Inspiring and Developing Future Leaders through the Arts

HOWARD MIDDLE SCHOOL
Inspiring and Developing Future Leaders through the Arts
HMS Fine Arts Policy
At Howard Middle School we believe the fine arts are a universal language and that all students should develop their
creativity. Students are provided quality, sequential, standards based instruction in Dance, Music, Theatre, and the Visual
Arts to prepare them for successful futures enhanced with creative understanding.
Magnet Description
The HMS VPA Magnet program is innovative and rigorous and designed for students who are interested in pursuing the
visual or performing arts in high school and college and for students who wish to increase their creative expression and
critical thinking skills. It is the only VPA middle school magnet program in OCPS. Students in the HMS VPA Magnet
choose a Visual Arts or Performing Arts major although many students participate in more than one arts area. Students do
not need prior visual art or musical experience to participate in the program. Courses are sequential and build upon
foundational level curricula. Some of the visual arts courses include Visual Art Foundations
(drawing/painting/printmaking), Sculpture/Ceramics, Photography, and Graphic Design. Performing arts courses include
Chorus, Band, Guitar, Orchestra, Show Choir, Jazz Band, Theatre, and Dance, and Music Theory. Students will also learn
the art critique process, investigate arts careers, and study art history, and aesthetics.
Admissions Requirements
GPA 2.5
Standardized test scores where placement in remedial/intensive courses is not a requirement in order to
accommodate the required magnet electives
Signed Terms of Agreement for Enrollment
Signed Magnet Policy Acknowledgment
Excellent conduct and citizenship
Some programs where children request to be placed at an intermediate or advanced level course have placement
audition requirements.
General Expectations
Magnet students are expected to earn and maintain A's and B's in all courses (As reflected on the student's report
card).
Magnet students will participate in competitions, festivals, and/or exhibitions (See specific requirements)
Students will exit the HMS Magnet program prepared for high school magnet entrance requirements (Art
Portfolio or Audition Recordings).
Magnet students will enroll in all advanced classes (See complete course list below).
Magnet students are expected to enroll in at least two Arts Courses each year, one of which must be in their major
interest area.
After one year students may petition the Magnet Coordinator to change their major interest but this must be done
prior to scheduling of courses for the next academic school year.
Howard Middle Visual and Performing Arts Magnet Page 2
Core Courses
6th Grade 7th Grade 8th Grade
Advanced Language Arts I Advanced Language Arts II Advanced Language Arts III
Advanced Math 6
Algebra I Honors
Algebra I Honors
Advanced Life Science Advanced Earth/Space
Earth/Space Honors (HS Credit)
Performing Arts Courses
o Beginning Band
o Concert Band (Prerequisite: Beg. Band, Grade B or teacher approval)
o Wind Ensemble (Prerequisite: Beg. Band, Grade B or teacher approval)
o Jazz Band (Prerequisite: Beg. Band, Grade B or teacher approval)
o Instrumental Chamber Ensemble (Audition required, limited enrollment)
o Beginning String Orchestra
o Intermediate String Orchestra (Prerequisite: Beg. String Orch., Grade B or teacher approval)
o Advanced String Orchestra (Prerequisite: Int. String Orch., Grade B or teacher approval)
o Guitar (Beginning, Intermediate, Advanced)
o Beginning Chorus-Girls Only
o Ranger Chorus-Girls Only (Prerequisite: Beg. Chorus, Grade B or teacher approval)
o Boys’ Chorus (6th, 7th, 8th)
o Show Choir (Audition required, limited enrollment)
o Music Theory (co-requisite: Band, Orchestra or Chorus)
o Piano 1, 2, 3
o Dance 1, 2, 3
o Elite Dance Troupe
o Theatre Troupe
Visual Arts Courses
(One of the two required courses each year must be a course in bold below)
o Art Foundations (Required for all 6th grade and new Visual Arts students)
o Creative Photography*
o Graphic Design (Prerequisite: Beg. Art, Grade B or teacher approval)
o Intermediate/Advanced Art 2D (Drawing, Painting, Printmaking)* (Prerequisite: Beg. Art, Grade B or teacher
approval) o Beginning/Intermediate Art 3D (Ceramics, Sculpture)* (Prerequisite: Beg. Art, Grade B or teacher approval)
o Journalism (Howard Hype, Yearbook)
Other Elective Courses (May be taken in addition to the required magnet courses)
o Environmental Studies (Focusing on Green and Renewable Energies)*
o Aviation with Simulation*
o Forensics Studies (Pre-Med)* (Prerequisite: Advanced Life Science, Grade B or teacher approval)
o Legal Studies (Pre- Law)
o Physical Education
Specific Requirements-Performing Arts Majors
Academy students must practice at home (private lessons highly recommended)
Students will participate in required performances and auditions, including:
o Ensemble Performances: Music Performance Assessment, Fall, Spring, Winter Concerts
o Chorus: 7th and 8th grade students will be required to audition for All-County and All-State Honor (where
applicable)
o Ranger Band academy students are required to audition for All-County and All-State (where applicable)
o Concert Band academy students are required to audition for All-County
o String Orchestra: 8th grade students are required to audition for All-County and All-State Orchestra
(where applicable)
o Dance: Winter and spring recital. Advanced students will participate in the OCPS Dance Expose and
audition for All-County Dance.
Students will keep an ongoing digital portfolio
Exiting students (8th grade) are expected to be ready for high school for high magnet program auditions/
admissions.
