FULTON COUNTY BOARD OF EDUCATION

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

Dr. Jeff Rose, Superintendent Nathalie Henderson, Area Superintendent

TRI-CITIES HIGH SCHOOL ADMINISTRATIVE STAFF

PROUD PRINCIPAL ASSISTANT PRINCIPALS

ADMINISTRATIVE ASSISTANTS

Termerion Lakes W. Pearl Taylor Dr. Kemi Popoola Thomas Bonds

GUIDANCE DEPARTMENT

VISUAL & PERFORMING ARTS MAGNET STAFF

MAGNET DIRECTOR BAND

CHORUS DANCE THEATRE ORCHESTRA VISUAL ARTS

MUSIC TECHNOLOGY ADJUNCT TEACHERS

PROFESSIONAL ASSISTANT

Dr. Tiffany Mingo Tarik Rowland Aaron Johnson Lori Ann Christian Toshia Jackson Jade Lambert-Smith Christy Creecy Sahirah Bussey Chris Sandlin Susan Knippenberg Melvin Miller Allyne Gartrell Levon Campbell Edwena Fields

Kenneth Miller, Athletic Director  L. Michelle Dance, Chair Eric Joiner Jonathan Altidor Jada Curtis  

CONTENTS INTRODUCTION Welcome from the Magnet Director Mission Statement & Goals PROGRAM ADMINISTRATION Program Expectations & Admission Requirements Academic Requirements Change of Magnet Area Semester Jury / Portfolio Review Withdrawal Probation and Dismissal Appeal Procedure Student Leadership Council Magnet Commitment Student Activity Fees Parents Connect/ Advisory Board Student Services Personnel Program Areas BAND CHORUS DANCE MUSIC TECHNOLOGY ORCHESTRA THEATRE VISUAL ARTS

Tri-Cities High School’s

“GREASE”.

WELCOME TO TRI-CITIES VPA MAGNET PROGRAM!

We are proud that you have chosen TCHS as the next step in your creative growth and development. This unique program offers classes and experiences not offered in traditional high school environments. The program promotes positive learning and provides experiences to motivate students to excel in the arts as well as the academics. It is the goal of the Visual and Performing Arts Magnet Program to assist students in developing to their fullest potential. The Visual and Performing Arts (VPA) Magnet Program at Tri-Cities

High School was launched in 1991. It rapidly grew to be a prominent force in the arts education com-munity and has fostered the aspiring and successful careers of numerous artists’.Many have gone on to receive acclaim within the stage, screen, gallery and concert hall. The program is designed for motivated students who possess an interest in the areas of music, visual arts, dance, or theatre. Gifted young artists receive highly specialized training in the arts while earning high school certification. The creation of the VPA Magnet Program at Tri-Cities High School is one of the best efforts by any high school in the Southeast to correlate an academic program with concentrated training in both the visual and performing arts. The instructional program at Tri-Cities High School provides a comprehensive high school education with full preparation for college admission. Independent study and experimental opportunities, which stimulate artistic problem-solving and creative growth, are encouraged throughout the curriculum as well as in studios, workshops, master classes and collaborative cross-disciplinary student projects. Development of practical business skills related to management of professional work in the arts are incorporated into the curriculum. Challenge is sustained in the learning process through individualization of the curriculum. This handbook contains general information about the Visual & Performing Arts Magnet Program as well as specific information about requirements for students and parents in each department. The procedures and guidelines herein must be adhered to in order to ensure that all students receive an outstanding education. Last, we pride our VPA program on a rich legacy of artistic excellence and it would be a privilege to serve your children and empower them through the arts. Please contact the VPA Magnet Office at (470) 254-1845 or mingots@fultonschools.org if you have additional questions or suggestions. Artfully Yours, Dr. Tiffany S. Mingo, Ed.D Director, VPA Magnet Program

   

Magnet Department Mission & Goals

The mission of the Visual and Performing Arts Magnet Program is to develop the academic and artistic skills of talented students in an interdisciplinary environment. Students are encouraged to explore the full range of their discipline in a collaborative atmosphere which meets the highest standards of academic and professional arts training.

§ To provide a full educational experience in the visual and performing arts through a variety of course offerings and experiences.

§ To promote academic excellence and appreciation of the arts.

§ To enhance the student’s self-esteem.

§ To assist students in reaching their potential.

§ To extend career awareness as well as career opportunities for

students in the VPA Magnet Program.

§ To increase parental involvement through parent support groups.

§ To develop partnerships and intern programs for magnet students.

§ To prepare students to become productive, responsible, and self-reliant citizens ready to meet the challenges of tomorrow’s techno-logical and multicultural society.

iii

PROGRAM EXPECTATIONS PROGRAM EXPECTATIONS The Visual and Performing Arts Magnet Program serves as a pre-professional arts training program for artistically talented high school students. Acceptance into the program requires an audition or portfolio interview. Ultimate objective of the VPA Magnet Program is to pre-pare students for post-secondary educational or professional Arts based careers.

- Magnet student standing in program will be based on their commitment to program, academic achievement, disciplinary record, and area evaluations including but not limited to semester juries, production hour commitments and portfolio reviews - The magnet student is expected to participate in their program activities after school - The magnet student is expected to participate in cross-curricular Arts activities - The magnet student is encouraged to take Advanced Placement courses - Select programs offer a conservatory pathway for students who wish to study the arts at an advanced level and continue their studies in the arts in college.

