TheTruePainter

Whoisthispainterwhopaintsthesea
Inallofitsbluebeauty
Withtoweringwavesthatglisteninthesun
Eachoneisforeveryone
Withmanycreaturesbelowofdifferentshapesandsizes
Eachonehavingitsownsurprises

Whoisthepainter
Imustknow
Whopaintsthesunandmoonabove
Madetolighttheskiessobright
Whethernightordayyoufeeltheirglow
Andseeapathwaylitforyou
Inyourdarkestnighttheyshineforyou
Themimicsofeachothermustbelikethecreator
Whowilllightapathwayfromhimtoyou

Hemustalsopainttheforest
Solushandfullofvine
Itmoveswiththewinddelicately
Andcarefree
Somethingweshouldalllooktosee

Withthesunsetsobeautiful
Itmustbepaintedbyhim
Sobrightwarmingandtouching
Itisthetwilight
Butitismorelightthangray

Hepaintedallthecreatures
Notoneisthesame
Heloveseveryoneofthem
Andwemustdothesame

Forthepainterevenpaintedus
Hisgreatestcreation
Wesmile,laugh,andtalk
Allbecauseofhim

Inowseewhothetruepainterisnow
HeisGodalmighty
Theonethatcreatedusandeverythingelse
HeisnotasfamousasdaVinci
ButhestillisthebestpainterIknow
Heisthetruepainter

Scott1

Dylan Scott
Mrs. Tollett
Honors American Literature
25 April 2014
James Gatz: The Great Illusionist
He is Jimmy, the Mr. Nobody from nowhere (Fitzgerald 130). He is James, the boy
with not a single cent to his name but a dream as big as the stars. He is the Great Gatsby, the rich
and mysterious thrower of extravagant parties. Gatsby achieves his most well-known title as
The Great when he is at the peak of his life and as rich as he can be, yet does he deserve it?
Many great people have gone through history and literature without ever receiving such a title,
yet a bootlegger from the West achieves such an honor. Gatsbys wealth, friends, past,
personality, gestures, and even name are all fake and made up by himself. However, what
actually makes him great is how fake he really is. In history, the most people who receive the
title of great are magicians, illusionists, and street side performers. In a way, Gatsby is greater
than even the Great Houdini because he creates an illusion that fools not only everyone around
him but himself as well. Gatsby develops an illusion that has a peculiar nature and origin that
leads to his rise and fall. It is in the nature of such an elaborate illusion that an illusionist can
gain the title of great.
Gatz embraces the idea of The American Dream from the beginning of his childhood.
Living in the West, a young Gatz is influenced by romanticized western stories such as
Hopalong Cassidy and the ideas of life on the old frontier. The old western frontier instills in
people that the average man is a hero and that hard-work leads to success. Gatz takes this to heart
and begins developing his illusion around this perception of people (Lehan Fathers

Scott2

Business 44). He begins to truly believe that he can move forward in society, so he makes a
calendar with a list of things he wants to do: No more smoking or chewing, bath every other
day, read one improving book or magazine per week on the back cover of a Hopalong Cassidy
novel (Fitzgerald 173). It is here when Gatzs ideas of romanticism and realism come together to
form his illusion, for the list is a realistic view on how to achieve a goal. However, the list is
written in a romanticized novel portraying the fact that Gatz has rational steps, yet the dream is a
castle far up in the sky (Lehan Fathers Business 45). This split between his romantic and
rational side will carry through his life, and the romantic side will only grow larger as the illusion
does. Gatz soon meets Dan Cody, a rich and wild man, who introduces Gatz to the lifestyle of
the rich. It is through Cody that Gatz sees being rich as reaching the new status he wants. Gatz
learns the ways in which a man of money and higher class should present himself, yet Cody is
not the best for this. Cody is very romantic himself. With Fitzgerald deriving his name from two
cowboys, Cody can be seen as someone who is in place to envelop Gatz in his own illusion
through increasing Gatzs romantic view on life (Lehan Inventing Gatsby 65). It is Cody who
gives Gatz his new name Jay Gatsby revealing that Gatz has been escorted by Cody into a deeper
thought of romanticism. Gatsby gets to see how extravagant the high life is, and this leads into
his meeting with Daisy.
Gatsby, with his new name, is now fully enveloped in his own illusion. To the new
Gatsby, his old self never existed, and he is now the son of God (Fitzgerald 98). The new
Gatsby does not care about the past ties to the social class, especially when he meets Daisy. As
the kings daughter, the golden girl (Fitzgerald 127), Gatsby views Daisy as the epitome
of his dream. She has all the wealth and lives the life that he desires more than anything. He
wants to love her because of what she is, not who she is.Realistically he cannot have her, for he