Required Supplies (see syllabi for additional requirements):
o Band - Flash Drive (4GB), Performance Attire, Instrument or Rental Fee, method book, cleaning cloth
o Chorus - Flash Drive (4GB), Performance Attire
o String Orchestra - Flash Drive (4GB), Performance Attire, Instrument or Rental Fee, method book, spare
set of strings, rosin, shoulder rest and cleaning cloth
o Dance – Rehearsal attire, performance attire, dance shoes (style will depend on class level), composition
notebook
o Piano: Flash Drive (4GB), composition notebook
Specific Requirements-Visual Arts Major
Competitions/Exhibitions
o Students must submit one artwork to FAEA K-12 Visual Art Digital Exhibition each year.
o Students must exhibit work in one or more art shows, public presentations, or competitions each year
such as: Winter Park Sidewalk Art Festival, Youth Art Month, RBELC Spotlight, School-Based Art
Show, and Scholastic Art Competition
Museum Visits: Students must visit/reflect on two art museums/exhibits each year such as:
o Orlando Museum of Art, Morse Museum, Menello Museum, Cornell Museum, Polasek Museum,
Southeast Museum of Photography, Atlantic Center for the Arts, UCF Art Gallery
Sketchbook: Academy students will utilize an artist’s sketchbook consistently
Portfolio: All students will maintain a digital and physical portfolio of their artwork
Required Supplies (see syllabi for additional requirements):
o Beginning Art - Sketchbook (9X12), Art Bin containing drawing pencils, kneaded and white erasers,
markers, colored pencils, pencil sharpener, glue sticks, Fine Line Pen, and $35 supply fee per semester
o Advanced Art 2D/3D
2D - Sketchbook (9X12), Art Bin containing drawing pencils, kneaded and white erasers,
drawing pens, markers, colored pencils, pencil sharpener, glue sticks, Fine Line Pen, and $35
supply fee per semester.
3D - Sketchbook (9X12), Art Bin, old fork and spoon, assortment of other kitchen utensils,
textural objects for mark making, apron, Ziploc bags, $35 supply fee per semester.
o Creative Photography/Graphic Design - Flash Drive (4GB or larger), SD Card (4GB or larger),
composition notebook)
Howard Middle School Communication Methods
Website
*** The primary method of communication is through our school website at www.howard.ocps.net ***
Facebook
Departmental Facebook groups (Please see teachers for student groups)
Group Texts
Many teachers at Howard use Remind101, a free and safe online service. Consult specific course syllabi for this
information
Student Handbook/Planner
This has a yearly calendar and is where students copy their homework assignments and agendas for each week. This
also has the Howard Policies and Procedures.
Progressbook
This is where students and parents can check on their progress in class and see current grades
Student Work
Many classes at Howard Middle School utilize an “Interactive NoteBook” (INB). The INB NoteBook is a college
ruled Composition notebook. Some Visual Arts courses utilize sketchbooks instead. The INB/Sketchbook has a
Table of Contents which shows the page for each assignment. This is useful for when a student is absent to see what
is missing.
PLACEMENT REQUIREMENTS
Students requesting placement into an intermediate or advance level course in a Fine Arts Elective will need to meet some
or all of the following target goals.
Instrumental Music
All students are encouraged to audition and do the best they can toward each target goal. For example, if a student can
only play two major scales they are still encouraged to audition even though 7 scales is the goal.
Ranger Band / Jazz Band / Concert Band
1. Applicants should perform seven major scales, from memory, complete with arpeggios. Scales are to be
performed a minimum of 2 octaves where possible. Students who wish to play a 3rd octave may do so. Scales must
be performed in complete octaves. The scales are to be tongued ascending and slurred descending where
applicable. The student will be asked to perform scales in their transposed form. Scales should be performed in
the following order, starting with the concert key of: G, C, F, Bb, Eb, Ab, & Db.
2. Applicants should perform the Chromatic Scale in two octaves.
3. Applicants should perform an excerpt from a FBA Grade 1 or 2 Solo. (Grade 2 should be performed when
auditioning for Ranger Band.
a. Percussionists should prepare an excerpt from a snare drum solo and a mallet solo.
4. Applicants will sight-read.
5. Percussionists interested in performing in Jazz Band will be asked to demonstrate the following styles on drum set
– swing, rock & Latin.
6. Applicants wishing to play in jazz band must also be enrolled in Ranger Band with the exception of the pianist.
Guitar players in jazz band must also be enrolled in a guitar class.
Intermediate Strings
1. Applicants should perform D major, G major and C major one octave scales and arpeggios
2. Applicants should perform a Grade I or II level solo from FOA solo listing, or current FOA All State audition
etude.
Advanced Strings
1. Applicants should perform C, G, D, F, and B flat major, 2 octave scale and arpeggio
2. Applicants should perform a Grade II or III solo from FOA solo listing, or current FOA All State audition etude.
3. Applicants will sight read grade D or C music.
Vocal Music
1. Applicants will perform one song of classical or semi-classical style, such as a hymn, folk song, or art song.
(Jazz/Pop not appropriate) Song must be memorized. Students must provide own accompaniment recording or
bring the sheet music. No solos should be performed acapella (unaccompanied) unless pre-approved.
2. Applicants will perform some vocal and ear training exercises under the direction of the choral director. No
preparation is necessary for this part of the audition.
3. Applicants will participate in an in-depth conference in which the applicant is expected to be relaxed and honest
in expressing his/her middle school career goals both academically and artistically.
4. Throughout the audition, judges will be looking for stage presence, confidence, positive attitude, maturity, and
potential (both vocally and with musicianship).
Theatre
1. Applicants will perform one memorized one-minute monologue from published literary or theatre works. The
judges will be looking for naturalness, honesty, evidence of a true understanding of both the character and the full
context of the monologue, good vocal projection, clear diction, and body control. Do not use accents and dialects.
The applicant is also advised to have a clearly defined focus (To whom is the monologue being delivered? Where
is that person standing or sitting?). Time is not to exceed 90 seconds.