ADMISSION REQUIREMENTS Applicants must have an overall average of 80 or higher and a “B” average or its numerical equivalent for admission into the program. While enrolled in the VPA Magnet Program, students must maintain an overall average of 80 or higher in all magnet classes as well as in their academic classes. A professionally qualified audition committee reviews each application based on an audition and/or portfolio, personal interview, and recommendations from former teachers. Students cannot audition without a complete application package. You must have the following to audition:

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

ACADEMIC REQUIREMENTS As a magnet student you are required to maintain a minimum overall GPA of 2.0 to remain in the program. If a student’s overall GPA falls below a 2.0 they will be placed on probation. During this academic probationary period the student is expected to seek assistance via tutorial, study groups and outside tutors to improve their grades. If the student fails to improve their grades by the end of the academic year they will be removed from the magnet program and have to return to their home school. CHANGE OF MAGNET AREA Once students have been placed in their area of study, they are encouraged to remain in that area for the duration of their high school career. If the student desires a change, he/she must apply for a transfer of major via a “Change of Major Form”. Students will be allowed to transfer magnet areas only at the discretion of the current area teacher. Exceptions to this policy will be handled by the Magnet Director. Magnet students will not be allowed to transfer major areas in their senior year. MAGNET MEDALLION Magnet senior students must complete a minimum of eight fine arts units in the VPA Magnet Program to be eligible for the Magnet Medallion. All Magnet students are required to complete a minimum of six fine arts units to be eligible for the magnet Medallion. 50 credit hours FINE ARTS DIPLOMA SEAL The Fine Arts Diploma Seal is awarded to graduating high school students who complete a Georgia Fine Arts Pathway and engage in creative industry focus courses, extra curricular activities and experiences that foster fine arts mastery. The Diploma seal is a signal to employers and higher education institutions that a student is prepared to participate in the creative economy. SEMESTER JURY / PORTFOLIO REVIEW Each arts department will conduct and maintain interim evaluation of their students every semester. The purpose of this review is to assess the achievement of each student to assure that progress is being made. This is a very intensive process taking into account demonstrated artistic growth, academic success, disciplinary reports, attendance, study habits, and their overall participation and attitude toward advancement. Based on this assessment, each student’s status in the program is determined. Given all positive indicators, a student is ranked as being in good standing until the next scheduled review. A student falling short of expectations is placed on probation. The semester jury evaluation will count as 15% of the final semester grade.

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

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

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

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

All financial records must be cleared before academic records are sent to another school. Academic and financial clearance must be complete by the last full day of attendance at Tri-Cities High School. Students who withdraw by choice and seek readmission must reap-ply/audition for reentry into the VPA Magnet Program. INFRACTION PROCESS The concept of discipline is to cause a positive behavioral change by the application of consequences for negative behavior. In this way, the correction of misconduct becomes part of the VPA learning experience rather than the exacting of retribution or vengeance. While progressive discipline may be used, the appropriate consequences for unacceptable behavior will be based on the nature of the infraction. 1ST- Infraction and email to parent(s) notifying them of student infraction. 2ND- Infraction and phone contact with parent(s) notifying them of student infraction. 3RD- Infraction and conference with VPA Director. 4TH- Infraction and meeting with department director, VPA Director, parent(s) and student. 5TH-Infraction with harsh consequences including official probation. MAGNET PROBATION Our hope is that each magnet student accepted in the VPA Magnet Program will matriculate successfully through our program. Unfortunately, some students get off track and lose focus as to why they came to the VPA Magnet Program. The intent of the probation process is to make the magnet student aware that either artistic, academic or conduct expectations are not being met. It is a way for the student in question to make a sincere effort to improve. If a magnet student is placed on probation they will have until the end of the current academic year to demonstrate improvement or they will be removed from the VPA Magnet Program. A student may be placed on probation for any one or combination of the following reasons:

ARTISTIC - Any student who fails to maintain an overall academic average of 70 in the VPA Magnet Program classes will be placed on artistic probation.

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

MISSING REQUIRED PERFORMANCES/EVENTS - Any student who fails to attend required area performances/events can be placed on probation.

There will be clear communication to students and parents when probationary status is administered. DISMISSAL When a Magnet student has not adhered to the recommendation outlined in their probation with in the time frame allocated or has committed an offense that is considered egregious; that student will be removed immediately from the VPA Magnet Program and remanded back to their home school. Dismissals will be handled in a timely manner to allow the student to register promptly in his/her home school to avoid any lapse of instructional time.

APPEAL PROCEDURE Upon dismissal from the program, the parent/student should immediately register their home school to avoid any lapse of instructional time. Should the student and his/her parent wish to appeal the dismissal, a Petition for Appeal Letter must be submitted to the Magnet Office within one calendar week from the dismissal date. An appeals conference will be scheduled after the Petition for Appeal Letter has been received by the VPA Magnet Director. The program director will arrange for necessary instructional and guidance staff to be in attendance at the appeals conference. STUDENT LEADERSHIP COUNCIL The Student Leadership Council is composed of two students from each area. Members will meet with the VPA Magnet Director and one executive committee parent representative. It is the duty of this council to make suggestions and to voice concerns over matters affecting the VPA Magnet Program. Students will also assist in planning and organizing activities. PROGRAM COMMITMENT It is the expectation of the VPA Magnet Program that magnet students place magnet area responsibilities first. While students are encouraged to participate in community and extra-curricular activities, priority must be given to magnet sponsored events (i.e. performances, rehearsals, field trips, etc.). Before a student commits to other extra-curricular activities (sports teams, cheer leading, drill team, clubs, outside performances, etc.), the student must consult/seek permission from their major area instructor. Failure to do so could jeopardize the students standing in the VPA Magnet Program. MAGNET STUDENT ACTIVITY FEES Each magnet student is responsible for paying yearly magnet student activity fees at the beginning of the fall semester. These fees are used to offset additional cost for programs and activities in all magnet departments including but not limited to: costumes, guest artist fees, field trips, set supplies, paint, lighting and sound equipment rental, workshops, supplies, transportation, food and refreshments, conference and competition fees and a multitude of other items not funded through the school district. These fees will accrue and unpaid magnet activity fees will turn into fines and could interfere with a student participating in graduation activities.

