Northwest School of the Arts - DOC by sofiaie

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									                               Northwest School of the Arts
                                      Admissions
                                   Audition and Application Information
Northwest School of the Arts (NWSA) invites interested students to apply for 2009-2010 admission to the school.
Students must participate in an audition before being admitted and may audition in the following areas: Dance,
Music, Theatre, and Visual Arts. Students must select only one art area unless approved by the department chair.
   Students must enroll in CMS by the established deadlines, audition at Northwest, and submit an on-line CMS
                                          Magnet Lottery Application.
                                 Parents/Guardians and Students should attend
                            NWSA’S INFORMATIONAL OPEN HOUSE
                             10:30AM, 11:00AM, 5:00PM, 5:30PM, and 6:00PM
                  November 17 and 19, January 20, 22, March 9 and 11, and April 14 and 16.
Application Instructions:
 Obtain an application from the NWSA website - http://pages.cms.k12.nc.us/northwest or by visiting NWSA at
  1415 Beatties Ford Road between the hours of 8:00 a.m. to 3:00 p.m.
 Complete the application.
 Obtain two (2) recommendation forms and submit them in a sealed envelope along with the application. Obtain
  one from a fine arts teacher who has knowledge of the student’s potential or ability and one from a core
  academic teacher. If the student is auditioning for more than one fine arts area, the student must obtain a
  recommendation letter from a teacher in each area. For example, if a student is auditioning in theatre and visual
  arts, he/she must submit two “arts” recommendations and one “academic” recommendation. All students are
  assessed by skill level only. Their grade level does not determine class placement. For example, a student may
  be in Grade 12 but placed in a beginning level class due to skill level
 Submit a copy of their most recent report card. Students who enroll in NWSA must have the ability to balance
  academics and arts requirements. Students need a solid foundation in the core academic subjects in order to
  successfully balance art/academics/extra-curricular activities at NWSA. Therefore, it is recommended that
  students have at least a 2.0 GPA in order to receive the full value of an arts-focused middle and high school
  education. Please refer to the CMS Magnet Compact Agreement continuation requirements.
 Parent/guardian must sign the application form. Please include an email address if possible.
 Return the application, recommendation forms and transcript or report card to NWSA by mail or in person. A
  parent/guardian must sign and date the application. A fax is not acceptable as recommendations are in sealed
  envelopes.
                                        Patty O’Boyle, Audition Coordinator
                                        Northwest School of the Arts
                                        1415 Beatties Ford Road
                                        Charlotte, NC 28216
                                      Email: patty.oboyle@cms.k12.nc.us
When the information is received, a representative from NWSA will contact parent/guardian to schedule an audition.
Students will not be scheduled for an audition until the application, recommendations and grade information is
received.
Students and parent/guardian will be required to adhere to audition process for each major and should review the
requirements carefully. Students must be accompanied by a parent or guardian to the audition.
                                     Audition Dates: (By appointment only)
                       January 16, 17, 23, 24, March 27, 28, May 13, July 11, August 14




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Theatre Majors
All theatre majors will be judged on energy, acting instinct, and ability to take direction and
critiques.
Middle School
There are two tracks for middle school students; theatre performance and musical theatre.
Students will:
   1. Bring a theatrical resume if experienced.
   2. Memorize and perform one 1-minute monologue chosen from the list below.
   3. Participate in a twenty minute demonstration class.
Students should come to the audition dressed in loose clothing, secure closed-toed shoes (no flip
flops) and be able to move about freely.
Students auditioning for the musical theatre track must complete all the requirements of the
theatre major and be prepared to perform two different selections from a popular musical. Each
selection should be 16-32 measures (no longer) and one should be up-tempo and the other
selection should be a ballad. It is preferred that students bring sheet music. An accompanist will
be provided. However, instrumental only CD recordings are acceptable.
These monologues may be found on the school’s website or in person at the school’s front office.
Middle School Male Monologues
Summertree by Ron Cowen                                            Character: Young Man
Amen Corner by James Baldwin                                       Character: David
The Glass Menagerie by Tennessee Williams                          Character: Tom
A Midsummer Night’s Dream by William Shakespeare                   Character: Puck
The Rainmaker by N. Richard Nash                                   Character: Starbuck
You’re A Good Man Charlie Brown by Clark Gessner                   Character: Charlie

Middle School Female Monologues
Happy Birthday Wanda June by Kurt Vonnegut, Jr                     Character: Wanda June
Saint Joan by George Bernard Shaw                                  Character: Joan
A Raisin in the Sun by Lorraine Hansberry                          Character: Beneatha
A Midsummer Night’s Dream by William Shakespeare                   Character: Helena
The Diary of Anne Frank by Anne Frank                              Character: Anne
A Member of the Wedding by Carson McCullers                        Character: Frankie

High School Theatre Majors
There are four different tracks for high school theatre majors: acting/performance, musical
theatre, technical theatre, and costume design.
Students will:
   1. Bring a theatrical resume if experienced.