Dance
Beginning Dance
1. Applicants will be taught a basic movement sequence to be performed for evaluation. The judges will be looking
at the student’s level of acquisition, as well as his/her ability to take instruction and maintain focus.
3. Throughout the audition, judges will be looking for stage presence, control, confidence, positive attitude,
maturity, and potential.
Intermediate/Advanced Dance
1. Applicants will perform a prepared solo (2 minutes maximum). Applicants will need to provide their music on a
CD. Only a CD player will be provided.
2. Applicants will be asked to demonstrate some technical elements and combination exercises under the direction of
the dance instructor. No preparation is necessary for this part of the audition.
4. Throughout the audition, judges will be looking for stage presence, control, confidence, positive attitude,
maturity, and potential.
COURSE DESCRIPTIONS Performing Arts Courses
o Beginning Band: This course is open to students in grades 6 – 8 who wish to learn an instrument. No experience necessary. Students will
learn the basics of every instrument then choose their “Top 3” favorites. Students will audition or try-out each of these 3. With the band
director’s help, we will choose the best instrument for each student. Students will also learn to read Treble & Bass Clefs and learn the basic
fundamentals of music performance on their chosen instrument. Students will perform in a minimum of three concert performances per year.
o Concert Band: This course is open to students with one year of experience on an instrument. Students will build upon the fundamentals of
performance that they learned in Beginning Band and will perform intermediate band literature. Students will perform in a minimum of three
concert performances per year.
o Wind Ensemble: This is the premier performing ensemble at Howard Middle School. This course is open to students with at least one year of
experience on an instrument. Students are placed into this group based on audition, skill, and behavior. Students will learn advanced
instrumental and ensemble techniques to perform more advanced band literature. Private lessons are highly recommended for each student in
this ensemble. Students will perform in a minimum of five concert performances per year.
o Jazz Band: This course is available to students with at least one year of playing experience and play Trumpet, Trombone, Alto/Tenor/Baritone
Saxophone, Drum Set, Piano, Bass Guitar, and Electric Guitar (other instruments are possible to add). This can be their main instrument OR
their secondary instrument. In this course, students will learn the fundamentals of Jazz performance including swing style and improvisation.
o Instrumental Chamber Ensemble: This course is open by audition only to very advanced band students who exhibit exemplary musicianship
and behavior. As independent musicians, students will work on solo and ensemble repertoire of a more advanced level and be coached in a
small group/individual setting. Students should have at least one year of instrumental experience and be enrolled in a band class during the
normal school day. Students are required to have zero tardies and absences for this course.
o Beginning String Orchestra: This course is open to students in grade 6-8 who have never played a stringed instrument before. Students may
choose to play violin, viola, cello or bass. They will learn the fundamentals of string playing, note reading, rhythm, and musicianship. Students
will perform in a minimum of three concerts per year.
o Intermediate String Orchestra: This course is open to students in grade 6-8. At least one year of private or group instruction is required.
Private lessons are highly recommended, but not required. Students will continue in their development of great technique, musicianship and
music theory. Students will perform in a minimum of three concerts per year.
o Advanced String Orchestra: This course is open to students in grade 6-8. At least one year of private or group instruction is required. Private
lessons are highly recommended, but not required. Students will continue in their development of great technique, musicianship and music
theory. Students will perform in a minimum of three concerts per year.
o Guitar (Beginning, Intermediate, Advanced): This course is open to students in grades 6 - 8 who wish to learn to play the guitar. No
experience is necessary to be a part of this class. Students will learn basic guitar technique, how to read music, and the basic fundamentals of
ensemble performance. Students will perform a minimum of three concert performances per year.
o Beginning Girls' Chorus: This chorus is open to all students, regardless of previous experience. Anyone can learn to sing! Students will learn
basic, healthy vocal technique, and they will also explore a wide range of music genres.
o Ranger Chorus (Girls): For students with previous choral experience, this group is the premier ensemble at Howard Middle School. In this
chorus, your will sing a wide range of music, including pop, jazz, world music, classical, and folk. There will be several field trips and
performance opportunities throughout the school year!
o Show Choir: This ensemble will be a small, select ensemble of students (12-24 students) that will learn and perform a wide variety of music,
but especially jazz, show, and popular music. Students will be expected to be proficient in pitch matching, melodic memory, and basic sight-
reading. They will also be expected to learn and perform choreography as a member of this ensemble. Enrollment in this ensemble will be
extremely limited, and auditions are required for placement. This will be a mixed (SATB) ensemble, so boys and girls in all grade levels are
welcomed to audition.
o Boy's Chorus (6th, 7th, 8th grade): Calling all boys! This ensemble will sing a large quantity of music in many different styles, while exploring
the middle school male voice in a relaxed, pressure-free environment!
o Music Theory/Composition: This course is an innovative course that utilizes our Mac Lab, midi keyboards, music notation software, and
Garage Band to teach students about music theory, piano skills, and composition. Students will compose original music in various styles and
forms while in this year- long class.
o Dance (Beginning, Intermediate, Advanced): The purpose of this course is to enable students to develop fundamental knowledge and skills in
two or more dance styles, recognize choreographic processes, enhance aesthetic awareness, and make connections between dance and other
subject areas.
o Theatre (Beginning, Intermediate, Advanced): The purpose of this course is to enable students to participate in varied aspects of acting, with
special attention to the fundamentals of voice production, stage movement, acting, and characterization.
o Piano 1 - This course is open to students in grades 6 - 8 who wish to learn to play the piano. No experience is necessary to be a part of this
class. Students will learn basic piano technique, how to read music, and the basic fundamentals of performance. Students will perform a
minimum of two concert recitals per year as small groups and/or individual solos.