FEE SCHEDULE NEW RETURNING MARCHING BAND $400 $235

CONCERT BAND $170 $70

CHORUS $250 $150

DANCE $200 $150

THEATRE $200 $150

TECHNICAL THEATRE $200 $150

MUSIC TECHNOLOGY $200 $150

ORCHESTRA $300 $170 VISUAL ARTS $150 $150

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

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

ETHICAL POLICY PROHIBITION, HAZING, BULLYING, CYBER BULLYING, HARRASMENT AND INTIMIDATION. INTRODUCTION In support of student success, the Visual & Performing Arts (VPA) magnet recognizes the importance of a safe and healthy school environment. All existing and prospective members, students and volunteers have the right to be treated with dignity and respect. Georgia State Law, Georgia’s Department of Education, Fulton County Schools, and Tri-Cities High School’s Visual & Performing Arts Magnet enforce these rights. The Georgia Department of Education (GaDOE) and Fulton County’s Board of Education policy both expressly prohibits the bullying of any person, by any means or method, therefore, hazing, bullying, cyber bullying/inappropriate use of technology, harassment and intimidation are all prohibited at Tri-Cities High School’s VPA Magnet program and affiliated organizations. These indiscretions will not be tolerated in any form. HAZING Hazing is defined as an act or series of acts that include, but are not limited to: any action or situation which recklessly or intentionally endangers the mental or physical health or safety of a student for the purpose of initiation or admission into or affiliation with any organization operating under the sanction of an institution. The term shall include, but not be limited to, any brutality of a physical nature, such as whipping, beating, branding, forced calisthenics, exposure to the elements, forced consumption of any food, liquor, drug or other substance, or any other forced physical activity which could adversely affect the physical health and safety of the individual, and shall include any activity which would subject the individual to extreme mental stress, such as sleep deprivation, forced exclusion from social contact, forced conduct which could result in extreme embarrassment, or any other forced activity which could adversely affect the mental health or dignity of the individual. • Physical acts, such as hitting, striking, laying hands upon or threatening to do bodily

harm to any individual(s), while acting in one's capacity as a member of the Tri-Cities High School.

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

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

BULLYING Bullying is defined as an act that is: 1) Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so; 2) Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm; or 3) Any intentional written, verbal, or physical act, which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that: i. Causes another person substantial physical harm within the meaning of O.C.G.A. § 16-5-23.1 or visible bodily harm as defined in O.C.G.A. § 16-5-23.1; ii. Has the effect of substantially interfering with a student’s education; iii. Is so severe, persistent, or pervasive that it creates an intimidating or threatening education environment; or iv. Has the effect of substantially disrupting the orderly operation of the school (www.gadoe.org). CYBER BULLYING, HARRASMENT, INTIMIDATION Cyber bullying is defined through the use of electronic communication, whether or not such electronic act originated on school property or with school equipment. For purposes of this Code Section, electronic communication includes but is not limited to any transfer of signs, signals, writings, images, sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system (www.gadoe.org). Social networking websites and applications such as: Snapchat, Twitter, Instagram, Facebook, Ask.fm, Tumblr and/or Vine can offer a positive opportunity to interact; however, when used inappropriately, these sites can become a hurtful or dangerous place for students. Also, students are sharing information or acting upon negative information that they have posted or read. This creates disruptions to student relationships and the learning environment. Harassment and intimidation means any gesture or written, verbal, or physical act, or any electronic communication that is reasonably perceived as being motivated either by any actual or perceived characteristic including race, color, ethnicity, religion, gender, sexual orientation, ancestry, national origin, physical attributes, socioeconomic status, physical or mental ability or disability, or by any other distinguishing characteristic, that takes place on school property, at any school-related functions or activities, on a school bus, or acts of cyberbullying which occur through the use of electronic communication, whether or not such electronic act originated on school property or with school equipment, if the electronic equipment: 1) is directed specifically at students or school personnel, 2) is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly operation of the school, and 3) creates a reasonable fear of harm to the students’ or school personnel’s person or property or has a high likelihood of succeeding in that purpose.

PARENTAL DUE DILLEGENCE

• Parents should have serious conversations with students about the harmful effects of posting inappropriate videos, sharing pictures or information, or using technology to harass or threaten someone.

• Students should also be told about the serious emotional, educational, and criminal impacts that harassing, bullying, or threatening another, or sending/viewing sexually explicit information.

POLICY VIOLATIONS Hazing, bullying and/or harassment activities will result in official discipline by Tri-Cities High School’s VPA Magnet program, including suspension, expulsion, and / or the imposition of civil and criminal penalties for individuals or groups in violation of this behavior policy.

PARENT CONNECT Welcome Magnet Parent! With your guidance and support your child will have an amazing life changing experience with the TCHS Visual and Performing Arts Magnet Program! Your participation and partnership are essential ingredients in the success of your child’s program in the TCHS VPA Magnet program. As a parent it is our hope that you support the program and your child’s area director/teacher beyond the individual opportunities provided to your child. Experience has shown that students whose parents are involved as volunteers are the ones who succeed and are the most productive. Each Magnet department has a parent council that work to assist the department and staff in executing the program’s activities. Parents are encouraged to volunteer for the offices of the council to help to build that network of support for the students, teacher and the department. VOLUNTEER OPPORTUNITIES Parents are expected to volunteer 50 hours per school year to help support the teacher and students. 10 of those hours can be supported by providing water/snacks for the students. The snacks/water must support the at least 75% of the students involved in that specific magnet content. In addition, monetary donations of $25 dollars or more can also serve as a volunteer credit. The following are a short-list of tasks to which your valuable support is needed:

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

covered in the program’s budget 3. Assisting the teacher with field trips by providing transport as needed or

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

office, stage hands, concessions, set building, publicity for activities etc. 5. Ensuring that your child takes advantage of off campus opportunities for

learning and development. 6. Any other activity for which parental assistance is needed.

