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Esther F. Garrison

School for the Arts

2017-2018

Admission and Audition Information

Packet

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Esther F. Garrison School for the Arts

Admission and Audition Information Packet

Table of Contents

Understanding the Admissions/Audition Middle School Process ......................................................................... 3

School Choice Program Letter ............................................................................................................................... 5

How to Apply ......................................................................................................................................................... 6

Middle School Admissions .................................................................................................................................... 7

Elementary Admissions (Current SCCPSS Students) ........................................................................................... 8

Elementary Admissions (Non-SCCPSS Students) ................................................................................................ 9

Visual Arts Audition Requirements ..................................................................................................................... 10

Band Audition Requirements ............................................................................................................................... 12

Vocal Music (Choir) Audition Requirements ...................................................................................................... 18

Dance Audition Requirements ............................................................................................................................. 27

Piano Audition Requirements .............................................................................................................................. 31

Orchestra Audition Requirements ........................................................................................................................ 37

Theatre Audition Requirements ........................................................................................................................... 41

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Esther F. Garrison School for the Arts 649 W. JONES STREET SAVANNAH, GA 31401 MAIN OFFICE: 912.395.5975

Understanding the 2017 – 2018 Admissions/Audition Middle School Process

The “lottery process” for the performing arts schools differs from the process utilized by other specialty 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 3 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 School Choice Program academic requirements listed below to be considered

for admission to Esther F. Garrison School for the Arts:

SRI & MAP

SCORES

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

SRI MAP SRI MAP SRI MAP

850 219 980 223 1020 228

Grades Cumulative GPA of “80” for

current and previous year

(Reading/Math/ELA/Sci/SS)

Cumulative GPA of “80” for






Conduct Overall “S” or “E”

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 of the school after the initial application process has

been completed and all criteria have been met.

1) On the day of the audition, applicants report to Garrison.

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

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

Phase 3: Judging

Students will be scored using a rubric on the day of the audition by a panel of judges.

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 lottery application. Students applying to Esther F.

Garrison School for the Arts will be seated according to their audition ranking, based on the number of

seats available in each performing arts area.

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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.

The Esther F. Garrison School of the Arts lottery 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: Children of Staff Members who work at the Specialty School

Priority 2: All Chatham Students

Priority 3: Students who live outside Chatham County

Important Reminders:

This information only applies to grades 6-8 at Esther F. Garrison School of the Arts.

Sibling preference will no longer apply to applications submitted for grades 6-8 to Esther F. Garrison

School of the Arts.

Important Dates:

---------------------------DRAFT – SUBJECT TO CHANGE PENDING BOE APPROVAL-----------------------

Scheduled Events Dates

Annual Student Success Expo and STEM Festival January 7, 2017

Application Window Opens (Applications are available at the Expo as well) January 7, 2017

Application Window Closes February 3, 2017

Appeal Process Begins February 6, 2017

Esther F. Garrison Auditions Held (Auditions are scheduled by school personnel) February 11, 2017

Appeal Process Ends February 28, 2017

Lottery/Ranking Day March 3, 2017

Parents Notified of Choice Results March 7, 2017

Choice Program Registration Window Opens March 9, 2017

Registration Closes March 31, 2017

Waitlist Application Window Opens April 3, 2017

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School Choice Program Eligibility Criteria

All students applying to a School Choice Program in the Savannah-Chatham County Public School District must meet

the criteria below. Students not meeting criteria will be considered ineligible and will not be placed in the lottery.

o Required Test Scores/Required Performance Levels are identified on the Scholastic Reading Inventory (SRI) and

Measure of Academic Progress (MAP) administered at the Beginning of the Year (BOY) or Middle of the Year

(MOY)

o Proof of Address (Lease, Mortgage Statement, Electric/Gas/Water Bill, Government Mail)

Program Requirements – Kindergarten

Students applying to a kindergarten School Choice Program must meet the following general criteria for eligibility:

Satisfactory Conduct

Satisfactory Academic Performance

Proof of Address

Program Requirements – Grades 1-5 Students applying to a School Choice Program for grades 1-5 must meet the following general criteria for School Choice

Program eligibly:

Required Test Scores (see this packet)


GPA – 80% Combined – Core Subjects (Math/Science/Social Studies/Language Arts)

Proof of Address

Program Requirements – Grades 6-8

Students applying to a School Choice Program for grades 6-8 must meet the following general criteria for School Choice

Program eligibly:

Required Test Scores (see this packet)



Proof of Address

Program Requirements – Grades 9-12

Students applying to a School Choice Program for grades 9-12 must meet the following general criteria for School Choice

Program eligibly:

Required Test Scores



Proof of Address

**See page 5 of the District’s School Choice Program Information Guide

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Esther F. Garrison School of the Arts

How to Apply

When submitting an application, all portions of the application must be filled out completely ONLINE.