o Piano 2 - This course is open to students in grades 6 - 8 with at least one year of piano and music reading experience. Students will develop a
stronger understanding of piano technique, music theory, and performance fundamentals. Students will perform in at least three performances
during the school year, including at least one solo performance.
o Elite Dance Troupe: The Elite Performance Dance Troupe is an auditioned-based group of students who represent the Howard Middle School
Dance Program through performance. The purpose behind the performance troupe is to prepare a group of dancers, who are “show ready”, to
perform for various school and community events. This class is considered an extension of the dance elective, combining the skills and
techniques learned in class, with the energy and stage presence of performance. The overall goal of the performance troupe is to build a solid
routine repertoire to include full group and small group numbers, so as to best fit each performance opportunity as it arises. Auditions occur at
the beginning of each school year and are open to all students who are enrolled in the dance elective.
Visual Arts Courses
o Art Foundations: This is an introductory course where students will create art in various 2D and 3D media including drawing, painting,
sculpture, printmaking, and digital art. Students will also learn about art history, art criticism, aesthetics, and art careers. This course is required
for all new Visual Arts magnet majors.
o Graphic Design: Students explore the fundamental concepts, terminology, techniques, and applications of digital imaging to create original
work. Students produce digital still and/or animated images through the single or combined use of computers, digital cameras, digital video,
scanners, photo editing software, drawing and painting software, graphic tablets, printers, new media, and emerging technologies. This course
incorporates hands on activities, the use of technology, and consumption of art materials.
o Creative Photography: Students will learn to use a digital camera to explore photography as an art form. This will include digital
manipulation and layering. Students will also learn the fundamentals of graphic design. This class meets in an iMac computer lab and uses
iPhoto, Aperture, GIMP, and Photoshop Elements. Cameras and drawing tablets are provided for use during class time. (May be repeated)
o Intermediate/Advanced 2D Art (Drawing, Painting, Printmaking): Students will continue to develop art skills and techniques in 2D media
including drawing, painting, and printmaking. Students will also learn about art history, art criticism, aesthetics, and art careers. Students will
develop an art portfolio, participate in art competitions, and learn to exhibit artwork. This course incorporates hands on activities and
consumption of art materials. (Prerequisite: Beginning Art) (May be repeated)
o Beginning/Intermediate 3D Art (Ceramics, Sculpture): Students will continue to develop art skills and techniques in 3D media including
ceramics and sculpture. Students will also learn about art history, art criticism, aesthetics, and art careers. Students will develop an art portfolio,
participate in art competitions, and learn to exhibit artwork. This course incorporates hands on activities and consumption of art materials.
(Prerequisite: Beginning Art) (May be repeated)
o Journalism (Yearbook): Students learn aspects of newspaper production and Yearbook design. These aspects include, but are not limited to:
planning a yearbook ladder, creating and implementing a theme, publication design, photojournalistic writing, organization skills, and
teamwork. Students will be collecting and taking photographs, conducting interviews, writing captions and stories, organizing the information in
to well - designed page-layouts, meeting deadlines, and editing the pages for spelling errors and misinformation. The overall class goal is to
yield high-quality yearbook pages. They will be using equipment such as digital cameras. Leadership opportunities are available and students
will also deepen their understanding of advertising. Class work time may be required outside of the regular class period. (Prerequisite: Digital
Photography or teacher approval) (May be repeated)
ACADEMIC PROBATION
Magnet students are required to take all advanced core courses and must maintain an overall Grade Point Average (GPA)
of 2.5 for each nine week marking period and a 3.0 GPA in each Visual and Performing Arts course for each nine week
marking period.
Any student who does not have a GPA of 2.5 at the end of each nine week grading period will be placed on academic
probation. Students who do not earn an overall GPA of 2.5 or a GPA of 3.0 in each Visual and Performing Arts course by
the end of the semester in which they are in will be placed on probation and are subject to being removed from the
Howard Middle Visual and Performing Arts Magnet program and will be returned to their home school.
Academic Probation Process
1. Upon being placed on Academic Probation, the student is given a parent notification letter and a phone call home
is documented.
2. The student should turn into the Magnet Coordinator’s office every week a print-out of their Progressbook Grade
Summary with a detailed report for any class with a C average or below. This report will be due in the Magnet
Coordinator’s office each Monday morning prior to first period.
3. A student is removed from Academic Probation when the next report card shows an overall 2.5 G.P.A. or higher
for that nine week marking period and a 3.0 GPA in each Visual and Performing Arts course.
Academic Resources
Progressbook- Parents and students are both provided with login information to Progressbook where each
student’s grade summary and a detailed report for each class can be viewed and printed. Progressbook will
provide grades for all assignments which have been completed and turned in as well as show which assignments
are missing. Students and parents are encouraged to check Progressbook weekly.
Inform Teachers/ Staff that help is needed. Students should let their teacher know if they feel overwhelmed
with a subject and need extra help understanding the material. Students are also encouraged to speak to the
Magnet Coordinators, Guidance Counselors, and/or SAFE Coordinator regarding any area of school in which they
are struggling. The teachers and staff want each student to succeed and often have resources that can help achieve
success.
Why an Arts-Focused Education?--10 Lessons the Arts Teach
1. The arts teach children to make good judgments about qualitative relationships.
Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it
is judgment rather than rules that prevail.
2. The arts teach children that problems can have more than one solution
and that questions can have more than one answer.
3. The arts celebrate multiple perspectives.
One of their large lessons is that there are many ways to see and interpret the world.
4. The arts teach children that in complex forms of problem solving, purposes are seldom fixed but
change with circumstance and opportunity. Learning in the arts requires the ability and a willingness
to surrender to the unanticipated possibilities of the work as it unfolds.
