Name: Richard Auvil

Philosophical Perspective

Historical and cultural studies should be included in the school curriculum for many reasons. Humans are the only life form to practice the arts. The study of arts history and culture present human society with a snapshot of itself as it has evolved through the centuries. This evolution of culture may be unique to a segment of society at a given time or an expansive cross-cultural phenomenon that has developed through centuries. These studies should be presented to students through appreciation, creation, and authentic performance to promote the understanding of continued tradition and multi-cultural understanding. It is my opinion that arts educators should impart an understanding of these principles at every opportunity: Humans have a natural tendency to value their own creations. Historic arts culture represents the finest and most unique of these creations. Historic music, art, theater, and dance forms have survived society's tests of distinctiveness, usefulness, aesthetic beauty and criticism.

Instructional Strategy

Resources and Links: Web Sites The Marches of John Philip Sousa. University of Illinois. June 1998. <http://filesrv.bands.uiuc.edu/MI/background/sousa.html>.  University of Illinois band site containing sound files of Sousa’s early recordings and basic biographical information.   John Philip Sousa. Ed. John Lovrien Dallas Wind Symphony. <http://www.dws.org/sousa/>. An excellent Sousa web site featuring a variety of sound files, biographical information, related links and photos.    Recording Technology History. Ed. Stephen Schoenherr. 1999-2000. <http://history.acusd.edu/gen/recording/notes.html>. This site is set up as an illustrated time line with links leading to important people and technology in the history of recorded music.   Charles Sumner Tainter and the Graphophone. Ed. Stephen Schoenherr. 1999. <http://history.acusd.edu/gen/recording/graphophone.html>.  A page in the above listed site dedicated to the earliest recording device and it’s invention.  Primary source home design documents may be viewed along with original engineer sketches.   James T. Russell &endash; Inventor of the Compact Disc. About.com, Inc. 2001. <http://inventors.about.com/library/inventors/blcompactdisk.htm>.  The digital compact disc, now commonplace in stereos and computers, was invented in the late 1960s by James T. Russell. This site features a brief biography of Mr. Russell and an outline of the significant steps to development of the compact disk.   Recordings The Bicentennial Collection. United States Marine Band. 1998. Washington, D.C. A set of compact disk recordings distributed by the Marines band in 1998. This ten disk set, accompanied by a booklet serves as an historical record of the band’s recorded music, as well as an interesting sonic trip through the history of recorded sound.   A Few of Rick's Favorite Sites - Try Them, You'll Like Them The Piano Education Page is a one-stop resource for teachers, students, parents of students, and fans of the piano with over 600 pages of free information, upgraded biweekly. The audition contains some super piano midi files. http://www.unm.edu/~loritaf/pnoedmn.html Solomon's Music Theory and Composition Resources managed by Larry Solomon includes many resources, web essays, and links for the composer and music theorist http://solo1.home.mindspring.com/       Student Oral Presentation Rubric       1 2 3 4 Total Organization Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow.   Subject Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with expected answers to all questions, but fails to elaborate. Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.   Eye Contact Student reads all of report with no eye contact. Student occasionally uses eye contact, but still reads most of report. Student maintains eye contact most of the time but frequently returns to notes. Student maintains eye contact with audience, seldom returning to notes.   Elocution Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.           Total Points: