Plantation Park Singers Orientation
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Transcript of Plantation Park Singers Orientation
Plantation Park Singers
Orientation
Nicole M. Greggs, Director/NBCT- EMC/Music
Julie Gittelman, PrincipalCarol King-Roberts, Asst. Principal
04/19/23 1www.musicmakerscamp.com
Welcome to
Plantation Park Singers!
04/19/23 2www.musicmakerscamp.com
Agenda1. Chorus Handbook
A. Registering & Donations B. Responsibilities
1. Attendance/Mrs. Greggs’ Contact Info.; 2. Uniforms/Uniform & Shoe Bank; 3. Music, CDs, & Musicianship Tests; 4. Procedures; 5. PPSBA; 6. Fundraising
C. Awards & Point SystemD. Audience Etiquette
2. General Questions04/19/23 www.musicmakerscamp.com 3
Mrs. Greggs’ Contact
Information:• Email (preferred)-
[email protected] or [email protected] or [email protected]
• PPE phone- 754-323-7150 x325• Cell phone (after hours)- 954-868-5515• Please do NOT leave messages on
school phone.
04/19/23 4www.musicmakerscamp.com
What is Chorus? And Why Sing?
• Chorus is a fun, honorary, academic enrichment program that teaches the whole child life skills through beautiful singing in a large group.
• No heartbeat= no life.• Singing naturally develops linguistic skills,
enhances reading ability, & strengthens cross-cerebral synapses.
• Music provides a context for knowledge from all areas- reading, math, science, social studies, character, TRIBES agreements; sense of community.
• It’s social and fun!04/19/23 5www.musicmakerscamp.com
Registering for PPE Chorus
• Chorus Registration is exclusively online: musicmakerscamp.com>PPE Chorus>Auditioning & Registering
• $20 “Fair Share” registration donation, $15 per additional child if registering multiple children
• $25 Uniform Rental Donation due ASAP, or purchase (see info. Online)
04/19/23 6www.musicmakerscamp.com
Chorister & Parent Responsibilities
Attendance• It’s not just a club! Mandatory rehearsals-
Chorus meets after school on Tuesdays and/or Thursdays from 2:10-3:40pm. Most of the year it’s 1 day per week on Thursday, but if Thursday is early release or off, we’d meet that week on Tuesday.
• We hold 2 Friday night Sing-a-Thon’s in November and February, as well as winter and spring concerts in December and May.
04/19/23 7www.musicmakerscamp.com
Chorister & Parent Responsibilities
Attendance• We also take field trips and day trips. • This year we are planning a trip to Music USA
Festival at Universal Studios Orlando, FL on Dec. 5, 2014!!! This is a music competition & the last time we went we won 1st Place & GRAND CHAMPION OVERALL for the whole festival!
• Excusal notes (written or emailed) within 2 rehearsals of absence;
• Tardies/ early dismissal also need notes;04/19/23 8www.musicmakerscamp.com
Chorister & Parent Responsibilities
Uniforms & Uniform Bank• Formal = dresses for girls, tux for boys;
fittings tonight from Bank; all payments for new items due Oct. 16 (regular rehearsal);
• Uniform Bank has dresses, tux pants & shirts, & shoes- please check to see if what we have fits you before purchasing- see handbook for costs
• Check online for specific details04/19/23 9www.musicmakerscamp.com
Chorister & Parent Responsibilities
Uniforms & Uniform Bank• Uniform checks- formal & informal,
25 points each.• Cummerbunds & bowties are loaned
to boys for concerts & recollected immediately after- should never go home
04/19/23 10www.musicmakerscamp.com
Chorister & Parent Responsibilities
Music & Practice CD’s• Folders & music are loaned;• Keep pencil in folder;• Mark music in pencil only;• Practice CD’s are to be used as study
aids at home in conjunction with music scores;
• Music returns in December & May, • After check-in, fees may apply for
lost/damaged scores.04/19/23 11www.musicmakerscamp.com
Chorister & Parent Responsibilities
Musicianship Tests• Purpose is to foster musical growth and
excellence.• Mrs. Greggs teaches material. Students take
level 1 test at Fall Sing-a-Thon (study sheet is in chorus folder);
• Those who score > or =90% go on to take level 2 test at spring Sing-a-Thon;
• Those who score < 90% retake level 1;• Level 3 available for those who score >=90% on
level 2;• Musicianship Awards at Awards Gala in May.04/19/23 12www.musicmakerscamp.com
Chorus ProceduresRehearsal Schedules & Announcements• Schedule is part of Handbook;• December and Spring dates still being
negotiated;• Check chorus website for latest
information: www.musicmakerscamp.com
• WOWL• Chorus bulletin board• ParentLink Calls/ emails• Notices