VPA MAGNET PARENT ADVISORY BOARD The purpose of the TCHS VPA Parent Magnet Board is to support the programming and teaching objectives of the TCHS administration through direct action and advocacy. In concert with the Magnet Director, teachers and staff. This parent led organization meets regularly throughout the year and welcomes new ideas and suggestions for improving our students’ experience at TCHS.

Facebook: @TCHSVPAMagnet Twitter: @VPAMagnet

Instagram: @TriCitiesVPA

ADDITIONAL INFORMATION FACILITIES We are proud to have some of the finest instructional and performance facilities available to us. It is the responsibility of everyone to assure that proper, safe use, and maintenance of the facilities be practiced to the utmost degree. As our facilities are used for public performances and exhibitions as well as for instruction, special care must be taken to maintain them. Therefore, the following regulations will be firmly adhered to:

1. Food, drinks, and chewing gum are not permitted in classrooms, studios, shops, performance areas, dressing rooms, etc. unless they are so designated.

2. All classrooms and performance areas are off limits to students during lunch periods unless teacher supervision is provided.

3. Students are not permitted to be in any magnet area for any reason beyond regular school hours without permission and adult supervision.

4. Students should not use the instrumental storage area for anything other than storing instruments, as access to the area is restricted and only available on a period-to-period basis.

STUDENT SERVICES PERSONNEL GUIDANCE COUNSELOR- Your guidance counselor is your first stop to reviewing schedules, course advisement, testing information, college referrals, transcripts and even to discuss personal matters that may be affecting your success at school and home. school psychologist - school psychologist, who counsels students on an individual or small group basis as well as facilitates psychological testing, provides consultation, and assists in special placement needs. SPEECH & HEARING PATHOLOGIST - The speech and hearing pathologist provides diagnostic testing and treatment for students with speech and/or hearing issues. SOCIAL WORKER - The school social worker, counsels’ individuals, families, small groups and facilitates discussions groups in classrooms to assist students who need help with a variety of social issues that may affect their success in school and at home.

a few of many notable tchs magnet alums

DWOODS LATOCHA SCOTT SAHR NGAUGA SHANELL WOODGETT platinum recording artist/actor platinum recording artist BROADWAY STAR - FELA recording artist/producer

band

ADMISSION REQUIREMENTS Perform an etude or solo piece that will highlight the student’s musical abilities and technical skills. Also, perform five major scales (chromatically adjacent – student’s choice), two chromatic scales, and sight-read. Percussionists must demonstrate skills on the snare drum, timpani, and mallets. In addition, percussionists must perform the following rudiments: long roll, five stroke roll, paraded and flam. OBJECTIVES As a result of their instruction, students will be able to:

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

of increasing level of difficulty 4. Define and understand performance implications for all

technical and musical vocabulary 5. Understand the relationship between music, other art

forms, and other academic disciplines (i.e. history, literature, science)

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

7. Demonstrate the skills necessary to approach and solve musical challenges

EXPECTATIONS OF STUDENTS

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

2. Attendance at all mandatory curricular events and performances.

3. Food, drink, and chewing gum are prohibited in all rehearsal rooms and performance spaces.

4. ABSOLUTELY NO USE OF CELL PHONES IN CLASS OR REHEARSALS.

5. Exhibit proper performance posture at all times during rehearsals and performances.

6. Exhibit proper rehearsal etiquette during all rehearsals. Remain attentive and on task from warm-up to dismissal in every rehearsal.

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

8. Have all required materials at every rehearsal as out lined by the area director.

9. Maintain a positive attitude at all times during rehearsals. A willingness to accept feedback will help a student develop faster.

PERFORMING ENSEMBLES TCHS “Bulldog” Marching Band

Concert Band

Wind Ensemble Jazz Ensemble

Color Guard Percussion Ensemble

MATRICULATION IN PROGRAM Class / level placements is at the discretion of the director of the Band department. Class placement juries are held at the end of each semester. Failure to adequately demonstrate skills required to matriculate in the program can prevent a student from advancing to the next performing ensemble and / or lead to dismissal from the Band program. REQUIRED DAILY MATERIALS

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

mallets & sticks, spare reeds, etc. 3. Music AND pencil 4. Band portfolio

INSTRUMENT RENTAL The school has a limited supply of instruments available for rental by students. Instruments may be rented during the school year and over the summer. Please consult your director to find out what instruments are available for rental. Each student will be expected to properly maintain assigned instruments. Loss of or severe damage to instruments will result in additional fees at the student’s expense for replacement / repair. INSTRUMENT RENTAL FEES ARE SET BY FULTON COUNTY SCHOOLS. CONCERT PERFORMANCE ATTIRE

MEN Tuxedo, black socks, black shoes

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

ALL STUDENTS

No jewelry, no perfumes or colognes.