All students enrolled in the SCCPSS are ONLY required to complete the following step:

Complete the SCCPSS School Choice Program Application online - http://sp.sccpss.com

Students who are not currently enrolled in the SCCPSS must also submit the following documents to the

school, in addition to completing the online application:

Proof of Address (lease/mortgage statement; electric, gas or water bill; governmental mail)

A copy of the student’s current and previous year report card with conduct grades

A copy all specified tests requested (see requirements on pages 5-7 of this document)

Applications will be available online beginning January 7, 2017.

Deadline to submit a completed application (with ALL Required Documents for non-SCCPSS students):

February 3, 2017.

Tour Dates for the 2017 - 2018 School Year – All tours will begin promptly at 9:30 and last 45-minutes. No

reservations needed.

Elementary:

Thurs, November 10, 2016 Thurs, December 1, 2016 Thurs, January 5, 2017

Middle:

Thurs, November 17, 2016 Thurs, December 8, 2016 Thurs, January 12, 2017

Garrison Arts Alive Workshop Series! – All workshops begin promptly at 5:00 and last until 6:15pm. Register at

the door, 4:30-5:00, on the day of the event.

November 17, 2016

January 12, 2017

Other Important Dates –

School Choice Program Expo – January 7, 2017

Garrison School for the Arts Open House – January 17, 2017 (5:00-7:00pm)

Garrison School for the Arts Auditions – February 11, 2017

http://sp.sccpss.com/

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MIDDLE SCHOOL (6TH – 8TH

GRADES)

Garrison School of the Arts’ admission process is two-fold. Phase I is the academic screening portion. When a

completed application is submitted to Garrison School for the Arts, it will be reviewed to ensure that all academic

and behavior requirements are met. If the student meets all requirements, then they will enter Phase II, the audition

process. You will be contacted by a staff member at Garrison School for the Arts to schedule an audition. All

students who audition will be ranked according to their audition results. Students will be placed for the upcoming

school year based on their audition ranking order and the seats available in each program.

Phase I Criteria:

Minimum required test scores (see table below)

A grade point average (GPA) of 80 or above in academic subjects (reading, math, ELA, science, and

social studies) on this year’s and last year’s report card

A minimum of an “S” in Conduct

Proof of Address (Lease/Mortgage Statement; electric, gas or water bill; governmental mail)

Note: Students without SRI or MAP scores may submit a nationally-normed (Terra Nova, CTP4, ERB or

CAT) standardized test score with a total stanine of 6 or above in Reading, Math, AND English

Language Arts

SRI & MAP

SCORES

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

SRI MAP SRI MAP SRI MAP

850 219 980 223 1020 228

Grades










Conduct Overall “S” or “E”

Audition See Audition Requirements in this Packet

If you are a SCCPSS student, you do not need to submit the supplemental documentation to the front office.

You only need to fill out an application online.

If you are NOT an SCCPSS student, you will need to drop off the supplemental documentation (in addition to

submitting an online application) to the front office (Monday – Friday, 8:00 – 3:00 pm) during application

window in order for your child to be placed into the lottery.

Middle School Important Dates (Some dates are subject to change, pending BOE approval)

November 17, 2016 – Middle School Tour (9:30 am) and Arts Alive! Program (5:00 pm)

December 8, 2016 – Middle School Tour (9:30 am)

January 12, 2017 – Arts Alive! Program

January 7, 2017 - Applications available online - http://sp.sccpss.com

January 12, 2017 – Middle School Tour (9:30 am)

January 17, 2017 – Garrison School for the Arts Open House (5:00-7:00pm)

February 3, 2017 - Deadline to submit applications electronically

February 6, 2017 –Appeals Process Begins

February 11, 2017 – Auditions (Chorus February 12th)

February 28, 2017 – Appeals Process Ends

March 7, 2017 – Parents notified of School Choice Results

March 9, 2017 – School Choice Program Registration Opens

March 31, 2017 – Registration Closes

April 4, 2017 – Waitlist Applicant Notification Begins


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ELEMENTARY SCHOOL (K – 5TH GRADE)

CURRENT SCCPSS STUDENTS Kindergarten: Names of all prospective Kindergarten students who completed an online application will be placed

in the lottery once a valid proof of residency (lease/mortgage statement; electric, gas or water bill; governmental

mail) has been submitted. Please deliver this required document to the school between January 7, 2017 – February 3,

2017. Documents may be dropped off Monday through Friday, 8:00-4:00pm.

Students in Grades 1 – 5 must meet certain criteria. If the student is currently enrolled in a SCCPSS school, the

supplemental documentation below will be reviewed electronically once an application has been submitted online.

