Ithaca College

Ithaca College Symphony Orchestra

Cooper, Grant

Donza, Cibelle J.

Ithaca College 
Digital Commons @ IC 
All Concert & Recital Programs Concert & Recital Programs 
3-8-2021 
Concert: Ithaca College Symphony Orchestra 
Ithaca College Symphony Orchestra 
Grant Cooper 
Cibelle J. Donza 
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Ithaca College Symphony Orchestra; Cooper, Grant; and Donza, Cibelle J., "Concert: Ithaca College 
Symphony Orchestra" (2021). All Concert & Recital Programs. 6997. 
https://digitalcommons.ithaca.edu/music_programs/6997 
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Commons @ IC. 
ITHACA COLLEGE SYMPHONY
ORCHESTRA
Grant Cooper, conductor
Cibelle J. Donza, graduate assistant
Ford Hall
Monday, March 8th, 2021
8:15 pm
Program
Nabucco Overture Giuseppe Verdi
1813-1901
Ballade in A Minor, op. 33 Samuel Coleridge-Taylor
1875-1912
Cibelle J. Donza, conductor
Intermission
Symphony No. 5 in C Minor, op. 67 Ludwig van Beethoven
1770-1827I. Allegro con brio
II. Andante con moto
III. Scherzo: Allegro
IV. Allegro - Presto
Biographies
Born in New Zealand as the son of a professional opera singer, 
Grant Cooper sang and acted in his first opera at age four and
studied piano and music theory prior to college. 
After completing his degree in pure mathematics at the
University of Auckland, he traveled to the United States for
further studies in music.  His initial opportunities as a conductor
grew from his colleagues’ invitations to lead them in larger
chamber ensemble performances.  Since then, his many guest
conducting engagements have included the Houston
Symphony, Jacksonville Symphony, The Florida Orchestra,
Pasadena Symphony, New Mexico Philharmonic, Buffalo
Philharmonic, Rochester Philharmonic, Chautauqua Symphony
Orchestra, Auckland Philharmonia, and Syracuse Opera, among
many others.  Recently, he has made successful debut
appearances with the Kennedy Center Orchestra, the New
Zealand Symphony Orchestra, and the Malaysian Philharmonic.
Cooper has just completed 17 seasons as artistic director and
conductor of the West Virginia Symphony Orchestra.  Prior to
this, Cooper served as resident conductor of the Syracuse
Symphony Orchestra for 10 seasons.   He currently serves as
artistic director of the annual Bach & Beyond festival in
Fredonia, New York and as a resident conductor at the Eastern
Music Festival.  
A commissioned composer, Cooper’s concert works include A
Song of Longing, Though…, for soprano and orchestra and a
ballet, On the Appalachian Trail, which was premiered in 2010
at Chautauqua.  His original film scores for two Charlie Chaplin
movies  have been performed around the world and he recently
composed a chamber work on commission from the Kennedy
Center in Washington DC.  Cooper is especially passionate
about creating works designed to introduce young audiences to
the orchestra and has created a substantial body of works for
this purpose.  
Cooper has recorded for Delos International, Atoll, Ode, Mark,
and Kiwi Pacific recordings, and has the unique distinction of
having CD recordings of himself as conductor, performer, and
composer, all currently available in the catalog. 
Cooper’s dedication to serving the West Virginia arts
community was recognized in the spring of 2012 with his
receiving the Governor’s Award for Distinguished Service in the
Arts.  Fairmont State University conferred a Doctor of Letters
degree in 2017 in recognition of Cooper’s dedication to the
education of listeners of all ages. 
Cooper previously served as Professor of Music at Ithaca
College from 1993 - 2003. 
Cibelle J. Donza is a second-year graduate conductor at
Ithaca College - NY, under the mentorship of Professors Grant
Cooper and Octavio Más-Arocas. 
Cibelle was born in Brazil. She was the assistant conductor of
the Theatro da Paz Symphony Orchestra (OSTP), a professional
orchestra, from 2016 to 2017. Cibelle was the first woman
engaged to hold a formal position in conducting with this
orchestra. Besides acting as an assistant, she conducted
regular concerts and also performed at important events, such
as XXIX and XXX International Music Festival of Pará. She was
assistant conductor at the XV International Opera Festival at
Theatro da Paz in Puccini’s Turandot. Cibelle was invited to
conduct the closing concert of the XVI edition of this festival,
again with the distinction of being the first woman to conduct
at this festival and with this orchestra. 
At the end of 2021, Cibelle founded the Multi Arte Philharmonic
Orchestra of the Amazon (FILMA) orchestra, in Belém do
Pará(Amazon/Brazil), which has as one of its philosophies - as
the name suggests - the connection between the various
artistic languages across disciplines. In its debut, it featured
collaboration with dance and visual arts (scenic lighting and
video art). This concert also featured the debut of a mixed
electroacoustic composition by Cibelle, demonstrating
collaboration with orchestra, conductor, and the composer. 
Since 2010, Cibelle has severed as the principal conductor and
artistic director of the “Zarabatana Jazz Band,” a big band that
mixes jazz influences and Amazon music, having recorded two
DVDs and two CDs. In 2018, Cibelle won the scholarship to
participate in the 49th Winter Festival of Campos de Jordão, the
most prestigious festival in Latin America, studying with Marin
Alsop, Valentina Peleggi, and Sian Edwards, among others. In
this festival, she debuted in Sala São Paulo, conducting the USP
Symphony Orchestra (OSUSP). She also conducted the Festival
Youth Orchestra and the Brazilian premiere of “Measures of
Turbulence” by Steven Mackey. In 2016, Cibelle was one of four
conductors selected to participate in the prestigious
“Laboratory of Conducting ” of the Minas Gerais Philharmonic
Orchestra (OFMG) under the mentorship of Maestro Fábio
Mechetti, conducting the OFMG in concert at Sala Minas Gerais.
In the same year, she was also chosen to participate in
masterclass with Maestro Neil Thomson and the Goiás
Philharmonic Orchestra. Cibelle has studied with renowned
conductors in masterclasses and summer courses, including
Harold Farberman (Conductors Institute at Bard), Maurice
Peress (Queens College), Apo Hsu, Mark Gibson, and Tong
Chen, among others.
Personnel
Piccolo Violin
Amit Rosenberg-Rappin Harris Andersen
   Abby Carothers
Yu Ray Chu
Flute Kiley Foxhall
Myah Frank Laura Grube
Leah Missall Liam Mazierski
   Peter McGarry
Caroline Ryan
Oboe Megan Rowburrey
Landon Locke Comfort Smith
Kathleen Cadorette Ben Strait
   Aubren Villaseñor
   