MARCHING BAND PERFORMANCE ATTIRE TCHS “Bulldog” Marching Band Uniform – issued to every marching band member PRACTICE REQUIREMENTS Students are expected to learn the majority of their music and assignments via at-home practice. Rehearsals are reserved for addressing new techniques and assembling musical parts. Weekly practice logs will be turned in for a homework grade. The director will assign practice minutes and assignments based on the performance ensemble into which a student is placed. AFTER SCHOOL & WEEKEND COMMITMENTS Students will be required to stay for after school rehearsals or attend Saturday functions at different times throughout the year. A rehearsal calendar will be posted in the band room and will be distributed in advance of any functions outside the regular school day. Below is a list of some of the events that typically occur after school or on weekends. Be sure to consult your student and director regularly about the 9 rehearsal schedule to remain informed.

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

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

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

FALL EVENTS Marching Band Rehearsals

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

WINTER EVENTS

Winter Festival Rehearsals Rehearsals for combined ensembles

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

SPRING EVENTS

Jazz Ensemble Rehearsals Spring Musical / Pit Orchestra Rehearsals

Spring Musical Performances Full Orchestra Rehearsals

Rehearsals for school events / community events Spring Marching Rehearsals

*If additional performance opportunities arise, additional rehearsals may be scheduled. The only way to know your student’s rehearsal schedule is through regular communication with your student and your student’s director. JURY EVALUATIONS The Jury is a comprehensive performance-based evaluation held at the end of each semester. Students are assigned musical excerpts, solos, and/or scales by their director several weeks prior to this evaluation. Jury assignments are representative of the skills studied during the course of the semester. Students prepare Jury assignments independently and perform them in front of an audience for a grade. Juries count for 15%of the semester grade and contribute to a student’s class placement for the

following year.

PRIVATE LESSONS Private lessons are strongly encouraged, although not required, for students enrolled in VPA Magnet Musical Ensembles. Private lessons offer students highly individualized instruction from a teacher who is specially trained his / her instrument / voice part. Les-sons typically include scales, etudes, standard solo repertoire, performance excerpts, vibrato, and other advanced techniques. There are many great resources for locating affordable private instruction. Consult your student’s ensemble director a specific list of area teachers, music stores, or other resources for private instruction. ADDITIIONAL PERFORMANCE OPPORTUNITIES We encourage students to seek out opportunities for music-making outside of the classroom as long as they are not in conflict with their Magnet commitments. These include: youth performing ensembles, honors ensembles, community groups, collegiate ensembles, or even professional ensembles. A sample of these opportunities is listed below:

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

chor

us ADMISSION REQUIREMENTS

Perform one song from the standard vocal repertoire such as an African American spiritual, church hymn, or song from the Baroque, Classical or Romantic period which highlights the student’s vocal ability. Students will also be required to sight read a four-bar melody and perform the major, minor and chromatic scales with arpeggios. Although not required, it is recommended that scales are prepared using the following starting pitches;

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

PROGRAM OVERVIEW The chorus program is comprised of three major ensembles as well as chamber groups. The program focuses on the development of traditional choral skills through the rehearsal and performance of both advanced a cappella and accompanied choral literature from various style periods, cultures and genres. In addition, students develop an understanding of music history and theory as well as music and its relationship to other disciplines. Performance opportunities are available through participation in concerts, workshops, festivals and competitions scheduled throughout the year. EXPECTATIONS OF STUDENTS

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

2. Attendance at all mandatory curricular events and performances.

3. Food, drink, and chewing gum are prohibited in all rehearsal rooms and performance spaces.

4. ABSOLUTELY NO USE OF CELL PHONES IN CLASS OR REHEARSALS.

5. Exhibit proper performance posture at all times during rehearsals and performances.

6. Exhibit proper rehearsal etiquette during all rehearsals. Remain attentive and on task from warm-up to dismissal in every rehearsal.

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

8. Have all required materials at every rehearsal as out lined by the area director.

9. Maintain a positive attitude at all times during rehearsals. A willingness to accept feedback will help a student develop faster.

PERFORMING ENSEMBLES Beginning Women’s Chorus Advanced Women’s Chorus Advanced Mixed Chorus

Intermediate Mixed Chorus Jazz Show Choir Mastery Chorus

MATRICULATION IN PROGRAM Class / level placements are made at the discretion of the director of the Choral department. Class placement juries are held at the end of each semester. Failure to adequately demonstrate skills required to matriculate in the program can prevent a student from advancing to the next performing ensemble and / or lead to dismissal from the Choral program. REQUIRED DAILY MATERIALS

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

PERFORMANCE ATTIRE WOMEN Black, Maria Dress, Flesh tone stockings, black, closed toe shoes. Only small white pearl earrings and necklaces are approved. Black tuxedo, white shirt, black socks and black shoes MEN Concert attire is provided for through payment of chorus fees. PRACTICE REQUIREMENTS Students are required to rehearse techniques learned in class at home via take home and/ or electronically administered assignments. ANNUAL EVENTS (PERFORMANCES, COMPETITIONS, ETC.) The following is a list of typical performances for the chorus program during the school year:

Fall Concert Fulton County Honors Chorus Governors Honors Gospel Concert

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

*Additional performances may arise throughout the year to facilitate special requests, school events, or collaborations with other departments. AFTER SCHOOL & WEEKEND COMMITMENTS Students will be required to stay after school for rehearsals or attend Saturday rehearsal and/or other functions at various times throughout the year. Some students will be required to stay after school weekly for tutorials in order to supplement class progress. A rehearsal schedule will be administered to both students and parents well in advance of any functions outside the regular school day. Below is a list of some of the events that typically occur after school or on weekends.