5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we
can know. The limits of our language do not define the limits of our cognition.
6. The arts teach students that small differences can have large effects.
The arts traffic in subtleties.
7. The arts teach students to think through and within a material.
All art forms employ some means through which images become real.
8. The arts help children learn to say what cannot be said.
When children are invited to disclose what a work of art helps them feel, they must reach into their
poetic capacities to find the words that will do the job.
9. The arts enable us to have experience we can have from no other source
and through such experience to discover the range and variety of what we are capable of feeling.
10. The arts' position in the school curriculum symbolizes to the young
what adults believe is important.SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In
Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from
NAEA Publications. Reprinted with permission.
HMS Magnet Benefits
Membership in a community with high behavioral and academic expectations
The arts are integrated into Academy Core Courses where authentic connections exist.
Promote creative thinking/problem solving skills through the arts
Membership in a community of focused learners with common goals
Students who participate in the arts have been found to score higher on the ACT and SAT
Sets up for transition to HS magnet programs
Promotes creative expression and higher level/critical thinking skills
Increased exposure to extracurricular opportunities in the visual and performing arts
Developing skill/talent in the arts can increase college scholarship opportunities
Frequently Asked Questions
Can students participate in both the AVID program and the Academy?
Yes. Students would select AVID as one elective and Academy Courses for their other electives.
Can students be involved in sports and other school activities?
Yes! The administration, teachers, and coaches make every effort to avoid conflicts in scheduling so students who
wish to participate in more than one activity can do so!
Do I have to be in the Academy to take the courses listed?
No. Courses listed are open to all students as long as a student’s schedule and class size allow it. However, there are
some audition requirements and prerequisites.
If a student is involved in the Howard Academy for the Visual and Performing Arts, does this automatically qualify
them for entrance to High School magnet programs?
No. Students will still need to apply for High School magnet programs. Participation in Howard’s academy may
help students qualify for these magnet programs however, by developing their skills and portfolios for the various
High School programs offered through OCPS School Choice Services.
How do I know that my child has the talent to justify purchasing an instrument?
Every student has talent…the trick is convincing them to use it! The most important factor is not the talent, but the
student’s willingness to put forth the effort.
How do I know that my child will not lose interest in playing an instrument?
It is a matter of attitude. They will not lose interest if they are expected not to, and if you will not let them! If you
expect the worse, you’ll probably get it!
Which instrument is the easiest or the hardest to play?
THEY ALL ARE! Each instrument presents it own unique set of challenges!
Do I have to purchase an instrument for my child?
Here at HMS, we also offer several SCHOOL-OWNED instruments to loan to students. These instruments also
happen to be “scholarship” instruments, or instruments that offer more opportunities for college scholarship
than the others! These instruments will be introduced to every student at the beginning of the school year.
Many parents opt to rent to own an instrument for their student from one of the retail music stores that service
Howard Middle School. There are also quality used instruments available throughout the community. (Please have
all used instruments evaluated by a professional before purchase!) Please see us for a list of recommended
instrument brands. To insure you are purchasing a high quality instrument that will last for years to come,
make your purchase at a reputable music store! If it’s not from a music store, it’s probably a high priced toy!
How important is practicing at home?
In order to have the highest opportunity for success in learning to play an instrument, students will need to practice
at home regularly. It is important to have a quiet place to practice and to establish a routine practice schedule. The
amount of time necessary for practice will vary from student to student; but a minimum amount of time will be
required. We also recommend that you purchase a folding music stand for home use. It is very important for parents
to encourage practice and to praise the results.
How are instruments chosen for each student?
After a 1-2 week introduction period, students will have the opportunity to choose their “Top 3” favorite
instruments. EVERY student will have the opportunity to try-out and audition on each of their “Top 3” instruments.
Then every student chooses the instrument that is best for them AND the Band.
Student Name________________________________________
HOWARD MIDDLE VISUAL AND PERFORMING ARTS MAGNET
Terms of Agreement for Enrollment (To be completed after admission to the magnet program)
Howard Middle School will be a safe and enthusiastic community of learners where every student reaches intellectual, social and
creative potential in a smaller educational environment. With the support and guidance of parents, staff and community members, the
students will build a foundation to successfully participate as members of society in the 21st century.
In order to maintain the educational environment that will be the foundation for success, the students and parents who choose the
Howard Academy for the Visual and Performing Arts Magnet Program will be required to adhere to the following:
Students must maintain an ability to accommodate academy course requirements in their schedule.
Students will enroll in all advanced core classes.
Students must maintain a 2.5 or higher quarterly and overall GPA as well as be performing at or above grade level on district
standardized tests.
Students must maintain a 3.0 or higher in all magnet courses based on report card and cumulative grades.
Students and parents will completely support all of the academic requirements. (Students will be prepared for class each day
with all required supplies. Parent will review classwork and homework with their child.)
Students will follow and support homework policies which include practicing at home. (All assignments must be
completed/turned in on time.)
Students and parents must demonstrate and support appropriate behavior and follow the OCPS Student Code of Conduct with
exemplary behavior (i.e., no discipline referrals.)
Students must follow and support the OCPS dress code.
Students are expected not only to attend school daily, but be prompt in arriving to class. Written excuses must accompany
any absence. Students who have accumulated 3 tardies to school/class may be placed on probation per the provisions listed
below.
Students must demonstrate and support excellence in the educational program at all times.(Students will attend all classes
daily and show respect for the Howard staff and each other at all times.)
Parents will participate and support the Magnet Program. (Parents must attend parent conferences, chaperone special events,
etc.)
Students will participate in required exhibits, performances, competitions, or auditions.