Scott3

is part of the lower class. However, romantically she can be his. Gatsby does not care about class
distinction, for in his illusion he is part of the upper class and is able to fancy her with an upper
class attitude, courtesy of Dan Cody. The illusion drags Gatsby into believing that he can marry
Daisy, so when he has to go to war, she becomes the split between his reality and imagination
(Parkinson 102). This split is what comes to define the nature of the illusion and Gatsby as a
person. Gatsby will never be able to mend his dream to reality because he could not mend the
two when meeting Daisy. He got Daisy to love him, yet reality stepped in and stopped him in the
form of social class and war. Daisy becomes the nature of Gatsbys illusion. Gatsbys illusion is
unique in how it involves the illusionist, brought by Cody, and lies in the past (Hermanson). For
the illusion to work and take hold, Gatsby cannot move past the day he left Daisy. If he moves
past that moment, the illusion is shattered as Gatsby believes he can do anything. The son of
God will be brought back down to the reality of his true past and life. It is in this nature that
Daisy is the keystone to the illusion. She becomes the drive the dream pushes for, so Gatsby can
mend the two halves. However, this cannot happen because the image of Daisy is only as real as
his illusion is (Hermanson).
Gatsby moves past the war and devotes his life to obtaining Daisy. The illusion cannot
sustain itself without her, so every move he makes is for her. In his mind, he can only reach her
by growing the illusion. He can not only act the part, but he has to be a member of the higher
class. It is through Gatsby that readers see a dream like Gatsbys cannot remain pristine (qtd.
in Decker 295). In his blind obsession with a material object, Gatsby ignores morals and feelings
of others as shown by his involvement with criminals. He obtains wealth, yet it remains to be
part of the illusion. The wealth is fake in that he gained it illegally. Despite this, he buys a
mansion across from Daisys and throws lavish parties every weekend. This is also part of the

Scott4

illusion in an attempt to attract Daisy to his wealth and status. In this moment, the illusion is at
its peak. People come to know Gatsby due to these parties, and thus he becomes The Great
Gatsby. In his mind, this is all to win over the piece of his dream that got away, yet to others it is
a great man showing his wealth. Romanticized rumors fly around about Gatsby only pushing his
mysterious image higher in the eyes of the public (Hermanson). Gatsby has created fame for
himself, yet all he desires is Daisy on the other side of the lake. His new image has pushed the
whole town under his illusion, for people perceive him as this great image. An illusion relies on
the perception of the viewer, and the people perceive Gatsby as a man of true higher class
(Parkinson 102). He has achieved his dream, but without Daisy, Gatsbys reality is lost in the
past.
He is The Great Gatsby to all and one of the richest men alive, yet he is not content with
the way things are. The illusion is not providing the substance he wants out of life, and as more
steps are taken to acquiring Daisy, the illusion begins to reveal its weaknesses and fall apart.
Gatsby has people he hasnt even met caught under the illusion, yet that is why it works so well.
In wanting to meet Daisy, Gatsby gets close to Nick. He tells elaborate stories to Nick about how
he went to Oxford and the war. Nick believes him, but then the stories become too elaborate. In
trying to recreate his past, Gatsby creates many contradictions, for he cannot get his romanticized
persona to line up with his realistic personality and ideals (Lehan Inventing Gatsby 59). The
split left by Daisy begins to reveal itself through Gatsbys words. When Gatsby talks, he appears
to have two personalities as The Great Gatsby who gives people a romantic view on life, and
Gatz who remains under the surface uncultured in a stiffly manner (Parkinson 101). His
contradictions and faults only get more elaborate as Daisy gets closer to him. With Daisy close
by, he falls apart because his dream cannot become a reality. To turn the illusion into a reality,

