From within the Shadow

2017 ◽  
Author(s):  
Michael Hicks
Keyword(s):  
Public School ◽  
University Of Utah ◽  
School Of Music ◽  
School Career ◽  
Mormon Tabernacle Choir ◽  
Rehearsal Techniques

This chapter discusses the activities of the Mormon Tabernacle Choir under Spencer Cornwall's conductorship. Cornwall began his tenure by refashioning the Choir's sound. He summoned each Choir member to his office at the McCune School of Music for them to reaudition. By the end of the auditions, Cornwall had cut the membership rolls by 187 from the levels at Anthony Lund's death. Cornwall brought not only new standards but a new set of ideals, attitudes, and rehearsal techniques. In the Choir's tone and delivery, Cornwall seemed to care most about dynamics, straight tone, and enunciation. As for the pacing and mood of rehearsals, Cornwall's public-school career guided his style. This chapter first considers the Choir's conflict with the Utah Symphony and University of Utah choirs before describing its radio and television broadcasts, repertoire, recordings, concerts, and international tours with Cornwall at the helm.

A Cultural Necessity

2017 ◽  
Author(s):  
Michael Hicks
Keyword(s):  
Popular Music ◽  
Southern California ◽  
Classical Music ◽  
University Of Southern California ◽  
Choral Conductor ◽  
Brigham Young University ◽  
University Of Utah ◽  
Mormon Tabernacle Choir ◽  
Limited Basis ◽  
The University

This chapter discusses the activities of the Mormon Tabernacle Choir under Richard Condie's conductorship. On August 20, 1957, the First Presidency met to discuss who should replace Spencer Cornwall. They chose Newell Weight, a choral conductor at Brigham Young University, but he was on a two-year leave doing graduate work at the University of Southern California. Condie was appointed initially on a “limited” basis, but ended up directing the Choir for sixteen years. Not long after, Condie was accused of dropping old Choir members and installing in their places his University of Utah students. He was turning the Tabernacle Choir into “a university chorus.” This chapter considers Condie's rehearsal methods for the Choir, the Choir's recordings and its television appearances, domestic tours, and success in the areas of popular music and classical music. It also describes the Choir's identification with conservative Americanism as well as its dwindling reputation.

NIXON'S GRIN AND OTHER KEYS TO THE FUTURE OF CULTURAL AND INTELLECTUAL HISTORY

2012 ◽  
Vol 9 (1) ◽  
pp. 217-231
Author(s):  
JOAN SHELLEY RUBIN
Keyword(s):  
New York ◽  
Intellectual History ◽  
Symphony Orchestra ◽  
New York Times ◽  
American Composers ◽  
School Of Music ◽  
Eastman School Of Music ◽  
The Future ◽  
Mormon Tabernacle Choir ◽  
The University

In January 1969, just before his inauguration as president, Richard M. Nixon attended a concert in his honor at Constitution Hall. The program consisted entirely of works by American composers, including Howard Hanson, then the director of the Eastman School of Music at the University of Rochester. Hanson's choral work “Song of Democracy,” a setting of two excerpts from poems by Walt Whitman, was the last number of the evening. Here is New York Times music critic Harold Schonberg's commentary on the event, which featured the National Symphony Orchestra and the Mormon Tabernacle Choir: “Song of Democracy” is not a very original or strong piece, but it makes a big brave sound in its concluding measures, and the well-trained Mormon Tabernacle Choir had a lusty time with it . . . Mr. Nixon listened intently, but grinned his way between numbers. At the end of the Hanson work, he was determined to be the first to applaud. He brought his fist down in a great downbeat, anticipating the conductor's by a good half measure. Afterwards, Schonberg reported, Nixon left the presidential box to congratulate Hanson personally.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Mentoring as a Communication Coach in a Public School Setting

2012 ◽  
Vol 21 (3) ◽  
pp. 115-121
Author(s):  
Catherine George ◽  
Faye Warren
Keyword(s):  
Public School ◽  
Role Models ◽  
School Setting

Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

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