Clarinet
Steven Foti Viola
Timothy Coffey Chris Chen
   Molly Crocker
Katie Dursi
Bassoon Kana March
Josh Ballinger Karly Masters
Seth Barrett Mahum Qureshi
Faith Willett
Horn    
Charlotte Povey
Evie Morse Cello
   Dylan Carrafiello Costa
Elizabeth Carroll
Trumpet Aaron Irish-Donini
Megan Burghdorf Alex Renzoni
Jennifer Rupert Aidan Saltini
   Laura Van Voris
Trombone Double Bass
Kurt Eide Kayla Grady
Clare Martin Zach Naughright
Aidan Bradley Jack Pesch
   Matthew Suffern
Tuba Timpani
Joel Spiridigliozzi Colin Kelley


English

Concert: Ithaca College Symphony Orchestra

Wolfe, Shannon

Treanor, Meghan

Sensory Integration for Children in Occupational Therapy
Meghan Treanor & Shannon Wolfe
Introduction: Sensory processing issues are common in many children, the disorder can present
in a multitude of ways including behavioral problems, avoidance of triggers, and over or under
reaction to environmental stimuli. s Sensory integration is a theoretical perspective and a type of
intervention used by occupational therapists to help children learn to cope with challenging
sensory input. This presentation explores why sensory integration is used, how it is used, and the
outcome in children both with and without other developmental disorders.
Methodology: We, in addition to three other classmates, performed an in depth review of
peer-reviewed research articles on the effects of sensory integration in occupational therapy. The
articles populations included participants with and without outside developmental or attention
disorders. The articles were found through health-science based databases such as EBSCO and
through the Ithaca College library site. The articles measured the success of sensory integration
therapy through educational success, performance of activities of daily living, and personal
growth towards individualized goals.
Results: Through the articles we can determine that the sensory integration is a beneficial
intervention for sensory processing disorders. In one study, Schaaf et al. (2014) reported that
there was a significant difference with a p-value of 0.003 on the goal attainment measurement
scale demonstrating that sensory based intervention helped children with autism spectrum
disorder to attain their goals significantly more than the participants that did not receive sensory
based intervention. Nesayan et al. (2018) also did research that suggested that sensory processing
patterns are related to behavioral patterns. In this study there were significant relationships
between sensory processing patterns and hyperactivity with sensation seeking (r = −0.60),
inattentive/passive with low registration (r = −0.39), and conduct problem with sensory
sensitivity (r = −0.45) (Nesayan et al., 2018). Positive behavioral outcomes were also found from
Schoen et. al, (2018) who discovered that “significant correlations were found between Sensory
Craving symptoms prior to treatment and changes in externalizing problems (rho = -0.23, p =
0.02) following treatment as well as between Sensory Craving symptoms and changes in the
behavioral index composite (rho = -0.20, p = 0.04).”. They also found statistically significant
improvements in fine motor and gross motor functions (Schoen, 2018). Children with autism
spectrum disorder who received sensory intervention therapy were shown to need less assistance
from caregivers(Schaaf et al., 2014).  Children with special needs such as ADHD after
participating in brain gym treatment and bead stringing activities showed improvement in
counting skills and an overall positive result from sensory integration(Huda & Agustyaningrum,
2019).
Another article presented information that revealed that sensory integration could improve
ADL’s and IADL’s through counting activities in children (Huda, Agustyaningrum 2019).
Discussion: Results of this review indicate that there is positive evidence for incorporating
sensory intervention based treatment into occupational therapy intervention.


Sensory Integration for Children in Occupational Therapy

Mulkerin, Katie

AAC Displays and User Performance  
Katie Mulkerin 
Faculty Sponsor: Dr. David Hajjar Ph. D., CCC-SLP 
 For this project, the PICO model was used to find accurate and relevant research articles 