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   2. Memorize and perform one 1-minute monologue chosen from the list below.
   3. Participate in a twenty minute demonstration class.
Students should come to the audition dressed in loose clothing, secure closed-toed shoes (no flip
flops) and be able to move about freely.
Students auditioning for the musical theatre track must complete all the requirements of the
theatre major and be prepared to perform two different selections from a popular musical. Each
selection should be 16-32 measures (no longer) and one should be up-tempo and the other
selection should be a ballad. It is preferred that students bring sheet music. An accompanist will
be provided. However, instrumental only CD recordings are acceptable. Students will be taught
a short dance combination to assess rudimentary musical theatre dance skills.
These monologues may be found on the school’s website or in person at the school’s front office.
High School Contemporary Male Monologues

Summertree by Ron Cowen                                        Character: Young Man
Amen Corner by James Baldwin                                   Character: David
The Glass Menagerie by Tennessee Williams                      Character: Tom
Wuthering Heights by Emily Bronte                              Character: Heathcliff
Six Degrees of Separation by John Guare                        Character: Paul
The Rainmaker by N. Richard Nash                               Character: Starbuck
High School Shakespearean Male Monologues

A Midsummer Night’s Dream                                      Character: Puck
Othello, Act V, Sc. 2                                          Character: Othello
King Henry V, Act IV, Sc. 3                                    Character: Henry
Hamlet, Act II, Sc. 2                                          Character: Hamlet
Richard III Act IV, Sc. 3                                      Character: King Richard III
Macbeth, Act I, Scene vii                                      Character: Macbeth
Much Ado About Nothing, Act II, Sc. 3                          Character: Benedick
High School Contemporary Female Monologues

Happy Birthday Wanda June by Kurt Vonnegut, Jr.                Character: Wanda June
Saint Joan by George Bernard Shaw                              Character: Joan
A Raisin in the Sun by Lorraine Hansberry                      Character: Beneatha
Wuthering Heights by Emily Bronte                              Character: Catherine
The Diary of Anne Frank by Anne Frank                          Character: Anne
A Member of the Wedding by Carson McCullers                    Character: Frankie
High School Shakespearean Female Monologues

Richard III, Act I, Scene 2                                    Character: Lady Anne

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A Midsummer Night’s Dream                                       Character: Helena
Macbeth ,Act I, Scene 5                                         Character: Lady Macbeth
Romeo and Juliet, Act II, Scene 2                               Character: Juliet
The Merchant of Venice, Act IV, Sc. 1                           Character: Portia
The Taming of the Shrew, Act V, Sc. 2                           Character: Katherina
High School Technical Theatre
Students will complete an interview in which the student will present a portfolio of their work
pertaining to technical theatre. The portfolio should be easy to read and understand; and it
should be clearly divided into sections. It should include, but not limited to:
1. A letter of introduction where the student declares their intent to become a technical
   production and design major by defining the role of production and design in a play
   performance. The student should also talk about their own experiences in design, production
   work, and what inspired them to choose technical production and design. Students should set
   goals for what they would like to accomplish through their technical theatre training.
2. Examples of designs, renderings and drafting. All work should contain the student’s name,
   the name of the particular production, and what they are designing (ex. lighting plot, floor
   plan, dimensional drawings, etc.). If a student has no experience with technical drawing or
   rendering, they can simple draw what they think a set or costumes should look like for a play
   of their choice.
3. A written resume of theatrical experience. This can include any performance experience as
   well. Students should emphasize what they did, how they did it, and if they were able to
   show leadership to the others in their crew.
High School Costume Design
This unique program allows students the opportunity to pursue the art of costume design.
Students interested in auditioning for costume design should bring at least 3 examples of
garments they have built (they can be items personally worn) or bring 2 examples of items that
have been modified or recycled.
Or
Present a portfolio of at least 5 sketches/renderings of garments you have designed with realistic
proportions, pencil or pastel (no markers) and include fabric swatches. The student should be
able to discuss real life experiences, and basic research.
High School and Middle School Dance Major
1. Minimum of 1-2 years of dance technique experience recommended for high school only, no
   training necessary for middle school). Students with no experience should address your
   interest in ballet or modern dance in your application essay.
2. The dance audition will include a 90 minute master class. The class will consist of ballet
   barre, adagio, petite allegro, Pointe, and both modern and jazz center combinations.
3. Audition includes a technique class for pointe students only, a personal interview, and
   combined interview/guidelines with parent/guardians.