FALL EVENTS All-State Chorus Audition Workshops Solo & Ensemble Coachings District Honor’s Chorus Workshops Spivey Hall Workshops Governor’s Honors Workshops Jazz Show Choir Rehearsals Fall Concert

WINTER EVENTS Winter Festival Rehearsals Combined Ensemble Rehearsals LGPE Rehearsals and Workshops

Spring Concert Rehearsals

SPRING EVENTS

Gospel Concert Rehearsals

If additional performance opportunities arise, additional rehearsals may be scheduled. The best way to remain informed as to any changes regarding your child’s rehearsal schedule is through regular communication with your child and his/her director. JURY EVALUATIONS The Jury is a comprehensive performance-based evaluation held at the end of each semester. Students are assigned musical excerpts, solos, and/or scales by their director several weeks prior to this evaluation. Jury assignments are representative of the skills studied during the course of the semester. Students prepare Jury assignments independently and perform them in front of an audience for a grade. Juries count for 15% of the semester grade and contribute to a student’s class placement for the following year. PRIVATE LESSONS Private lessons are strongly encouraged, although not required, for students enrolled in VPA Magnet Musical Ensembles. Private lessons offer students highly individualized instruction from a teacher who is specially trained on his / her instrument. There are many great resources for locating affordable private instruction. Consult your student’s ensemble director for a specific list of area teachers, music stores, or other resources for private instruction. ADDITIONAL PERFORMANCE OPPORTUNITIES We encourage students to seek out opportunities for music-making outside of the classroom as long as they are not in conflict with their Magnet commitments. These include: youth performing ensembles, honors ensembles, community groups, collegiate ensembles, or even professional ensembles. A sample of these opportunities is listed below:

- Fulton County Honors Chorus - Michael O’Neil Singers/Atlanta Young Singers - GMEA All-State Chorus - Georgia Boys Choir - Atlanta Boys Choir - Broadway Dreams - Camp Broadway - Spivey Hall Honor’s Chorus

-Georgia State Honor’s Chorus

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DANCE ADMISSION REQUIREMENTS: Prospective students should have at least one-year training in ballet, modern, jazz or ethnic dancing. Students will participate in a ballet or modern class and must be prepared to perform a 1 -2 minute solo in ballet, modern, jazz, ethnic or liturgical dance. PHILOSOPHY The dance program is an accelerated and in-depth program intended that is designed to develop the individual talents of self-motivated, focused students. OBJECTIVES As a result of their instruction, students will be able to:

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

B. Understand the relationships between dance and other arts forms

C. Be able to articulate the unique characteristics of each style and technique of dance

D. Understand and articulate the skills necessary to choreograph

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

identify significant artists and their works

G. Understand the importance of health and nutrition and taking care of the body

PROCEDURES AND GUIDELINES

1. Students are expected to behave in a mature and positive and mature manner.

2. Students are expected to arrive on time dressed in the proper attire and be prepared to participate daily.

3. Food, gum and drinks are not allowed in the studio, dressing room, or performance space.

4. Disrespectful behavior, which includes inattentiveness, rudeness, profanity, towards any teacher, student, or guest artist is unacceptable.

5. Cellular phones and personal belongings are not allowed in the studio.

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

DRESS REQUIREMENTS Dance students are expected to wear the appropriate attire during class. Each class will have a specific dress code outlined by the director. Students who do not comply with the dress requirements will not be permitted to participate in class and therefore will lose daily participation points. BASIC DANCE ATTIRE REQUIRED Girls

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

Boys

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

PERFORMANCES Performance opportunities are at the discretion of the director of the dance department. Once a performance opportunity has been assigned, the student is obligated to fulfill their performance responsibility. Should a student withdraw from a performance without the approval of the director, that students grade and standing in the department will be adversely affected. SPRING DANCE CONCERT The Spring Dance Concert involves the entire dance department and is a requirement for all dance students. The concert is comprised of choreography by students, guest artists, and dance faculty at Tri-Cities High School. SENIOR DANCE CONCERT All senior dance majors are required to participate in the Senior Dance Concert. The focus and scope of the concert is to feature self-produced material created and performed by senior dance majors. Seniors must write proposals for their choreographic work and are responsible for holding auditions, rehearsing, creating publicity, teaching and producing the show. SCOPE OF INSTRUCTION The dance student can expect to be introduced to the following:

Ballet Pointe Modern - Horton Technique African Dance History

Improvisation Tap Dance Composition Jazz Hip Hop

DANCE COURSE OFFERINGS The following outlines the education pathways offered in dance. Those students who are placed in the non-conservatory pathway will meet and study dance every other day. The conservatory program is designed for those students who have demonstrated the commitment, skills and ambition to pursue theatre as a post-secondary option. Students will meet every day and will be introduced to a more rigorous training.

9th Modern Dance I M 10th Modern Dance II M Dance Master II Dance Composition 11th Modern Dance IIII M Dance Master III Dance Composition 12th Modern Dance IV M Dance Master IV Dance Composition