Scott5

Daisy needs to be with Gatsby. However, the illusion becoming reality means that the illusion
dies, and with the illusion dead, Gatsby can never be with Daisy. In a weird circle of events,
Gatsbys illusion can only survive with Daisy as a dream. Gatsby seems to realize this when he
meets Daisy and a faint doubt [occurs] to him (Fitzgerald 95), but he cannot bring himself
to accept this fact. Instead, he pushes on with the illusion and tries to incorporate a physical
Daisy into it by erasing the past. Gatsby is faced with being pulled into reality as a result. In the
hotel room on that hot fateful day, Tom Buchannan not only destroys Gatsbys image, but the
image of Gatsby as well. Tom destroys the illusion (Lehan Inventing Gatsby 66). With his true
past brought out, Gatsbys romantic side dies, and in a poetic way, he is murdered soon after as if
his realistic side could not survive without the great romantics of the Great Gatsby. He is buried
as James Gatz with only a few at his funeral. With the illusion dead, the great in his name and
everything it represents is gone.
As James Gatz is buried, people forget who he is. His wealth, fame, and other worldly
possession are gone with his body. However, people such as Nick remember Gatsby as the great
dreamer. They remember Gatsbys wonder when he first picked up the green light at the end
of Daisys dock (Fitzgerald 180). His dream and illusion are the greatest parts about Gatsby.
The title of Great died at his funeral as well as the illusion he created, for his greatest
achievement was his illusion. However, his legacy lives on as he was able to make a dream and
achieve it. It is the attempt itself and the firm belief that he can achieve the impossible that
makes Gatsby more than the sum of his reality (Hermanson), and that is all Gatsby ever wanted.
He wanted to be something more, someone remembered. In the end, he achieved this through his
dream and illusion. He teaches that dreams can come true but maybe not in the way they are
expected. It took Gatsbys death to make him a truly great person who will be remembered.

Scott6

Works Cited
Decker, Jeffrey Louis. Gatsbys Pristine Dream: The Diminishment of the Self-Made Man in
the Tribal Twenties. Twentieth-Century Literary Criticism. Vol. 210, (1994): n. pag.
Web. 20 May 2009<http://go.galegroup.com>.
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1925.
Hermanson, Cassie. The Great Gatsby: Major Characters, Time, Ambiguity and Tragedy.
Novels for Students. Ed. Marie Rose Napierkowski. Vol. 2. Detroit: Gale, 1998.
eNotes.com. January 2006. 4 November 2008. http://www.enotes.com/great-gatsby/>.
Lehan, Richard. His Fathers Business. Twaynes Masterwork Studies The Great Gatsby Limits
of Wonder. Boston: 1990, 42-57.
Lehan, Richard. Inventing Gatsby. Twaynes Masterwork Studies The Great Gatsby Limits
of Wonder. Boston: 1990, 58-66.
Parkinson, Kathleen. Gatsby and Nick Carraway. The Great Gatsby. New York: Penguin
Books, 1987, 94-119.