04/19/23 13www.musicmakerscamp.com
Chorus Procedures
Rehearsals• No phone use (school or personal cell
phones);• Arrive on time with folder, pencil, &
agenda;• Use restrooms, eat snacks, & get
drinks before we begin;• When warm-up’s start, all talking stops;• TRIBES Agreements followed;• No rehearsal interruptions.04/19/23 14www.musicmakerscamp.com
Chorus Procedures
Dismissal• EAST PARKING LOOP ONLY for pickup
(FRONT OF SCHOOL);• All students will be dismissed out the
Green Gate door;• Student names in car windshields speeds
pickup;• Supervision provided 15-minutes post-
rehearsal;• Chronic late pickups will result in child
being regretfully removed from chorus.04/19/23 15www.musicmakerscamp.com
PPSBA(Plantation Park Singers Booster
Association)
• It’s our Chorus Booster group of parents;• Handles non-musical aspects of running
choir;• Please donate 2 hours to help somehow-
sign up to assist on contracts;• Chaperones for trips need level 2 clearance
this year- fingerprinting (self pay);• EVERYONE please register to volunteer
online at www.getinvolvedineducation.com .• Offices are open; will discuss during PPSBA
meeting following this powerpoint.
04/19/23 16www.musicmakerscamp.com
Fundraising• Chorus and PPSBA are financially self-sufficient;• Mrs. Greggs volunteers her time as do all other
PPSBA volunteers;• Fundraising pays for music, costumes,
clinicians, sets, awards, t-shirts, treats, music equipment, etc.;
• Half of Sing-a-Thon pledges & certain other fundraisers are credited to student accounts toward uniforms and trip costs; remaining proceeds cover awards & general chorus expenses.
• All students are encouraged to help raise funds.
04/19/23 17www.musicmakerscamp.com
Point SystemITEM/EVENT POINTS
PERFORMANCE: Performance or Sing a Thon (per day)‐ ‐ +30 (0 if unexcused)
REHEARSAL: perfect day +10 (0 if unexcused)
REHEARSAL: no pencil and/or agenda (or no recorder, when counted)
+9
REHEARSAL: leaving for bathroom (supposed to go before rehearsal)
+8
REHEARSAL: present/no notebook +7
REHEARSAL: Late pick up (except 1st incident), Tardy to/leaving ‐early from
+6
REHEARSAL: talking/ off task +5 (+1 if severe)
REHEARSAL: present but forgot to take nametag +304/19/23 18www.musicmakerscamp.com
Point System- cont.
ITEM/EVENT POINTS
Rehearsal/performance: excused absence (notes or FRP's due by 2nd rehearsal after absence)
Ex (event not counted)
Rehearsal/performance: unexcused absence (no note provided or note for unacceptable reason)
+0
RESPONSIBILITY: Required forms/monies in on time (per incident)
+ 5 per form (0 if late/never returned)
RESPONSIBILITY: Prepared on Uniform Check Day 9includes shoes, socks, jeans, t-shirt, tux pants, tux shirt, formal dress)
+25 or portion thereof (per check)
EXTRA CREDIT/ SCHOLARSHIP: ’A’ Honor Roll +25 (per quarter)
EXTRA CREDIT/ SCHOLARSHIP: A or B Honor Roll +15 (per quarter)
04/19/23 19www.musicmakerscamp.com
Point System- cont.ITEM/EVENT POINTS
EXTRA CREDIT: Voluntary music ensemble (orchestra, church/temple choir, etc.) or private music lessons (must complete during this school year & turn in program)
+ 15 per ensemble perschool year
EXTRA CREDIT/SCHOLARSHIP: Musicianship tests‐ passing grade of 90% or more
+15 pts per level
NOT FOR GRADE/RESPONSIBILITY: Sing‐a‐Thon: pledge goal met
+10
EXTRA CREDIT/ LEADERSHIP: Voluntary vocal solo/ announcer/ special part
+5 per event
EXTRA CREDIT/ LEADERSHIP: Helps Mrs. Greggs after rehearsal
+2 per day
EXTRA CREDIT/ LEADERSHIP: serves as chorus officer or section leader
+15 per year
NOT FOR GRADE‐ PPSBA Meeting‐ parent in attendance
+5
NOT FOR GRADE‐ PPSBA‐ parent volunteers in rehearsal OR chaperones trip
+ 5 per day
NOT FOR GRADE- PPSBA‐ parent volunteers (daytime/home/elsewhere)
+ 7 per task
04/19/23 20www.musicmakerscamp.com
End-of-Year Awards
• First, Second, & Third Year Achievement Awards
• Perfect Attendance Award• Outstanding Attendance Award• Outstanding Leadership Award• Outstanding Responsibility Award• Musicianship Test Certificates• Most Outstanding 3rd, 4th, & 5th‐Grade Awards • Most Improved Chorister• Most Outstanding Overall Chorister • Certificates of Appreciation • Outstanding Entertainer Awards 04/19/23 21www.musicmakerscamp.com
• For the general population, the more music and arts classes taken, the higher the student achievement in all measures
• For students on “free and reduced lunch,” an indicator of socioeconomic levels, the more music and arts classes taken, the higher the student achievement in all measures.