Students will work to potential to exit the academy prepared for high school magnet entrance requirements.
Students will enroll in at least two Academy Courses in major each year. Any deviation from these requirements must be
approved by the Principal or Magnet Coordinator.
Students will maintain a portfolio of work (digital or physical).
Students are expected to utilize the tutoring room before/after school or during lunch as needed.
Students must maintain all the “specific requirements” outlined in the Academy Handbook.
In the event that these guidelines are not followed the provisions below apply:
Students who fail to meet the standards established in this agreement will be placed on probation. The parent will be notified and a
parent conference will be scheduled, if needed. Probation will be for one grading period. If the violation is corrected during that time
period, the probationary period will end. If there is insufficient improvement at the conclusion of the probation period, the student will
exited from the magnet program and will be required to return to the zoned school at the end of the 1st Semester or end of the year,
whichever comes first.
I have read and understand my responsibilities as a Howard Academy for the Visual and Performing Arts Magnet Program student or
parent.
Howard Middle School
Acknowledgement of Specific Magnet Student Policies
I understand that I may NOT withdraw my child from Howard Middle School for any reason
during the enrolled school year while my residence is within Orange County, FL. Students may,
however, be sent back to their home school for failing to meet the Magnet Student Terms of
Agreement. My signature below indicates my acknowledgement and acceptance of this OCPS
School Choice Policy.
Date: __________________________
If my child is a magnet student and attends Howard Middle School living outside its attendance
zone, I understand that OCPS will NOT provide transportation to/from Howard Middle School.
Furthermore, I understand that transportation hardship will not be viewed as a valid reason for
withdrawal from Howard Middle School at anytime during the enrolled school year. My
signature below indicates my acknowledgement and acceptance of this OCPS School
Choice/Transportation Policy.
Parent Signature: _____________________________________
Date: __________________________
Students must maintain a 2.5 or higher quarterly and overall GPA as well as be performing at or
above grade level on district standardized tests.
Parent Signature: _____________________________________
BRING THIS COMPLETED AGREEMENT WITH YOU WHEN REGISTERING Updated 5/12/13
Magnet Advisory Committee 2015-16
Mr. Mike Martucci Principal
Clinton McCracken Magnet Coordinator
Lee Ramsey Magnet Co-Coordinator
Aaron Penfield Chorus Teacher
Candice Caya Dance Teacher
T. Hummel Guidance Counselor
Kathy Furnari Math Teacher
Kelly Adkins Math Teacher
Instructor and Staff Bios
Rachel Buckley Art
Rachel Buckley teaches beginning art, art history and computer animation. She is a graduate of Florida State University (GO NOLES!). She received her Bachelor of Science Degree in Art Education in 2001. She grew up in Orlando and attended Orange County Public Schools. She has been teaching art at the middle school level for
12 years. Her art interests and areas of proficiency include painting (acrylic and watercolor), drawing very detailed designs in pen and ink, sewing and fiber arts,
painting furniture, graphic arts, clay sculpture, jewelry fabrication and design. Rachel is an active member of the Florida Art Education Association and the National Art Education Association. She was a recipient of the Kessler, Grand Bohemian Excellence in the Arts Award and scholarship in 2006. She also published and edited an
award winning art and literature magazine, Voice, in partnership with Howard Middle School in 2004. Most importantly, her passion is teaching students how to
express themselves through art.
Bachelor of Science: Art Education, Florida State University (May, 2001) Florida Professional Educator’s Certificate • Art (K-12)
Mail to: [email protected]
407-245-1780 ext. 5092305 Lisa Devins-Horohoe Drama Instructor This is Lisa’s first year at Howard Middle School. Lisa joins Howard Middle School from Orlando Shakespeare Theatre where she served as the Theater for Young
Audience coordinator; creating interactive theatre based school programs and workshops, directing children’s summer theater productions as well as teaching a wide
range of youth and adult acting classes. She holds a Bachelor of Fine Arts degree in Acting and Directing from Montclair State University. In addition, she received film and commercial training at Weist Barron Academy in NYC and is a Kennedy Center certified teaching artist. Lisa moved to Orlando from New York where she
worked in regional theater as well as film and daytime television. Lisa is delighted to join the team at Howard Middle School and cannot wait to see this arts program
grow.
BFA Acting and Directing, Montclair State University
Commercial and Film Acting, Weist Barron Studios, New York, New York
Kennedy Center Teaching Artist CETA certification
Linda Kessler
Orchestra, Guitar
Linda has been an active string teacher for over twenty five years, and an Orange County teacher for six years. Mrs. Kessler has been a teacher at Howard Middle
School since 2010. She is the Orchestra Director, as well as a guitar and music theory instructor. Two students represented Howard at the all County Honors Orchestra of 2011 in only the second year of the string program’s existence. Linda holds a Bachelor of Music degree in viola performance from Indiana University, and has done
graduate work at the University of Wisconsin, Milwaukee. Upon graduation Mrs. Kessler began teaching at the Wisconsin Conservatory of Music and won an audition
as principal violist for the Milwaukee Ballet Orchestra. Linda also served as principal violist of the Waukesha symphony and as a violist in the Milwaukee Symphony Orchestra. Linda was a cofounder of the Wisconsin String Academy, which is still producing some of the top string players in the state of Wisconsin. Mrs. Kessler
moved to Florida in 1999 and currently performs as assistant principal violist for the Brevard Symphony Orchestra and is a regular performer in the Orlando
Philharmonic and at Walt Disney World. She has performed with such popular artists as Johnny Mathis, Dionne Warwick, Barry White, Bernadette Peters, Henry Mancini, Smokey Robinson and Sting. Mrs. Kessler is an active member of the Florida Music Educators Association, and the American String Teachers association and
some of her private students have gone on to earn positions in All-State Orchestra. Mrs. Kessler is very excited to be the string teacher for the new fine arts magnet
program at Howard.