based on augmentative and alternative communication (AAC). The PICO model is helpful for 
healthcare professionals to find evidence-based literature for a specific population and 
intervention. The PICO model stands for population/problem, intervention, comparison, and 
outcome. The PICO question is designed to compare two interventions for a specific population.  
Developing a PICO question can also help a clinician narrow in on desirable outcomes by 
creating measurable goals for the population they are working with. Healthcare professionals 
need to use evidence-based practice, which is based on clinician expertise, client values, and 
research evidence in their work. The PICO question can support clinicians by finding the best 
evidence to care for their clients. Based on the PICO question used in this research project, an 
evidence search was conducted using different databases to find relevant AAC articles on 
applicable populations and outcomes from credible sources.  
           The population for this PICO question is individuals with complex communication needs 
(CCN) who use AAC. Individuals with CCN might have difficulty producing and/or 
comprehending speech and language. AAC provides supplementary tools to support existing 
communication. AAC can be supplemental or replace spoken or non-functional communication 
for individuals with CCN. There is a range of AAC tools used for communication, such as 
gestures, pictures, and letter boards. Other high-tech AAC systems include speech generating 
devices or different software and applications on a tablet or computer (American Speech-
Language-Hearing Association, n.d.).  
Among these AAC devices, there are different ways that the vocabulary can be displayed. 
Two different types of displays include grid displays and visual scene displays (VSD). The grid 
display consists of vocabulary presented as genetic symbols organized in columns and rows of 
cells. They are categorically organized using spatial and internal cues to help find vocabulary. 
These displays are supportive in initiating requests as well as reducing challenging behavior 
(Light et al 2019). The VSD is a picture of a natural and meaningful environment that can be 
used to represent different situations or routines. Within the VSD, hotspots act as the visual and 
verbal caption for these scenes. The use of familiar people and places draws the user’s attention 
in and minimizes the demand on working memory (Light et al 2019).   
           The display is necessary to consider when finding an effective device for an individual. 
Finding ways to minimize the cost of learning when using a new device allows the user to start 
communicating successfully sooner (Drager et al 2004). With a device that works well for a 
client, the user can hopefully increase their level of independence and social communication in 
their daily lives. Comparing two different types of AAC interface displays can help find which 
device allows for more conversation turns and fewer instances of frustrations for the user 
(Brocka et al 2017). With an effective AAC device, the individual may become more 
comfortable communicating and participating in different settings.  
It is also important for communication partners and other professionals working with an 
individual with CCN to understand the device so that meaningful communication can take place. 
Speech-language pathologists can work with the individual and community to support their 
communication by first finding an AAC device that will be the most functional for their client. 
For speech-language pathologists, it is also important to understand the functionality of different 
AAC devices to best support clients as well as informing technology companies on functional 
features.  
           In this presentation, the impact of AAC displays on user performance is explored by 
studying both grid and VSD features. User performance will be assessed by independence, social 
communication, and usability. By using the PICO model, a thorough evidence search was 
conducted to find the advantages and disadvantages of both displays as well as interventions 
using both types of AAC. This presentation will cover the features of both displays for a variety 
of people with different communication needs.   
 