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

ADMISSION REQUIREMENTS Present  a  digital  portfolio  that  will  highlight  the  students’   musical  abilities  and  technical  skills.    The  portfolio  should Include  documentation  of  music  technology  experience  in  the  form  of  3  two-­‐minute  projects/compositions  of  different  styles/genres.    It  should  also  include:  -­‐    Examples  of  software  and  hardware  used  in  projects.  -­‐    An  artistic  statement  discussing  why  technology  is  an  important            part  of  your  musical  and  artistic  process.  For  more  information  on  the  admission  process  please  Visit  http://www.TriMusic.Technology    PHILOSOPHY  If you have an interest in creating the music that enriches television, film, radio, video games, and live events, Tri-Cities High School Music Technology program can introduce you to the knowledge and tools used by today's composers, producers and artist. In this program, you'll learn what goes into making professional-quality music. You will develop an understanding of contemporary music hardware and software technology by creating songs, scores, and soundtracks while gaining a solid grounding in music theory, history, composition and production. Learn how to Compose, Produce and Market your music in Tri-Music Tech. COURSE OBJECTIVES This course will utilize technology to understand, create and record music. Students will be exposed to engineering and recording and will gain exposure to music software, notation programs, sequencing, marketing, and copyrighting. Upon completion of the Tri-Cities HS Music Technology and Production courses, students will: • multitrack record, overdub, edit, and mix both live ensemble and electronically produced sources; • multitrack record, overdub, edit, and mix using complex analog and digital audio systems; • lead a creative project from idea inception to final delivery; • develop business plans; • adapt to diverse and changing technology environments; • apply knowledge of analog and digital audio systems; • evaluate audio program material, and make technical and aesthetic decisions based upon those observations. PREREQUISITE

Reasonable ability to play an instrument, sing and/or music production experience. Students will be asked to provide a sample of their music production experience via email. REQUIRED MATERIALS 3-Ring Binder/spiral notebook Pen or Pencils USB flash drive (Digital Portfolio) Headphones with a standard mini-plug (2 ring, no mic)

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EXPECTATIONS OF STUDENTS 1. Follow the rules of the Tri Cities HS Student Handbook and Computer User Agreement. 2. Professionalism & Job Readiness - Be “on time” to class

- Be “on task” by staying focused on your work - Be “on point” with meaningful discussions about the work at hand - Be “on the money” with high quality work

3. Classroom Manners - Raise your hand BEFORE chosen to speak, one person at a time

- Give words of encouragement and support towards each other 4. Safety - Quietly & orderly follow fire drill & emergency procedures

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

5. Lavatory - Sign out before you leave, no longer than 5 minutes - Sign in when you arrive

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

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

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

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

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

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

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

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

4. Perform with technical and musical accuracy repertoire of increasing level of difficulty

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

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

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

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

solve musical challenges

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

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

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

on task from warm-up to dismissal in every rehearsal. 7. Exhibit proper concert etiquette at all performances both on stage and in the

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

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

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

IINSTRUMENT RENTAL The school has a limited supply of instruments available for rental by students. Instruments may be rented during the school year and over the summer. Please consult your director to find out what instruments are available for rental. Each student will be expected to properly maintain assigned instruments. Loss of or severe damage to instruments will result in additional fees at the student’s expense for replacement / repair. INSTRUMENT RENTAL FEES ARE SET BY FULTON COUNTY SCHOOLS. PERFORMANCE ATTIRE

MEN Tuxedo, black socks, black shoes WOMEN Black Dress, black socks / leggings, closed toe shoes ALL STUDENTS No jewelry, no perfumes or colognes.

*Concert attire is provided through payment of orchestra fees.

PRACTICE REQUIREMENTS Students are expected to learn the majority of their music and assignments via at home practice. Rehearsals are reserved for addressing new techniques and assembling musical parts. Weekly practice logs will be turned in for a homework grade. Below are weekly practice requirements for orchestra students:

Concert Strings & String Orchestra Symphonic Orchestra

100 minutes per week. 120 minutes per week.

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

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

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

FALL EVENTS All-State Orchestra Audition workshops

Solo & Ensemble Coachings Fulton County Honors Orchestra Audition Workshop

WINTER EVENTS

Winter Festival Rehearsals Rehearsals for combined ensembles

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

SPRING EVENTS

Spring Musical / Pit Orchestra Rehearsals Spring Musical Performances

Full Orchestra Rehearsals Rehearsals for school events / community events

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

JURY EVALUATIONS The Jury is a comprehensive performance-based evaluation held at the end of each semester. Students are assigned musical excerpts, solos, and/or scales by their director several weeks prior to this evaluation. Jury assignments are representative of the skills studied during the course of the semester. Students prepare Jury assignments independently and perform them in front of an audience for a grade. Juries count for 15% of the semester grade and contribute to a student’s class placement for the following year. PRIVATE LESSONS Private lessons are strongly encouraged, although not required, for students enrolled in VPA Magnet Musical Ensembles. Private lessons offer students highly individualized instruction from a teacher who is specially trained on his / her instrument. There are many great resources for locating affordable private instruction. Consult your student’s ensemble director for a specific list of area teachers, music stores, or other resources for private instruction. ADDITIONAL PERFORMANCE OPPORTUNITIES We encourage students to seek out opportunities for music-making outside of the classroom as long as they are not in conflict with their Magnet commitments. These include: youth performing ensembles, honors ensembles, community groups, collegiate ensembles, or even professional ensembles. A sample of these opportunities is listed below:

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

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tre ADMISSION REQUIREMENTS

ACTING - Prospective acting student must perform one memorized, one minute, monologue (comedic/dramatic) from a published play. No original monologues, poems or material from film or television please. Be prepared to read from an unfamiliar script and to improvise.

MUSICAL THEATRE - Students interested in musical theatre should also prepare a 16 bar vocal selection from a Broadway musical or a gospel song. No Pop music. Student cannot sing along with a pre-recorded track that has a lead vocal track. Please bring accompaniment pre-recorded on a CD or an MP3 player. You may provide your own accompanist. Be prepared to read from an unfamiliar script and to improvise.

TECHNICAL THEATRE - Prospective students must bring at least one example of an art, craft, sewing or carpentry project that represents their potential technical skills and interests. It is best to create a project for this interview; however, the student could bring something that they have recently completed (within the last few months). The student may bring more than one example. The student should be prepared to answer a series of question about their project.