Bachelor of Music in viola performance, Indiana University (May 1981)
Graduate Work, University of Wisconsin, Milwaukee (May 1983) Florida Professional Educator’s Certificate: Music (K-12)
[email protected]
Dance, Acting (Drama/Musical Theatre)
Candice joined Howard Middle School in August of 2011 as the instructor for Dance, Digital Videography and Musical Theatre. She has since turned her focus on to building the Howard dance program, offering classes at three competitive levels and creating an elite performance team. Candice is also the choreographer for our
after-school musical theatre program, which produces two productions each school year. She is a 2008 graduate of Ashland University where she received her Bachelor
of Arts in Electronic Media Production with studies in Theatre and Spanish. She carries over 18 years of dance training and performance in the areas of jazz, tap, ballet, hip hop and musical theatre. A former Ohio resident, Candice has worked for WMFD in Mansfield, Ohio and as a student producer for her college radio and television
station. She was a 2007 Irene Ryan Nominee for the Kennedy Center American College Theatre Festival and a member of the Alpha Psi Omega Theatre Honorary.
She moved to Orlando shortly after graduation to follow her dreams of working for Walt Disney World Entertainment, where she continues to work on a seasonal basis. Before joining Howard, Candice served on staff at the Orlando Repertory Theatre as the Costume Rentals Assistant, where she had the opportunity to work with many
local theatres, schools and production companies. She also serves as a member of the drama team at Harvest Bible Chapel in Windermere, where she currently resides.
Bachelor of Arts: Electronic Media Production, Ashland University (2008)
Florida Educator’s Certification: Drama (K-12)
[email protected] 407-245-1780 ext. 5092281 Clinton McCracken
HMS Magnet Coordinator, Art Instructor, Department Chair
Clinton has taught at Howard since 2001 and is currently teaching Beginning Art, Fiber Arts, and Advanced 3D Art. He also serves as the Magnet Coordinator with Ms.
Ramsey and the Elective Department Chair. Clinton received a Bachelor of Fine Arts degree in Studio Art from Truman State University in 1996. He also received a
Master of Arts degree in Art Education from the University of Central Florida and completed “Views on Understanding” at the Harvard Graduate School of Education in 2003. He is a National Board Certified Teacher in Early Adolescence and Young Adulthood Art and a former Teacher of the Year. Clinton is an active member of the
Florida Art Education Association and the National Art Education Association. He has presented at statewide education conferences, was a contributor to the
Southeastern College Art Conference policy for Visual Arts Education, and authored the White Paper for creating Howard's Visual and Performing Arts Magnet Program. Clinton is the recipient of the 2015 Dr. Denise Davis-Cotton Emerging Leader Award from the Arts Schools Network (ASN). This national award is designed
to recognize excellence and achievement among rising arts schools administrators. Clinton's own art interests encompass both sculpture and textile arts where he
explores the relationship between utility and aesthetics. He has exhibited work in Chicago and Orlando and was a guest artist at the American School of Den Haag, The Netherlands. In his spare time Clinton also enjoys spinning cotton and wool on a drop spindle, spinning wheel, and charkha. He also likes gardening and quilting. He
lives in Orlando with his husband, Mike.
Bachelor of Fine Arts: Studio Art, Truman State University (May, 1996)
Master of Arts: Art Education, University of Central Florida (December, 2003)
National Board Certified Teacher-Early Adolescence and Young Adulthood Florida Professional Educator’s Certificate
Art (K-12)
[email protected]
Chorus, Acting (Drama/Musical Theatre)
Aaron has been at Howard Middle School since 2007, and he is the Director of Choral Activities and the Musical Director for all musicals at HMS. He is the conductor
of four choirs, including the Ranger Chorus and highly-acclaimed HMS Show Choir, and his students are regularly selected to All-County and All-State Honor
Choirs. In addition, Aaron also serves as music and technical director for two major musicals each year at HMS, which are performed for thousands of elementary-aged students. He also teaches classes in beginning guitar. Aaron holds a Bachelors Degree in Choral Music Education from Florida State University, an Orff-Schulwerk
Level One Certification, and a Music K-12 Certification from the Florida Department of Education. An active vocalist and performer, Aaron has performed extensively
with many choirs, and has performed under the direction of great composers and conductors, such as John Rutter, Krzysztof Penderecki, André Thomas, and Bobby McFerrin, and he has also performed with the London Symphony Orchestra. As a professional musician, Aaron is a member of multiple professional choral ensembles,
including the Bach Festival Society of Winter Park. He is also the Music Director at College Park Presbyterian Church in Orlando, Florida. Aaron is an active member
of Florida Music Educators’ Association, Florida Vocal Association, and American Choral Directors’ Association. He lives in the Orlando area with his wife, Megan.
Bachelor of Music Education: Choral Music Education, Florida State University (May 2007) Orff-Schulwerk Level 1 Certification (July 2006)
Florida Professional Educator’s Certificate: Music (K-12)
[email protected] 407-245-1780 ext. 5092274
Melissa King Music Theory & Composition
Melissa is an Orlando native and graduated from the Orange County Public School system. Since joining the staff at Howard Middle School in 2005, she has written the Music Theory and Composition curriculum, started the Piano and Guitar programs, and expanded the Band program. Melissa is a graduate of the University of Central
Florida with a Bachelor degree in Music Education and holds a Music K-12 Certification from the Florida Department of Education. Not only is Melissa a dedicated
music educator, she also performs regularly with the Southern Winds and Orlando Concert Bands, in addition to other freelance venues. She is also an active member of the Florida Music Educators’ Association, National Association for Music Education, and Florida Flute Association. Her students have gone on to study music in
college and have been represented in All-State, All-County, Florida Symphony Youth Orchestra, Florida Young Artists Orchestra, and the Interlochen Center for the
Arts.
