the artist’s diverse range of skill and ability using a variety techniques, media, subject matter, themes, sizes, formats, and conceptual ideas. The art portfolio for the audition should contain a total of six artworks, including three pieces from each of the following categories:

Observational artworks: artworks created from direct observation from life. These works may

include the human portrait, still-life objects, landscapes, and animals using a variety of media such as pencil, charcoal, colored pencil, pastel, paint, etc.

Additional works: may include mixed media, three-dimensional designs, observation drawings, two-dimensional designs, or a well-developed sketchbook containing at least 15 pages.

Drawings and paintings should range in size from 8.5 x 11” to no larger than 18 x 24”. Avoid notebook paper. Artworks copied from published photographs or other artists’ works, including Anime, Manga, cartoons, or images of celebrities should not be submitted. All work should be from the artist’s own hands and not plagiarized in any way. The portfolio may receive a maximum score of 40 points:

Art Portfolio Points Available

Three Observational Artworks 20

Three Additional Artworks 20

Drawing Evaluation During the audition, students will be required to draw a still-life from observation. The drawing will be evaluated based on evidence and understanding of line, tone, form, perspective, emphasis, and composition. All drawing materials will be provided, but students may bring their own if they wish to do so. Students will have approximately 45 minutes to complete the drawing. The drawing evaluation may receive a maximum score of 60 points:

Drawing Evaluation Points Available

Composition 20

Technique 20

Value 20

43 | P a g e

Esther F. Garrison School for the Arts 2019 – 2019 Visual Arts Audition Rubric

Student Name:______________________________________________________Date:___________________

Current School:_____________________________________________________Grade:__________________

ART PORTFOLIO (Maximum 40 points)

17-20 points 13-16 points 9-12 points 5-8 points 0-4 points

Points Earned

Points Available

Three Observation Drawings

Outstanding technique and attention to detail

Strong technique and some attention to detail

Satisfactory technique and little attention to detail

Weak technique and little attention to detail

Poor technique with little or no attention to detail

20

Three Additional Works

Artwork is excellent and communicates with the viewer

Artwork is very good and communicates with the viewer

Artwork is average and communicates with the viewer

Artwork is weak but communicates with the viewer

Artwork does not communicate with the viewer

20

DRAWING EVALUATION (Maximum 60 points)

17-20 points 13-16 points 9-12 points 5-8 points 0-4 points

Points Earned

Points Available

Composition

Excellent use of art elements and design principles

Very good use of art elements and design principles

Good use of art elements and design principles

Weak use art elements and design principles

Poor use of art elements and design principles

20

Technique

Excellent use of perspective and contour devices to create the illusion of depth and space

Very good use of perspective and contour devices to create the illusion of depth and space

Average use of perspective and contour devices to create the illusion of depth and space

Weak use of perspective and contour devices to create the illusion of depth and space

No evidence of perspective and/or contour devices to create the illusion of depth or space

20

Value

Excellent use of light and shade to create the illusion of form.

Very good use of light and shade to create the illusion of form.

Average use of light and shade to create the illusion of form.

Weak use of light and shade to create the illusion of form.

No evidence of use of light and shade to create the illusion of form.

20

TOTAL _______ / 100

garrison theater audition requirements -...

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