PHILOSOPHY Theatre is a collaborative art, allowing performers, technicians, designers, and business people to exist close in harmony. Theatre allows students to involve themselves in a multitude of artistic expression. Theatre allows students to research other cultures, times, and places. Theatre allows students to express themselves intellectually, emotionally, and physically in a safe and controlled environment. Theatre allows the student to act out emotions, to express themselves through fine arts, and to fulfill a vision of a world they have created.

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

- Stella Adler  

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

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

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

CONDUCT EXPECTATIONS TCHS Theatre follows the FCBOE standards for behavior. It is a privilege to be accepted in the TCHS VPA Magnet Program that can be revoked due to behavior that is deemed unbecoming and/or disruptive. These disruptions include but are not limited to: disrespectful behavior to faculty or administration, disrespectful behavior towards fellow students, inappropriate physical contact of any kind, tobacco, substance or alcohol use on campus, weapons possession, lack luster academic progress, violence, etc.

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

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

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

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

space, scene shop and theatre by the end of each class period or rehearsal. DRESSING OUT Acting and Musical Theatre students are expected to change out of their regular school clothing and into classroom uniform clothing. Acting and Musical Theatre students will be afforded five minutes at the beginning of class and five minutes at the end of class to dress out/in. Clothing should fit loosely and shorts should hang below the waist. No V-neck or plunging tops. Clothing should not be sheer and undergarments should not be seen. Students who do not dress out will receive a 10-point deduction in participation. Grades will be negatively affected and students can be placed on probation. Required Theatre Classroom Attire:

• Solid black long shorts, sweats, or jazz pants. • Solid black crew neck short sleeve t-short or approved TCHS T-Shirt. • All black athletic shoes or jazz shoes. Flesh tone is also accepted. (please

expect to be barefoot often)

SHOP/BACKSTAGE Dress protocol for working in the shop

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

etc.) must be worn as the instructor requires.

THEATRE COURSE OFFERINGS The following outlines the three education pathways offered in Theatre. The Theatre department offers a non-conservatory and a conservatory pathway. Those students who are placed in the non-conservatory pathway will meet and study Theatre every other day. The conservatory program is designed for those students who have demonstrated the commitment, skills and ambition to pursue theatre as a post-secondary option. Conservatory students will meet every day and will be introduced to a more rigorous training.

ACTING Grade First Semester Second Semester

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

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

11th Acting III Elective Acting IV Elective

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

MUSICAL THEATRE

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

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

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

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

TECHNICAL THEATRE

9th Tech Theatre I Tech Theatre I

10th Tech Theatre II Tech Theatre II

11th Tech Theatre III Tech Theatre III

12th Tech Theatre IV Tech Theatre IV

MATRICULATION IN PROGRAM Class/level placement is at the discretion of the director of the Theatre department. Class placement juries are held at the end of each semester. Failure to adequately demonstrate the skills required to matriculate in the program can result in student

being dismissed from the Theatre program.

SENIOR SHOWCASE PRODUCTION Senior Theatre students are required to rehearse produce, stage and perform in a Senior Showcase Production. All senior Theatre students are required to participate fully in some capacity in the Senior Showcase Production. Failure to do so will adversely affect the student’s final grade. The showcase production can range from the staging of a pre-existing published pieces to conceiving and staging an original piece.

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visu

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rts PHILOSOPHY

The visual arts program is designed to give students a broad range of instruction in drawing, painting, photography, ceramics, sculpture, and two-dimensional design. Moreover, the art program provides an educational and sequential curriculum that integrates the study of art history, criticism, production and aesthetics. A portfolio of individual work is initiated at the beginning of study in lower level courses and is developed throughout the program. All upper level students are provided the opportunity to earn college credit through their Advanced Placement Portfolio course. OBJECTIVES As a result of their instruction, students will be able to:

A. Identify significant artistic works from major historical periods

B. Perceive the interrelationship between visual arts, the related arts, and other disciplines

C. Demonstrate the skills necessary to create artwork in a wide variety of media

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

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

cultures PROCEDURES AND GUIDELINES

1. Promptness is very important. Students are expected to be on time for class and events. On time for class means being in your assigned seat at the sound of the bell with your designated materials. 2. Food, drinks or chewing gum is not permitted in class. 3. Students are expected to behave in a mature and dignified manner in class and at exhibits. Politeness and attentiveness are expected from students towards the supervising person at the moment - whether it be the teacher, substitute, assigned student, or visiting guest. Disrespect towards the instructor or other students will not be tolerated.

GEORGIA ART EDUCATION KEY STANDARDS AND OBJECTIVES 1. Meaning and Creative Understanding 2. Contextual Understanding 3. Production 4. Assessment and Reflection 5. Connections

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

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

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

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

Introduction to Art Design Fundamentals

Art Fundamentals 1m and 2m

Drawing and Painting 1, 2, 3, 4

Ceramics Sculpture Photography Jewelry Design

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

STATUS IN PROGRAM All visual arts students will be evaluated each semester by a panel of art faculty members. Juries are given at the end of each semester and will constitute 15% of the semester grade. All students are required to have a portfolio of a minimum of ten works of art which will be evaluated along with the other areas discussed under the Semester Jury Review. PERMANENT STUDENT ART COLLECTION All seniors are required to place one piece of their artwork in the Permanent Student Art Collection prior to graduation, i.e. two-dimensional art, sculpture or ceramics. The work selected must be approved by the instructional staff and be representative of the level of achievement of the artist. All work must be presentation ready (i.e. framed and ready to hang, bases for sculpture, etc.). SENIOR PROJECT During the senior year, all visual arts students are required to participate in “The Senior Art Exhibition” held in April. Procedures and guidelines will be discussed by the instructional staff.