Application of LeChateliers Principle

April 4, 2014
Dylan Scott Lab Partners: Dinah Carlton and Kendall Lively
Conclusion:
This lab took a look at LeChateliers principle through a series of various experiments.
Through six different experiments, this lab was designed to show how LeChateliers principle
works and is applied in evaluation of the experiment. LeChateliers principle states that if stress
is applied to one side of the reaction then the reaction will happen in order to make the system
reach equilibrium. The following six experiments were systems put under stress so that
observations can be made. They will be evaluated based on the chemical formula and the
observations to determine what actually happened.
In the introductory activity, we looked at potassium thiocyanate solution poured in a petri
dish and how it reacted with different solutions. First, 3 drops of iron (III) nitrate were put onto
different spots of the petri dish. On these spots, the color of the solution turned a light orange
signifying that a reaction has happened. The color slowly diffused in a circle around the petri
dish. We then stirred it and the light orange color replaced the originally clear solution. The
reaction can be represented by the equation: Fe (NO3)3 + 3KSCN Fe (SCN)3 + 3KNO3.
The 3KNO3 can be ignored because it is soluble is the solution, so the ions K+ and NO3+ are
spectators in the equation. With a reaction now happening, the instruction told us to add a pea
size amount of potassium thiocyanate crystals. When the crystals were added, the intensity of the
orange got darker. The color got deeper and diffused in a circle around where it was placed. This
happened due to LeChateliers principle. We added more reactant, potassium thiocyanate, and
the reaction went forward in response to the change. The darker color is evidence in that the
concentration of iron (III) thiocyanate has increased in the solution. The next step called for
adding a small amount of potassium nitrate. Nothing happened when it was added, yet the
crystals dissolved when the solution was stirred. This is because both ions potassium and nitrate
are spectators that dont effect the reaction. A small pea sized crystal of sodium phosphate
monobasic was added to the solution. The phosphate monobasic ion that was dissolved in the
solution can react with iron ions removing them from the chemical reaction: Fe (SCN)3 +
3NaH2PO4 Fe (H2PO4)3 + 3Na+ + 3SCN- . As such, when it was added the orange color
faded and then completely disappeared leaving only the original potassium thiocyanate and the
new iron (III) phosphate monobasic, both clear, left in the solution. One more drop of iron (III)
nitrate was added. The orange color appeared around where the drop was added, yet when
swirled, the solution went clear again. This is because the reaction was initiated again, but
neutralized by the reaming phosphate monobasic ions. Finally, more potassium thiocyanate was
added. Nothing happened at first, but then the orange color became forming again. Iron ions
were reacting with the newly added potassium thiocyanate, but where neutralized when swirled
again. The solution ended a yellow tint indication that there were a few iron ions without a bond
still present.
Part B of the introductory activity took the final solution and changed its temperature.
Two test tubes had 10ml each. A was the controlled, and B was cooled and heated to see what
would happen. When cooled, the test tube B had no color change, but the bottom began fogging
up with a yellow color. I believe this to be left over iron ion from the solution. The same

Application of LeChateliers Principle

happened when heated, so it appears at the temperatures of ice water and 70 degrees Celsius do
not affect the reactions equilibrium in any way.
Activity A involved the acid base indicator bromthymol blue. The basic solution was 2ml
of distilled water and five drops of .04% bromthymol blue. The color was green at first then
turned a yellow tint as the bromthymol spread through the water. This indicated that the solution
was around a pH of 6. My group proceeded to add 5 drops of 0.1M HCl solution into the
indicator. The indicator turned a darker yellow. The pH of this would be anywhere less than 6.
How the indicator works is as follows. When the bromthymol blue was added to the water, it
dissociated into and equilibrium equation: HIn H+ + In-. The equation represents a more
complex equation. H is the proton being given away and Ln is the anion left. When the HCl acid
was added, the hydrogen ion was added to the product side of the equilibrium equation as a
proton donated. The extra product pushed the reaction towards the reactant side according to
LeChateliers Principle. This push towards the reactants side results in the indicator changing to
a yellow color due to a higher concentration of pure indicator. Our group then added 5 drops of
0.1M sodium hydroxide solution. The indicator changed a blue color signifying a change in the
pH being greater than 7.6. This occurred because a hydroxide ion was added to the solution. The
hydroxide ion removed the protons, hydrogen, from the above equilibrium equation for the
indicator. The reduction in product caused the reaction to move towards the product side
producing more of the anion as well. The higher concentration of the anion produced the blue
color.
Activity B looks at copper complex ions. Setting up the lab, my group added 5 ml of
0.2M CuSO4 to a test tube. We then added 30 drops of 14M NH4OH solution to the test tube.
NH3OH is the ammonia in the reaction. The top turned a dark blue and there was a line
separating the copper (II) sulfate and ammonium. At the division a blue foamy precipitate was
forming and falling to the bottom of the test tube. The equilibrium reaction for this is: 2 H2O +
Cu2+ + 2 NH3 Cu (OH)2 + 2 NH4+ . The precipitate is the copper (II) hydroxide. We then
added 20 drops of 1M HCL to the solution. It turned a lighter blue. This happened because the
HCl dissociated and the hydrogen ions bonded with some of the hydroxide ions made by the
dissociation of the ammonia. A reduction in concentration of hydroxide on the reactant side
causes the reaction to push towards the reactions side. The copper solution was originally a
lighter blue, so it makes sense that in reversing the reaction a lighter blue color if formed. We
then added 20 more drops of 14M NH4OH solution. The color changed purple. This is because a
new reaction began occurring: Cu (OH)2 + 4 NH3 [Cu (NH3)4]2+ + 2OH . The stress of
more ammonia pushed the reaction to completion and started a new one. This is even more
evident in that the solid precipitate started dissolving showing proof that the above reaction
started happening. The final solution was a violet blue with no precipitate.
Activity C looks at the principle in forming complex Cobalt ions. Three test tubes were
labeled A, B, and C with each containing 2ml of Cobalt (II) chloride hexahydrate solution with
1% alcohol. In 1% ethyl alcohol solution, the cobalt (II) chloride hexahydrate will dissociate
into three parts: Co+2, Cl-, and H2O. The complex ions that can form from these ions are Co
(H2O)6+2 and CoCl42-. The equations look like so: CoCl2 * 6H2O Co2+ + 2Cl- + 6H2O, Co2+
+ 6H2O Co (H2O)62+, Co2+ + 4Cl- CoCl42-. Test tube A was the controlled and had a
pink color. This is a result of a higher concentration of the Co (H2O)6+2 ion. The ion causes the
pink color and shows that there is a high concentration of this ion in the solution. The first thing
my group did was we added 5 drops of 6M HCl to test tube B. The solution turned a blue color.
This color change can be from an increase in the concentration of the CoCl42- ion. The HCl