There will be no need to supply the school with paper copies for this current year.

SCCPSS STUDENT CRITERIA

1st G

rad

e

Req

uir

emen

ts Reading: MOY (Middle of the Year) DIBELS with a score of 142 or higher

Grades: Students must have a final grade of “S” in Math, ELA, Reading, Science, and Social Studies on their

Kindergarten report card

Conduct: Students must have a minimum of an “S” in Conduct

2nd G

rad

e

Req

uir

emen

ts Reading: MOY (Middle of the Year) DIBELS with a score of 160 or higher

Grades: Using last year’s and this year’s report cards, a grade point average (GPA) of 80 or above in academic

subjects (reading, math, ELA, science, and social studies).


3rd

Gra

de

Req

uir

emen

ts Reading: Current SRI (Scholastic Reading Inventory) score with a minimum score of 410L

Math: Current MAP (Measures of Academic Progress) score with a minimum score of 189




4th

Gra

de

Req

uir

emen

ts

Reading: Current SRI (Scholastic Reading Inventory) score with a minimum score of 650L




Conduct:

Students must have a minimum of an “S” in Conduct

5th

Gra

de

Req

uir

emen

ts

Reading: Current SRI (Scholastic Reading Inventory) score with a minimum score of 790L


Grades: Using last year’s and this year’s report cards, a grade point average (GPA) of 80 or above in

academic subjects (reading, math, ELA, science, and social studies). Conduct:


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STUDENTS NOT CURRENTLY ENROLLED IN SCCPSS

CRITERIA AND DOCUMENTS REQUIRED

1st G

rad

e

Req

uir

emen

ts

Reading: MOY (Middle of the Year) DIBELS with a score of 142 or higher – Please call the school to schedule an

appointment to have your child tested

Grades: Students must have a final grade of “S” in Math, ELA, Reading, Science, and Social Studies, please

provide a copy of the final report card


Residency: Students not enrolled in SCCPSS will be required to submit a Proof of Address (copy of a Lease/Mortgage

Statement; electric, gas or water bill; governmental mail)

2nd G

rad

e

Req

uir

emen

ts

Reading: MOY (Middle of the Year) DIBELS with a score of 160 or higher – Please call the school to schedule

an appointment to have your child tested

Grades: A copy of the student’s current AND previous year report cards with a grade point average (GPA) of 80

or above in academic subjects (reading, math, ELA, science, and social studies)


Residency: Students not enrolled in SCCPSS will be required to submit a Proof of Address (copy of a

Lease/Mortgage Statement; electric, gas or water bill; governmental mail)

3rd

- 5

th G

rad

e R

equ

irem

ents

Reading: For students not enrolled in the SCCPSS, they will need to submit a 6th stanine or above on a

nationally-normed test

Math: For students not enrolled in the SCCPSS, they will need to submit a 6th stanine or above on a


ELA: For students not enrolled in the SCCPSS, they will need to submit a 6th stanine or above on a


Grades: For students not enrolled in the SCCPSS, a copy of the student’s current AND previous year report

cards with a grade point average (GPA) of 80 or above in academic subjects (reading, math, ELA,

science, and social studies)

Conduct:


Residency: Students not enrolled in the SCCPSS will be required to submit a Proof of Address (copy of a

Lease/Mortgage Statement; electric, gas or water bill; governmental mail)

Please note:

Applications are submitted online January 9 – February 1, 2016. For students not enrolled in SCCPSS, please

submit your documents to the front office (Monday – Friday, 8:00 – 4:00 pm) during this window in order for

your child to be placed into the lottery.