 
 
 
 
 
 
 
 
 
 
 
References 
American Speech-Language-Hearing Association. (n.d.). Augmentative and Alternative 
Communication. Retrieved from https://www.asha.org/practice-portal/professional-
issues/augmentative-and-alternative-communication/#collapse_1 
Brocka, K., Koulb, R., Corwinb, M., & Schlosserc, R. (2017). A comparison of visual scene and 
grid displays for people with chronic aphasia: a pilot study to improve communication 
using AAC. Aphasiology, 31(11), 1282–1306 
https://doi.org/10.1080/02687038.2016.1274874 
Drager, K. D. R., Light, J. C., Carlson, R., D’Silva, K., Larsson, B., Pitkin, L., &  Stopper, G. 
(2004). Learning of dynamic display  AAC technologies by  typically developing 3-year-
olds: Effect of different layouts and menu approaches. Journal of Speech, Language, and 
Hearing Research, 47(5), 1133-1148. doi: 10.1044/1092-4388(2004/084). 
Light, J., Wilkinson, K.M., Thiessen, A., Beukelman, D.R, & Fager, S.K. (2019). Designing 
effective AAC displays for individuals with developmental or acquired disabilities: State 
of the science and future research directions. Augmentative and Alternative 
Communication, 35(1), 42-55. DOI: 10.1080/07434618.2018.1558283 
 


AAC Displays and User Performance

Studdert-Kennedy, Aine

Meta-analysis of Service-Learning in Undergraduate Public Health Education

Rogers, Raymond

Acknowledgements
Many thanks to the Department of Physics & Astronomy at Ithaca
College, and the Tutoring Center for making this research possible
through financial and academic support, and to the Learning Assistance
for taking the time to creating these videos.
Raymond Rogers, Colleen Countryman (Ithaca College) 
Supplemental homework help videos and their benefits on 
students’ testing scores 
Bivariate Correlation Matrix of Student Views and 
Test Performance
Correlation between if the video was watched and the 
student answered correctly.Using a bivariate correlation 
analysis, we are able to determine exactly what questions on 
tests were most strongly correlated with video watches.
Tests score averages and the specific video watch
Future Work
● Find an interactive way for students to 
participate with the videos
● Determine aspects of videos that correlate to 
success, and use these as guiding principles in 
the creation of new videos
● Create a repository, catered to students’ needs 
using advanced AI of supplemental videos
Motivation
Supplemental Video
Homework help videos are videos that delve into topics 
that can cause confusion and be challenging for 
students. The videos are created by the Learning 
Assistances (LAs) for these courses. Funding was made 
available by the Tutoring Services at Ithaca College.
Introductory physics courses are often perceived as being very 
challenging. This effect has been amplified in the remote learning 
environment brought about by the pandemic. In an effort to mitigate 
some of those difficulties, undergraduate learning assistants 
developed and distributed supplementary instructional videos 
("homework help videos") to the students of our PHYS 101 and 102 
series.
Tests score averages and the number of videos watched
Differences in the average score of watchers versus non 
watchers
Graph with 95% confidence interval based on the specific video watched for that tet 
and how well they did. By analyzing the performance on tests by the video watched, we 
will be able to identify common characteristics of videos that correlate to higher 
performance
The differences in tests averages between students who did 
and did not watch the supplemental videos
Study Design
PHYS 101 and 102 consist of students from all majors and 
with varying backgrounds in physics. It is primarily 
composed of students from the School of Health Sciences 
and Human Performance.
Graphs with a 95% confidence interval that shows the number of students watched for that specific test and how well each 
subgroup did on the exam.