Application of LeChateliers Principle

would dissociate adding more chlorine ions to the solution. To keep equilibrium the equation
would push forward and produce more of the ion to reduce the concentration of the Cl ions. This
change in concentration of products causes a color change to blue, for CoCl42- produces a blue
color in solution. The equilibrium equation looks like this Co (H2O)62+ + 4 Cl- CoCl42- +
6H2O. The original state of the solution was pink then it was pushed to the product side to get a
blue color. Next, we added 5 drops of .5M silver nitrate solution to the same test tube, B. A
precipitate appeared and the color changed to purple. This happened as a result of a reaction. The
silver nitrate reacted with the chlorine ions in the solution to make silver chloride: AgNO3 + Cl AgCl + NO3-. The silver chloride produced is the precipitate. The color turned purple because
chlorine ions were taken out of the solution. The reduction of chlorine pushed the equilibrium
towards the product side of the equation and more pink coloration. An increase in the ion
producing the pink color and a reduction of the ion producing the blue color resulted in a mix of
the two, the purple. To test tube C, we added 1 drop of distilled water. The solution stayed pink
but became fainter. We added water, which was on the product side of the equation, so the
equation pushed to the reactant side resulting in a still pink color. The color became fainter
because we increased the volume of the solution without increasing the concentration of the ions.
To the same test-tube, we added three grains of calcium chloride. The solution turned blue and
bubbled around the pellets. The bubbling indicated that a reaction was happening, and the blue
color resulted from again an increase of the chlorine ions. The solution turned purple and then
blue as the crystals dissolved and more chlorine was released into the solution. The test tubes B
and C were the same color signifying that they had close to the same amount of concentrations
for each ion at equilibrium. We put one in a cold bath and the other in a hot bath at 70 degrees
Celsius. The cold bath turned purple and the hot bath turned a darker blue. This indicates that the
equilibrium reaction is endothermic when going towards products and exothermic when going
towards the reactants. The purple coloration change in the cold bath shows that the reaction went
toward the reactant side of the equation. This means that when heat is taken away, the reaction
wants to gain lost heat by going that way in the reaction. This proves that going to the reactant
side produces heat and thus exothermic. The same is true for the hot bath and product side being
endothermic.
Activity D looks at the equilibrium equation 2CO2 + H2O CO2 + H+ + HCO3- and
pressure. To set it up, we took 10 ml of seltzer water and added 20 drops of .04% bromcresol
green indicator to it. We then took the 10ml of solution and put it into a 30ml syringe. We then
sealed the syringe. The original solution was a dark green. When we pulled on the syringe,
bubbles formed and the solution turned a darker green. The darker color indicated an decrease in
the pH level. If we look at Henrys Law and the pH we can see what happened in the equation.
Henrys law states that the amount of dissolved gas is going to be equal to the pressure of the gas
above the solution. The dissolved gas is on the product side, so when we increased the pressure
there was more space for the dissolved CO2 to escape into. To let the CO2 turn into a gas, the
reaction pushed towards the reactant side. This is proven through the decrease in pH as well. The
H+ ions would have to combine to make water decreasing the ions concentration in the solution.
The decrease in hydrogen ions would decrease the pH level.
Activity E looks at milk of magnesia. The milk of magnesia is unique in that its primary
ingredient, magnesium hydroxide, forms a suspension in water due to its low density. My group
added 10 ml of MOM, 50 ml of distilled water, and 5 drops of universal indicator solution to a
beaker. The equilibrium equation for this solution is Mg (OH)2 Mg2+ + 2OH-. The original
solution is cloudy and purple. This is due to the MOM being suspended in solution and it being a