Elementary School Important Dates (Some dates are subject to change, pending BOE approval)

November 10, 2016 – Elementary School Tours (9:30 am)

December 1, 2016 – Elementary School Tours (9:30 am)

January 5, 2017 – Elementary School Tours (9:30 am)

January 7, 2017 - Applications available online - http://sp.sccpss.com

January 17, 2017 – Garrison School for the Arts Open House (5:00-7:00pm)

February 3, 2017 – Application Window Closes

February 6, 2017 –Appeals Process Begins

February 28, 2017 – Appeals Process Ends

March 7, 2017 – Parents notified of School Choice Results

March 9, 2017 – School Choice Program Registration Opens

March 31, 2017 – Registration Closes

April 4, 2017 – Waitlist Applicant Notification Begins


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Garrison School for the Arts

2017 – 2018 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

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Esther F. Garrison School for the Arts

2017 – 2018 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

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2017 – 2018 Band Audition Requirements

The 2017 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 Method Books needed for the audition process

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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2017 – 2018 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)

Maintains a steady beat

through most of the excerpt

at teacher’s given tempo.

Gives most notes and rests

proper value. (1-2 errors)

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)


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)


through most of the

excerpt at teacher’s given

tempo.

Gives most notes and

rests proper value. (1-2

errors)

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


the music. Plays most of

the rhythms with

alternate sticking when

appropriate.

(1-2 errors)

Plays all notes with the


the music. Plays all of the

rhythms with alternate

sticking when

appropriate.

Phrasing

Rarely creates a flowing

line of music, breaking

the musical idea.

Creates a flowing line of

music some of the time.


music most of the time.


music.

Additional

Comments


Listening Skills Test (5 pts) Total Points

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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 2017 – 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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2017 – 2018 Vocal Music (Choir) 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


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).



19 | P a g e


2017 – 2018 Vocal Music (Choir) Audition Requirements 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.

20 | P a g e


2017 – 2018 Vocal Music (Choir) Audition Requirements 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

21 | P a g e



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: ____________________________________________________________________________

22 | P a g e












8. pp Pianissimo

9. f Forte; Loud

















26. Subito Suddenly

23 | P a g e

24 | P a g e

25 | P a g e

26 | P a g e

27 | P a g e


2017 – 2018 Garrison Dance 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 2017 - 2018 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

28 | P a g e

Garrison for the Arts Audition Solo Information and Resume Sheet

2017-2018

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:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

29 | P a g e

2017 – 2018 Dance Audition Rubric – Garrison for the Arts

Student Name: __________________________________________________ Date: ____________________ Grade: ___________

DANCE TECHNIQUE (Maximum 55 points) 5 points 4 points 3 points 2 points 1 point Points

Earned 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 60% 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


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


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

30 | 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) 5 points 4 points 3 points 2 points 1 point Points

Earned

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

Earned 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

31 | P a g e


2017 – 2018 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. CADENCES:

a. Cadences of each performed composition I, V, I - hands together in root position. (Refer to the

Alfred Scale Book for Clarification)

3. 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 style and period

**Both compositions must be from memory, but students MUST bring their music to the audition.

Failure to do so will result in disqualification from audition.

4. 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)

5. 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


**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.


32 | P a g e

Garrison School of the Arts

2017- 2018 Piano Audition Requirements

AUDITION RUBRIC/SCORE SHEET

First Song: Points Earned Max. Points

Scale 5

Cadence 5

Technique 5

Rhythm 5

Memorization 5

Interpretation 5

Second Song: Points Earned Max. Points

Scale 5

Cadence 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 20

TOTAL POINTS EARNED (out of 100)

Max: 100

33 | P a g e

2017 – 2018 Piano Auditions Rubric – Garrison for the Arts

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

Cadence Displays

outstanding

knowledge of

cadences with

proper fingering,

chords &

inversions

Displays very

good knowledge

of cadences with

proper

fingering,

chords &

inversions

Displays

satisfactory

knowledge of

cadences

Displays weak

knowledge of

cadences

Displays poor

knowledge of

cadences

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

34 | P a g e

SECOND COMPOSITION (Maximum 30 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

Cadence Displays

outstanding

knowledge of

cadences with

proper

fingering,

chords and

inversions

Displays very

good knowledge

of cadences with

proper

fingering,

chords and

inversions

Displays

satisfactory

knowledge of

cadences

Displays weak

knowledge of

cadences

Displays poor

knowledge of

cadences

5


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

35 | P a g e

SIGHT READING (Maximum 20 points)


Earned

Max

Points


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

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

Steady Beat

5

MUSIC THEORY TEST

20 pts Total:

TOTAL ___________/100

36 | P a g e

Garrison School of the Arts

2017- 2018 Piano Audition Requirements










8. pp Pianissimo

9. f Forte; Loud

















26. Subito Suddenly

37 | P a g e


2017 – 2018 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 and A Major: 3 octaves

Viola: C and D Major: 3 octaves

Cello: C and D Major: 3 octaves

Bass: F and G Major: 2 octaves

2. Prepared solo

Solo of choice

3. Sight Reading

4. Theory Session


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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 --------------------

Intonation

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.