• For students divided by ethnicity, the more music and arts classes taken, the higher the student achievement in all measures.
• The more arts classes taken, the less likely a student is to dropout of the cohort group.
2007-2008 12th Grade Cohort
Fine Arts Enrollment
Cumulative GPA
2.5
2.6
2.7
2.8
2.9
3
3.1
3.2
4 or morecredits
3 - 2.5credits
2-1.5 credits 1 - .5 credit No artscredits
Visual Art
Dance
Drama
Music
0%
5%
10%
15%
20%
25%
30%
35%
4 or more credits
3 - 2.5 credits
2-1.5 credits
1 - .5 credit No arts credits
% Of Students Failing to Graduate with Cohort
Dance
Drama
Music
Visual Art
SAT Math Scores (Mean)
460
480
500
520
540
560
4 or morecredits
3 - 2.5credits
2-1.5 credits 1 - .5 credit No artscredits
Visual Art
Drama
Music
SAT Verbal (Mean)
460
480
500
520
540
560
580
4 or morecredits
3 - 2.5credits
2-1.5 credits 1 - .5 credit No artscredits
Visual Art
Drama
Music
Level 3 and Above: FCAT Reading
0%
10%
20%
30%
40%
50%
60%
70%
4 or morecredits
3 - 2.5credits
2-1.5credits
1 - .5 credit No artscredits
Visual Art
Dance
Drama
Music
Score 3.5 and Above: FCAT Writing
0%10%20%30%40%50%60%70%80%90%
100%
4 or morecredits
3 - 2.5credits
2-1.5credits
1 - .5 credit No artscredits
Visual Art
Dance
Drama
Music
Low Socio-Economic Group: Cumulative GPA
Low Socio Economic: % Taking SAT
Low Socio Economic: SAT Scores Music only
Low Socio-Economic: FCAT %Music only
Cumulative GPA: RaceMusic only
% Taking SAT (Verbal or Math): RaceMusic only
Avg SAT Scores: RaceMusic only
FCAT %: RaceMusic only
FCAT %: RaceMusic only
FCAT %: RaceMusic only
• For the general population, the more music and arts classes taken, the higher the student achievement in all measures.
• For students on “free and reduced lunch,” an indicator of socioeconomic levels, the more music and arts classes taken, the higher the student achievement in all measures.
• For students divided by ethnicity, the more music and arts classes taken, the higher the student achievement in all measures.
• THE MORE ARTS CLASSES TAKEN, THE LESS LIKELY A STUDENT IS TO DROPOUT OF THE COHORT GROUP.