Homework Help Videos

https://digitalcommons.ithaca.edu/covid19/1009/thumbnail.jp

Michael, Catherine

Name:  Catherine Michael, Communications Librarian 
Date:  4/9/2021 
Title:  Living (with cats) and Working through the Pandemic 
March 2020. When I consider hallmark events around 
the time that COVID-19 struck, I recall a CFE workshop, 
the Staff Council Art Exhibit, a Moog Celebration at 
Cornell and our last Library Staff Meeting in particular.   
It was over a year ago now. In early March, I attended 
a workshop with Sue Je Gage in the Center for Faculty 
Excellence.  She later died on May 10th, a death that 
compounded the anxiety and sadness of the 
pandemic.  Friday, March 6th was the opening of the 
Staff Council Art Exhibit in the Campus Center.  
Arranged by Sarah Shank and Sarah Jacobs.  Some of 
the works are posted in a Digital Commons exhibit.  I 
entered a painting of my cat James Madison who died 
in October 2012 after having cancer.  When I first came 
to Ithaca College in 2005, I bought my first home on 
First & Madison Street in the Northside.  I grew up with 
dogs but decided to adopt two cats from the Tompkins 
County SPCA.  I named them Dolley and James 
Madison as I lived on Madison Street.  The evening of March 5th, I went to Cornell 
University for an event celebrating the, ”Life and Legacy of Robert Moog“ with my 
partner Robert, a lecturer at Ithaca College.  We moved to Trumansburg in 2015, and, 
in 2016 the Village erected a sign in commemoration of Moog’s invention and 
production of the synthesizer which changed music history.  I had heard some news 
about the virus but things had not yet shut down.  I was in the auditorium amidst the 
crowd, and a student behind me dropped her phone and it slid under my chair.  I recall 
being nervous to pick it up due to germs.  Robert actually social distanced & did not sit 
beside me but further up to the front left.  Before Covid-19, we were both germ-aware 
-- I swabbed the Research Help Desk before my shift each day and used a paper towel to open doors.  We decided not to 
return to Cornell for the library’s opening night of the exhibit in the Rare Books and Manuscript section.  If I remember, 
right, following the Moog event, Cornell decided to cancel all public events which was a clue to the severity of the virus. 
Spring Break 
Following Spring Break I was planning to visit a series of biology classes.  When it was announced Spring Break was extended 
for a week, I created an online tutorial “Biodiversity Project: Literature Searching”. I 
can’t recall the exact date it was announced that we would be virtual for the 
remainder of the Spring.  I recall deciding that I planned to work virtually from home 
and that I drew up a work-from-home plan.  There was a library meeting on the 
Monday following Spring Break.  I normally take the bus but I drove in as it seemed 
safer.  I took my plants home and just a few items from my desk.  Over Spring Break 
I brought my two cats, Dolley and Jerry, to the vet .  Dolley was suffering diarrhea and 
losing weight; she had a cancerous tumor removed in 2017 and rebounded for three 
years. Jerry was thirsty all the time and was diagnosed with kidney disease.  We 
treated Dolley with steroids squirted into her mouth.  For Jerry, I had powder called Phos Bind that I’d mix in with his food. 
Jerry crossed the rainbow bridge on April 9thth.  Dolley followed on the 25th of July.   Through the stress of changing to 
working from home, and adapting to the new reality, I was caring for two beloved pets at the end of their lives.  Even though 
they often hid and rested during the day, I was glad to be home with them during this period. The week after Spring Break 
faculty were planning to teach online.  There were questions about how I made the video (I used SnagIt).  A wave of 
questions about textbook access came in from faculty and students.  The students did not bring all their belongings home 
Spring Break week as they didn’t know they weren’t coming back again; a number of them left their textbooks in their dorms 
as well.  Sympathetic publishers provided some access gratis given the pandemic.  The Internet Archive provided an 
Emergency Library for free.   Lis Chabot had librarians alert faculty of what course materials were held by the library.  Once 