Bachelor of Arts: Music Education, University of Central Florida (December, 2004)
Florida Professional Educator’s Certificate: Music (K-12) [email protected]
407-245-1780 ext. 5092228
Valerie King Journalism, Digital Video, Digital Photography
Valerie has taught at Howard since 2005. Valerie has taught Intensive Reading from 2005-2012 and was also the Reading Coach at HMS from 2009-2012. She re-
started the Yearbook program at Howard in 2006, winning various awards for the HMS Yearbook for the last 3 years in a row. She also started Howard’s online newspaper with the help of Page 15, The Howard Hype (www.howardhype.com) in 2008. She has maintained a working relationship with Page 15 (www.page15.org),
which is a non-profit organization that manages our website, provides free workshops for her classes, and provides volunteers from local businesses (including news
stations) to come volunteer their time with her Journalism student’s. This organization also provides off-site after school tutoring for all Howard students. Valerie’s own Art interests are deep-rooted in Orlando. She has been a photographer/editor for yearbooks in her youth (Seminole County). She has been a FL licensed
cosmetologist since the year 2000 and continues to do hair for fun and creative expression. She has designed brochures for local businesses, invitations for events, and
she re-wrote the web-CT online manual for UCF in 2004. She plans on working towards her own Masters in 2013-2014 in Education Media Design and Technology at Full Sail University.
Bachelor of English: Technical Writing, University of Central Florida (December, 2004) OCPS Reading Endorsed (2006)
Florida Professional Educator’s Certificate: Middle Grades Integrated Curriculum (5-9)
[email protected]
Band
Damon Wille joined Howard Middle School in February 2012. Hailing from Detroit, but raised in Florida, he holds a Bachelor of Music Education with a Minor in
French from Stetson University. He studied saxophone with Daniel Jordan and James Bishop. While studying abroad in France, Damon was able to take lessons with Joël Versavaud at the Conservatoire de Marseille. He is a member of the National Bandmasters Association, Florida Music Educators Association, Florida Bandmasters
Association and the National Association for Music Education. He has performed locally with the Faith in Jazz Big Band, Maynard Ferguson Tribute Band,Central
Florida Community Arts and Southern Winds.
Bachelor of Music Education, French Minor, Stetson University December 2011
Florida Professional Educator's Certificate: Music (K-12)
[email protected]
Art
Kristen Warskow is happy to call Howard her new home, joining the HMS staff in 2015. She holds a Bachelor of Arts in Art Education from the University of Central
Florida. She completed extensive research on the creative process which has been presented at state and national conferences and has been published by the University of Central Florida under the title "The Art Teacher's Guide to a Cognitive Teaching Process: Prompting Student's Creative Thought." Kristen's passions include teaching
and attending yoga classes, reading, gardening, traveling, and making art. Her artistic areas of interest include drawing, painting, sculpture, mixed media, and kinetic
art. Kristen is an active member of the Florida Art Education Association and the National Art Education Association. Her artwork has been exhibited locally and nationally.
Bachelor of Art Education, University of Central Florida May 2015
Florida Professional Educator's Certificate: Art (K-12)
[email protected]
407-245-1780 ext.5092305
Lee Ramsey
Magnet Coordinator
Lee Ramsey joined Howard Middle School in August 2011 as the Mentoring Coordinator and Assistant to the Howard Academy for the Visual and Performing Arts. An
Alabama native, she holds a B.S. Degree in Consumer Economics from Auburn University. Upon graduation in 1985, Lee worked in the Mortgage Banking Industry
until relocating with her husband, Paul Ramsey, to Orlando in 1991. After beginning a family in 1993, Lee became involved with an early childhood education program where she was the Assistant Director until her oldest son began kindergarten in 1999. Lee then became very involved in her children’s public school education by
volunteering in the classroom and holding the office of PTA President for two years at Dover Shores Elementary and for one year at Howard Middle school. Lee
enjoyed working with the students and staff so much that she became a Substitute Teacher in 2006 which was her occupation until she joined Howard Middle School in
the fall of 2011. She is very excited to be a part of the outstanding magnet program at Howard Middle. Lee and Paul have two sons, 20 and 16 years of age, both of
whom attended Howard Middle School.
Bachelor of Science: Consumer Economics, Auburn University (December, 1985)
[email protected]
OCPS EEO Non-Discrimination Statement
The School Board of Orange County, Florida, does not discriminate in admission or access to, or treatment or employment in its programs and activities, on the basis of race, color, religion, age, sex, national origin, marital status, disability, genetic information, sexual orientation, gender identity or expression, or any other reason
prohibited by law. The School Board also provides equal access to the Boy Scouts and other designated youth groups. This holds true for all students who are interested
in participating in educational programs and/or extracurricular school activities.
The following persons have been designated to handle inquiries regarding the non-discrimination policies, reports of alleged violations, concerns about compliance
and/or the grievance procedure(s), etc.:
Equal Employment Opportunity (EEO) Officer & ADA Coordinator:
Carianne Reggio - Sr. Manager, EEO and Legal Services Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3200 ext. 2002955
Section 504:
Latonia Green – Director, ESE Procedures/Compliance
Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3279
Title IX:
James Larsen – Executive Area Director (Athletics)
Ronald Blocker Educational Leadership Center 445 W. Amelia St. Orlando, FL 32801 (407) 317-3200 ext. 2002710

Documents

Inspiring and Developing Future Leaders through the Arts