2007-2008 12th Grade Cohort
Fine Arts Enrollment
• 2007-2008 12th Grade Cohort – Fine Arts Enrollment Data
• Secretary Arne Duncan’s letter• All prior collected music and arts
resources
Resources
www.flmusiced.org
Plantation Park Elementary’s Music Department
Objectives
• Benefits of Music Education
• Music Education Advocacy
• What Parents can do to Encourage their Children in Music
• How Music Connects with Core Subject Areas-Research and Ideas that are used in the Music Classroom
• Elementary Music Education in Broward County Schools
IMPORTANCE OF MUSIC EDUCATION
Music Education Helps Develop:•Hand-Eye Coordination•Memory Skills•Concentration•Problem Solving Skills•Teamwork•Self-Confidence/Self Esteem•Self-discipline/Perseverance•Standards of Excellence•Time Management Skills
4 Categories of Benefits for Music Education
1. Success in Society2. Success in School3. Success in Developing Intelligence4. Success in Life
1. Success in Society
• Every human culture uses music to communicate ideas and ideals
• The arts are identified as one of the six basic academic subject areas students should study to succeed in college– Academic Preparation
for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York
• The arts create jobs, increase local tax base, spur growth in businesses (hotels, restaurants), and improve the quality of life for our cities and towns– American Arts
Alliance Fact Sheet, October 1996
2. Success in School
• Students with music performance or appreciation experience scored higher on the SAT than those not involved. How much higher?• 53 points higher on verbal
and 39 points higher on math for those involved in music performance
• 61 points higher on the verbal and 42 points higher on the math for those involved in music appreciation
– 1999 College-Bound Seniors National Report: Profile of SAT Program Test Takers, The College Entrance Examination Board, Princeton, New Jersey
• Students participating in arts programs in selected elementary and middle schools in New York City showed significant increases in self-esteem and thinking skills
– National Arts Education Research Center, New York University, 1990
3. Success in Developing
Intelligence-Research Results
• Music training is superior to computer instruction in enhancing children’s abstract reasoning skills, those necessary for learning math and science
– Shaw, Rauscher, Levine, Wright, Dennis, and Newcomb
• Two Rhode Island schools gave an enriched, sequential, skill-building music program which showed marked improvements in reading and math skills. Students in this program who had started out behind the control group caught up to statistical equality in reading, and pulled ahead in math
– Gardiner, Fox, Jeffrey, and Knowles
Success in Developing Intelligence- Research
Results, Continued
• A study at the University of California (Irvine) showed that after eight months of keyboard lessons, preschoolers showed a 46% boost in their spatial reasoning IQ
– Rauscher, Shaw, Levine, Ky, and Wright
• Children given piano lessons significantly improved in their spatial-temporal IQ scores (important for some types of math reasoning) compared to children who received computer lessons, casual singing, or no lessons
– Rauscher, F.H., Shaw, G.L., Levine, L.J., Wright, E.L., Dennis, W.R., and Newcomb, R.
Success in Developing Intelligence- Research
Results. Continued• An Auburn University study
found significant increases in overall self-concept of at-risk children participating in an arts program that included music, movement, dramatics, and art, as measured by the Piers-Harris Children’s Self-Concept Scale
– N.H. Barry, Project ARISE: Meeting the needs of disadvantaged students through the arts
• A study at McGill University found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. They also found that self-esteem and musical skills measures improved for those students
– Costa-Giomi, E.
4. Success in Life• Opens doors that
help children transition from school into the world around them-world of work, culture, intellectual activity, and human involvement– Gerald Ford, former
President, United States of America
• By studying music in school, students have the opportunity to build on skills such as communication, creativity, and cooperation. They enrich their lives by building on these skills and seeing the world from different perspectives– Michael E. DeBakey, M.D.,
Leading Heart Surgeon, Baylor College of Music.
What Can Parents Do?
Listen to music with your child from little on up-nursery rhymes, folk songs, children’s songs
Sing and play music with your child Go to concerts or watch concerts on television Encourage your child to participate in musical activities at
school, church, and home Listen and show enthusiasm for your child’s musical
achievements Attend your child’s school/church music programs Be active in your child’s everyday life Engage in musical activities with your child on the internet.
There are many interactive sites…
How Music Connects to the Core Subject
Areas
Research & Ideas Used in the Research & Ideas Used in the Music ClassroomMusic Classroom
Music and Math• Spatial/temporal relationships in music
exist as pitch and rhythm patterns• The cognitive skills used to process
music are used in math as well• When singing on pitch: “Do” is less than
“re”, and “re” is less than “mi”. As students develop these skills, it can help students understand math concepts such as number lines
» Gardiner, 1996
Music and Math• 2nd and 3rd graders were taught
fractions using concept of rhythmic notation-relationships between different note values
• Peers received traditional fraction instruction
• Students taught fractions using music concept scored 100% higher on fractions tests than those who learned using the traditional method
» Rauscher, 1999
Music and Math• Students use
addition and subtraction skills when working with measures and beats-ex: Creating and/or completing measures using quarter, half, eighth notes and their respective number of counts.