Application of LeChateliers Principle

base. Next, we slowly added 3M HCl as we stirred the purple solution. When the HCl acid was
added, the solution turned pink, indicating the addition of an acid, than green and finally back to
purple. We kept adding it slowly in spurts and the same pattern occurred but with different
colors. The next set of colors went green to pink and back to green. The final color was a clear
pink. As more HCl was added the solution became clearer as well. This can all be explained
using LeChateliers Principle. The solution starts off in equilibrium with the above equation; it
then is unbalanced by the acid. Hydrogen ions are added that react with the hydroxide ions to
form water. With the reduction of hydroxide ions, more magnesium hydroxide is broken down to
produce more hydroxide ion to make up for the loss. The reduction of magnesium hydroxide can
be seen by the solution getting clearer. The magnesium hydroxide created a suspension in water,
but when lowered in concentration the fogginess goes away. The color change is due to this as
well. The purple color at the beginning is caused by the hydroxide ions and the hydroxide in the
magnesium hydroxide. As the concentration of hydroxide ions is removed by the acid, the color
will change accordingly.
In conclusion, the lab showed us different ways a chemical reaction at equilibrium can be
stressed and the actions that reaction will take to reaching equilibrium again. A system can be
heated, cooled, added concentration, change in volume, remove concentration, and change in
pressure. The reaction always reacted to fix its change. Based off of what is changed many
things can be known about the reaction like whether it is endothermic or exothermic.
LeChateliers Principle is completely correct in that the systems will change to reach
equilibrium.

Rating

i: / t > I t -,
'::
D a t eY f i . ) i J

PercussionSolo & Ensemble

[Jseno plusdT
m i n u s s i g n si n l i n a l r a t i n g

l,

T y p e o f E n s e m b i{ef } #

, /
'1 lt
!,
J
il,
t .'tt
:
I
r
il
Schooliic{ i La :t*' l1 tr>!."
ht,: { City {\ r' ,,q4 'Z "t{ c{ State b 11
-F
"t*
{uJCn:*
i) t'u<t=
Selection
kr-"

*lnstrumentation

rl

District

.,?

/"r, tt
*performers,Names
Di Luot
_, l>'rvi",.l

I r^el

/"n ,,

l)"a-v,'s

Adjudicator will grade principal items,A, B, C, D or E, or numerals,in the respectivesquares. Comments must dCi[
with fundamental principles and be constructive. Minor detailsmay be marked on music furnished to adjudicator.

SUITABILITY OF MUSIC (to levelof student,min.,duration2 min.)

,:r i'i

| .-j"

C;

'"f

:"f")sl

[--t- ]*u.;
I

$,*':t*"-4 ,.##*gi;1,' ;al,g:..;d

I

i tjI
S,{;.{"':.*
L#,u,,.

'*-

!-tL"i{,

ai-r.d

tl\.:.'.