Maintains a steady beat some

of the time. Plays at own

tempo.

Gives some notes and rests

proper value.

Plays some pitches correctly.

Bow strokes sometimes create a steady sound. Some pitches

in tune.

Maintains a steady beat most

of the time.

Gives most notes and rests

proper value.

Plays most pitches correctly.

Bow strokes are mostly steady. Most pitches in tune.


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


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


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

changes and shifts.

Always plays with correct


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


Listening Skills Test (5 pts)

Total Points

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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:

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8. pp Pianissimo

9. f Forte; Loud

















26. Subito Suddenly

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2017 – 2018 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

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2017 – 2018 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


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


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 vocal techniques

with specific choices

to find the voice of

the character

(intonation and

connotation, subtext

revealed, and vocal

emotion).

of vocal techniques

solidifies director’s

vision within the

playwright’s intent.

cted,

articulate voice, with

vocal variety (pitch,

rate, tone, tempo,

volume, inflection),

used throughout the

scene.

dialogue and

projection, resulting in

difficulty of

understanding. Lack of

vocal variety

techniques.

tion

and/or articulation.

No vocal variety to

express the

character.

10

Character

Development

individuality

connected to

character.

framework of given

circumstances.

discoveries and

realizations as the

character.

clear journey.

character.

believability

connected to the text.

well-defined:

obstacle, tactic,

motivation, subtext,

mannerisms, and

physicality.

journey.

different layers.

occur within piece.

development is

evident.

4 choices: obstacle,

tactic, motivation,

subtext, mannerisms,

and physicality.

to make a journey.

flat single layer.

is not believable or

present.

1 to 2 choices:

obstacle, tactic,

motivation,

subtext,

mannerisms, and

physicality.

journey.

layers present.

10

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

Points

Earned

Max

Points

Movement gestures, facial

expressions create a

new insight into the

text and character.

grounded presence,

utilizes levels and

positioning to create

a believable

character.

engaging, and

connected stage

compositions

enhance.

gestures, facial

expressions, posture

are motivated by the

text.

character that is

grounded, while

demonstrating proper

stage positioning.

-intuitive

blocking and

gesturing, and a

disconnect from the

text.

a character that is not

grounded (posture &

presence that is

indicative of your

character) within the

scene.

movement

breakdown of

traditional blocking

rules

represents the

student and not the

textual identity

10

Redirection demonstrated

excellent ability to

follow direction,

changed their voice

and physicality.

able to follow

direction and make

strong changes in

voice and

physicality.

able to follow

direction and make

some changes in voice

and physicality.

difficulty following

directions. They

lacked the ability

to change their

voice and

physicality.

10

Overall

Presentation material within

actor’s capabilities

blocking well

executed in a

creative manner and

memorized

character

poised

Provided a printed

copy of the work

with:

Candidate’s

First and Last

Name

Title of Play/

Book

Author of

Play/Book

Character’s

Name that is

being

performed

completely within

the actor capabilities

problems with lines

or blocking

break

confident

Provided a printed

copy of the work, but

some of the

bibliographic

information is

missing:

Candidate’s

First and Last

Name

Title of Play/

Book

Author of

Play/Book

Character’s

Name that is

being

performed

of material

problems with lines or

blocking

needed

Provided a printed

copy of the work, but

some of the

bibliographic

information is missing:

Candidate’s

First and Last

Name

Title of Play/

Book

Author of

Play/Book

Character’s

Name that is

being

performed

material

problems with lines

or blocking

lacking

Failed to provide

a printed copy of

the work with:

Candidate’s

First and

Last Name

Title of Play/

Book

Author of

Play/Book

Character’s

Name that is

being

performed

10

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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


kept bring focus


Student missing two

of the following:

excellent posture,

held the paper

upright, used thumb

as a guide on the


kept bring focus


Student looked down

the entire time. Paper

was held low or at

the student’s side.

No focus on their

other.

5

TOTAL __________/100