• Musical notation-notes and rhythms-are sets of graphs
Music and Science
• Science and SoundScience and Sound• Experiments on sound waves and Experiments on sound waves and vibrations-using a rubber band plucked vibrations-using a rubber band plucked between two fingers to show vibration.between two fingers to show vibration.
• See salt move on a surface when sound is See salt move on a surface when sound is made: Put plastic tightly over a coffee made: Put plastic tightly over a coffee can and secure with a rubber band. can and secure with a rubber band. Place salt on the plastic. Tap a smaller Place salt on the plastic. Tap a smaller can with a ruler to see the salt move. can with a ruler to see the salt move. The salt moves because the plastic is The salt moves because the plastic is vibrating due to the sound waves hitting vibrating due to the sound waves hitting it!it!
Music and Science• Instruments and Science
• Size and Pitch:–Large instruments have low sounds–Small instruments have high sounds–Using Boomwhackers (plastic tubes that are pitched to certain notes), you can build a pyramid to visually show the students that to support the pyramid, the large tube must be on the bottom (and it makes the lowest sound). The smallest tube must be on the top of the pyramid (it makes the highest sound)
Music and Science• Other interesting ideas:
• Glasses filled with different amounts of water-have the students put them in order from the lowest to the highest (the lowest will be the one with the least amount of water; the highest will be the one with the most water-the instrument is actually the air column created by the space not filled up with water: smaller air space = more water = higher sound larger air space = less water = lower sound
• There are numerous songs and movement activities that have a science focus to them.
• The opportunities to connect music to science are ENDLESS!!!
Music and…..Music and…..
Music and Social Music and Social StudiesStudies
• Happens often when teaching/learning songs about:
• Countries• Continents• States• Game songs from
other cultures• Folk dances from
around the world
• While learning these songs, we also learn:
• Games• Dances• Instruments-both
American and foreign
• Rhythms• Songs in native
languages• History of
American music and world music
Music and...
Music and Reading
• Both music and reading rely on the discrimination of sounds from each other
• When learning to read, we learn how to relate letters to their spoken sounds
• Phonemic stage of learning to read is promoted by good pitch discrimination skills (learning association between visual parts of words and their spoken sounds)
Music and Reading Research• Experimental group received
Kodaly training five days per week for 40 minutes during a seven-month period
• Control group received no special music training
• Experimental group’s reading scores were significantly higher (88th percentile) than the control group’s (72nd percentile)
• Hurwitz, Wolff, Bortnick, and Kokas
Endless Possibilities!!!
• Music is constantly connected to the core subjects of education
• By its nature, music education naturally addresses all subject areas!
Your Child’s Elementary Music Education in the
Your child receives…
• Plantation Park Elementary School Grades K-5~– Music every 3 days for 30
minutes
• The amount of instructional time for music varies from school to school in Broward County. This is due to budget, enrollment, number of special subject areas, and scheduling challenges at each location.
• Your school’s principal makes decisions regarding how much music education the students at your school receive.
• Bonus Classes on PLC days using reading/ music connections
Your Child Has the Opportunity
to:• Learn how to sing• Learn how to
read music• Learn how to play
instruments• Learn musical
games• Learn dances• Learn important
musical terms
• Perform for others• Create rhythms,
melodies, and dances
• Listen to music from many cultures and time periods
• Make instruments• Show musical
expression• And much, much
more!
To Continue Improving the Music Program, We Need..• Better Music Facilities~Currently many
music teachers do not have a room!• Parents, Parents, Parents!~You are the
foundation of our program~Without your support, our program could not succeed!
• Community Support~Our community needs to be aware of our program, it’s successes, and it’s needs.
Music Is…………• Science~it is exact, specific, and
demands acoustics. Music scores are graphs which indicate frequencies, volume changes, melody, harmony, and intensities all at once with exact control of time
• Mathematical~it is rhythmically based on subdivisions of time into fractions
• Foreign Language~terms are often in Italian, German, or French. Notation is a set of symbols used to represent ideas that everyone, regardless of language can understand
Music Is……..• History~ reflects the times,
country, and origin of it’s creation
• Physical Education~ coordination of eyes, hands, fingers, lips, voice, facial, and diaphragm muscles in response to the sounds heard and interpreted
• Art~ Use all of the technical aspects of music to create emotion and beauty
ResourcesArts Improve Reading and Math. (n.d.). Retrieved February 16, 2002 fromhttp://www.bcmusiccoalition.org/resources/artsimprovereadmath.html Campbell, D. (1996). Introduction to the Musical Brain. Saint Louis: MMB
Music, Inc.