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Dress code for the audition: Females should wear black leotard, pink tights (convertible pink
tights preferred), and bring ballet flats, or jazz shoes. Males should wear a snug fitting white
short sleeve t-shirt and dark colored pants that permit movement. Dance wear is permitted, but
students should not wear shorts. Males may also wear ballet or jazz shoes or may dance barefoot.
No shoes will be worn during the modern section of the audition for either gender.
Judges will be assessing: basic alignment while standing, basic alignment while in motion,
knowledge of dance vocabulary, appropriate artistic application of strength and stamina,
flexibility/range of motion, ability to grasp and retain sequences, nuances of rhythm/phrasing
sequences, qualitative dimensions of exercises, and be able to demonstrate and maintain
commitment towards instruction and corrections

Middle School and High School Visual Arts Major
1. A portfolio of work containing 8-10 (6-8 for Middle School) works/projects in painting,
   drawing, printmaking, collage, fibers, ceramics, sculpture, etc.
2. A working sketchbook containing at least 10 OBSERVATIONAL drawings (some planning
   sketches showing conceptual process would be a plus.) Some drawings should be linear and
   some should indicate ability to render light and shadow. Observational drawings might
   include objects (ex., tools, keys, musical instruments, shoes, etc.) drawn from a variety of
   angles or points of view. Examples include: a corner or part of a room, their own hands or
   feet, self-portrait, architectural studies and landscape. Drawing from photographs is not
   recommended. Cartoons or anime are not acceptable.
Choral Music
1. Sing the major scale ascending and descending in tune generating your own starting pitch
   and without assistance from the piano. High school students must sing the scale on solfege
   syllables (do, re, mi, fa, sol, la, ti, do, ti, la, sol, fa, mi re, do.)
2. Vocalize using simple exercises demonstrated by the teacher. In this segment of the audition,
   the student’s ability to follow directions, sing on and match pitch, and think and adjust
   quickly are assessed.
3. Sing two of the following selections:
       a. the first verse of “My Country Tis of Thee”
       b. a piece from a stage production (opera, oratorio, or musical theatre),
       c. a folk or art song of your choice in any language
Performance of these pieces will be used to assess characteristics of breath support, vowels, tone,
pitch, range, and ear development. In addition, the student will be assessed on individual
musicality and intuition, and grasp of more advanced vocal concepts such as phrasing, diction,
dynamics, tone, and general showmanship. These pieces should be age appropriate.
4. Complete a sight-reading exercise. This will be provided by the teacher and will be chosen
   for its appropriateness for the age and musical ability of the student.
   Students may sing through the exercise in any fashion they choose. Students are assessed on
   correctness of pitch and rhythm, with extra consideration given to those who execute with
   attention to dynamics and articulations.
Singing with a recording, or singing rap, rock or pop music is not acceptable.

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Previous training or the lack of training is not necessarily a determining factor in acceptance to
this program.
If a student is admitted, he/she will be placed in the appropriate vocal music ensemble based on
his/her ability to perform each audition task and the cumulative audition scores.
Instrumental Music (String, Brass, Percussion or Woodwind instruments)
Middle School - Beginning Band (6-8)
1. Interview to discuss instruments and section availability.
2. Ability to read music is not required.
3. Every beginning band student must begin on a wind instrument.
Experienced Middle School Band (6-8)
Major Scales (Bb, Eb, Ab, F, C, G) one octave with arpeggio
Chromatic Scale (one octave or more)
Sight reading (16 measure sight reading exercise)
Snare Drum - Middle School Rudimental Solo (attached)
Mallet Percussion - Major Scales (Bb, Eb, Ab, F, C, G) one octave with arpeggio
Chromatic Scale (entire range of instrument)
High School (9-12
Major Scales (Bb, Eb, Ab, Db, F, C, G, D) one octave with arpeggio
Chromatic Scale (one octave or more)
Sight reading (16 measure sight reading exercise)
Snare Drum – High School Rudimental Solo (attached)
Mallet Percussion – Major Scales (Bb, Eb, Ab, Db, F, C, G, D) one octave with arpeggio
Chromatic Scale (entire range of instrument)




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Piano
1. Be prepared to play a short piece of the student’s choosing (no longer than three minutes).
   An acoustical piano will be provided. Student must bring music. The student will also be
   asked to sight read a selection of our choice along with arpeggios and scales. Have a second
   solo selection prepared should it be requested. The student will be asked to match pitches
   played on the piano with his/her voice.
2. The student will be assessed in reading music, dynamics, and theory.
3. One of the 2 recommendations should be from the private piano instructor.
Sound Technology (Musical Instrument Digital Interface (Midi)
1. Students will be assessed to determine skill in reading, dynamics and theory.
2. Prepare a three minute performance (rap, vocal, instrumental, dramatic, poetry and dance).
   Bring samples of music creations. Bring a listing of what type of music software you are
   using, music keyboards, and tutorial programs. Student should list websites they study and e-
   newsletters that they read. The student will be trained and be asked to create an eight bar
   project on Fruity-Loop Studio 7 using 5 tracks (rhythmic, melodic and accompaniment) in 15
   minutes.




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