RUDTMENTS- TECHNTQUEj,i

jI,. 1n-,i.,;.,;;:.'
,.:i ii i t..,,..r.ty-,.r,1j2"-.r"y....u
..
l.L#

Q/,-_:-3
POSITI

-'

',/'i.,'-/,i

.',:"it

,,'

'.',"

';

fz)..,

(body,hand,instrument)

r-ae

iffr'#*r#i'&'6fffi #' "*i;,,

' ,#t^ti

'",,.-'{i'":;". n{
expression,phrasint

t; ,,i

mpo)

f*.+ri'{'.;(

t*

t?'':

i"t

-;**&u*

4* & -tr*&,rn***l*--*\
**SIGHT READINC (accuracy;dynamjcs,
tempo;
\\*-*-.!

- 'i 1r,' 'k

:'.""e,i

'

6*n@8

';

1/.) i:

:::1y.r.*- *.*.:r'ou'r.
i: u*.t:-.ta.

r"r\1s
rcir-;'if"ffi;'

*May be contin

*'uia|,e,t-*

# o"h

w
on other side.

i,.! "
' i,','
';

e,
t; ir.
"
4 . t , '.'
e
e-- .*
.;;,
StagepfesenCeand
I

-j

"r{

6,"v

Signatureof Adj udicator

i"L-*

{'s',,,
,!

4 ! f " r " . ,'ft , ' - * , * , ^i .. , t i .

aDnearan0e) !
l

All-State
ConcertBand(Grades
9-10)
Percussion
DistrictAuditionForm
: Scott, Dyfan(1087036)Type: ASB/HB
: 10
Instrument:Percussion

SnareDrum
o Rudiments:

School:HeritageHigh School- Ringgold(1059649)

Panel:Mallets(15)

(1O0points maximum)
(15 pointsmaximumper rudiment)

LongRoll(Double
Stroke):lE-]

Ftam
Accent:
m

Tt{.

Date: t2/8/20L2
Audition
Time: 10:17AM

single
Ratama.u"'[F
Rudiment Total:

o Sight Reading:

(40 pointsmaximum)

7-

Sight Reading Total:

1 I ttoo

TOTALSNAREDRUM SCORE:

Xylophone

(100 pointsmaximum)

o Major Scales:

(48 pointsmaximum)

| t40

The MajorScalesand Tonic Arpeggiosare to be performedin the order listed belowfrom memorytwo octaveseach.The ternpo and rhythm
requirements
are the sameas the woodwind/brass
scalesfor ConceftBand(QN=132).Eachscalemay be awardedup to 4 pointsand eacharpeggro
up to 2 pointsfor a total of 6 points maximumper scale.

Eb:

Ab:

Bb:

Db:

Gb:

o Chromatic Scale:

(12pointsmaximum)

o Sight Reading:

(40pointsmaximum)

Major Scale Total:

'{948

Chromatic Scale Total:

/2-lL2

140

Sight Reading Total:

'l plI00

TOTALXYLOPHONESCORE:

Timpani

(100 pointsmaximum)

o Tuning Test:

(60 pointsmaximum)
Rolls - Rollsmaybe playedon eitherdrum

Tuning
29"Drum:

o Sight Reading:

26"Drum:|]G]

sinste
stroke
norr'EEil

piano
Forte
crescendo
aorr,lTil

Tuning Test Total:

gtu.q'

Sight Reading Total:

3S lco

(40 pointsmaximum)

Qv.S ttoo

TOTALTIMPANI SCORE:

{.x

Concertino for Four Percussionand Wind Ensemble

SoloPercussior:3
.I

David R. Gitrlingham(1997)
I

Ailagio (mysterioso)d = 52

Llil

L4

marimba
>

rnf

-f-

23a tempo

72

l>
DT

l>

De

A 1997 C. AIan Publications

Copvisht
,ALLRIGHTSRESERYED

Concertino-Soio Percussion 3
Allegro spiritoso ) = ua

tr

59

l>,

7tb

Concertino-SoloPercusslon3

.o

-JJ

-3-

I L-g-J

Concertino-SoloPercussion3

Concerfino-SoloPercussion3

74L

r3---t
>

Concerfiao-Solo Percussion 3

cresc,poco a poco

17E

>

J=J
@

l^--l

I zrr I

hi-hat (closed)

Concertino-Solo Percussion 3

234

tJ3

236

LJI

'trf

%P

to marimba

-7-