Campbell, D. (2001). The Mozart Effect. New York: HarperCollins Publishers
Campbell, D. (2000). The Mozart Effect for Children. New York:
HarperCollinsPublishers
Henriksson, L. Why Arts Education Matters. Retrieved February 2, 2002,
fromhttp://www.bcmusiccoalition.org/resources/whyartsedmatters.html
Resources cont. Hopkins, G. (1999, March 15). Making the Case for Music
Education. EducationWorld. Retrieved December 1, 2001, from
http://www.education-world.com/a_curr/curr123.shtml Music and Your Child. (n.d.). Retrieved February 17, 2002 from
http://www.coalitionformusiced.ca/yourchild.htm Music and Literacy. (n.d.). Retrieved April 27, 2002 from
http://www.fresno.k12.ca.us/divdept/music/Literacy.htm Music Education Facts and Figures. (n.d.). Retrieved February
16, 2002 fromhttp://www.menc.org/information/advocate/facts.html
Resources cont.Weinberger, N. (n.d.). Music and the Brain. Retrieved February 16, 2002 from
http://www.bcmusiccoalition.org/resources/musicbrain.html Weinberger, N. (1994). Music and Cognitive Achievement in Children. MuSICA
Research Notes, V1, I2. Retrieved April 28, 2002 from MuSICA Research notesdatabase.
Why Music? (n.d.). Retrieved February 16, 2002 from
http://www.musiceducationonline.org/links/why.html Why Music Matters (n.d.). Retrieved February 16, 2002 from
http://www.bcmusiccoalition.org/resources/why_mus_matters.html
PPSBA Meeting
• (THIS AGENDA COVERED 10/3/13)• Welcome! Please sign in!• Reports:
– President– Vice-Presidents– Treasurer– Secretary– Mrs. Greggs
04/19/23 www.musicmakerscamp.com 78
PPSBA Meeting
III. Old Business A.None at this time
IV. New BusinessA. Need of the Month- please take an
item from the Giving Tree if you are willing. Thank You!
B. Chorus Handbook, Schedule, Contracts & Paperwork- Mrs. Greggs
04/19/23 www.musicmakerscamp.com 79
PPSBA Meeting
C. Chorus Uniforms1. Formal Uniform Check Day: 2. Informal Uniform Check Oct. 11 at Sing-a-Thon (jeans & t-shirts, no anklet socks)3. Help needed with checking on all 3 days! 4. Uniform Bank, Costs, & Policies;
04/19/23 www.musicmakerscamp.com 80
PPSBA Meeting
D. Volunteering, Chaperone, and Committees- STAR procedures- Mrs. Greggs
04/19/23www.musicmakerscam
p.com81
PPSBA MeetingE. Election and Installation of Officers- Proposed
Slate for 2012-2013:
Co-President(s)- OPENVice-President of Uniforms & Costumes- OPENVice-President of Volunteers- OPEN; Vice-President for Administration- OPENVice-President for Supplies, Stage, & Props- OPENVice-President for Fundraising- OPEN; Vice-President for Music & Library- OPEN;Secretary- Debbie Aurand; Treasurer- OPEN; Historian- CELIA SCHWAB;
04/19/23 www.musicmakerscamp.com 82
PPSBA Meeting
F. Ratification of 2013-2014 Proposed Budget (see separate Word document)
04/19/23 www.musicmakerscamp.com 83
PPSBA MeetingG. Fundraising
1. Proposed Fundraisers include:a. Fall and Spring Sing-a-Thon’s (see
below)b. Spring Concert program book
Advertisement salesc. Family Nightsd. Recorder salese. Cookie Dough sales???
2. All fundraising events must be approved by Ms. G before notifying parents.
04/19/23 www.musicmakerscamp.com 84
PPSBA MeetingV. Open FloorVI. Next PPSBA meeting
time = Thurs. Oct. 6 at 6:30pm in the PPE cafeteria.
VII. Adjournment
04/19/23www.musicmakerscamp.c
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THANK YOU!What to do now? •Complete your child’s online registration•Sign up for committees (please duplicate or add to what you put on your contract)•Turn in your child’s Registration donation•Size your child for a uniform•Mingle AND CELEBRATE!
04/19/23 www.musicmakerscamp.com 86