the campus and physical library closed, we worked a lot with faculty on obtaining online course materials. I recall going to 
the Keep Teaching Sakai site and posting updates from publishers.  Dan Taylor trained us in MS Teams to keep in touch and 
communicate – I’ve enjoyed using Teams to call colleagues & chat. Dan created a Break Room where we could post photos, 
humor, and more break room talk.  As we were working in Teams, it was recommended that I start using MS Outlook & 
Word instead of Gmail & Google Docs; I had to update my home computer to MS 360.  Before I did so, I uploaded all of my 
photographs to a personal MS 360 account which I established; all that data took up a lot of bandwidth & my computer was 
slow for a couple of days.  I kept recording videos for courses and attending Zoom and Team meetings.  My recordings had 
a strange effect that sounded like an old movie reel –that flickering sound.  It turned out my home computer’s fan likely 
needed to be replaced and it was affecting my sound quality.  Later, in August, I got 
permission to return to campus to bring my desktop computer home.  After getting 
permission to visit campus briefly, I used a large piece of luggage on rollers & drove to 
campus with Robert; he arranged to borrow a camera for his home computer for use 
teaching in the Fall & I picked up my desktop Mac.   Administration posted a call for early 
retirements or volunteer salary reductions.  After deliberation, I agreed to volunteer to 
take an unpaid leave for the month of July. Judith Andrew & John Birk decided to retire. 
Pam Ameigh, with whom I rode the 7 am bus in the morning, was furloughed. Later, Yue 
Hao was let go. Our staff, along with other departments across campus, was reduced 
over the course of the pandemic.  One final project I recall working on at the end of the Spring semester was recording a 
presentation as part of the Longview Lecture Series.  I had originally planned to do an in person presentation but worked 
on a digital one instead.  I completed that and posted it to Kaltura; it was called, “Thinking Critically about Information.”  
Figuring out how to read my presentation notes and move the slides while recording was a challenge.  At first I tried Kaltura 
Capture but had issues with the screen recording (it put me in the picture).  I finally returned to SnagIt.  Before my summer 
break I completed a film review for EMRO on the artist Ursula Von Rydingsvard;  I would finish one in the fall, a bit tardy, on 
the documentary Shores of Light.  George Floyd’s brutal murder on May 25th, 2020 began a new Civil Rights movement lead 
by Black Lives Matter.   There were protests across the country and in the City of Ithaca.  Having read Dr. Kendi’s book on 
How to Be an Antiracist in the Spring, I knew that we would need to change policies to make America more equal.  I did not 
attend the protests for fear of the virus but admired all who did so.  I also remember Breonna Taylor who was murdered by 
officers on March 13, 2020 when they stormed into her apartment while she slept.  There are too many names to 
remember.  I have trouble recalling them all; I wrote down the name of Elijah McClain, a gentle spirit killed by police on 
August 24th, 2019 to remember. 
Summer 2020 
While I was off in July, I had a lot of goals:  paint my front porch, glaze my storm windows, 
write a poem, write scholarly article (something on Rod Serling & aliens, a pop culture 
piece) – and adopt a cat.  Dolley was mainly hiding in the closet but still came out.  We had 
to coax her to eat.  I finished the porch project but not the windows (maybe this summer).  
I outlined the article and began some research but never got to the writing phase.  It was 
difficult to find a kitties to adopt as there seemed to be an adoption surge with everyone 
working from home.   I adopted Virginia (Ginny) and Winston from CNY Snap in Cortland; I 
applied just for Winston as Ginny was taken; I got an email that the person changed their 
mind & asking if I could take her too.  I took her too, and she is as sweet as Dolley.  They met Dolley once before her 
euthanasia. Dolley was scheduled to meet Dr. A--, her doctor of 15 years, on a Tuesday night.  It was a Saturday morning 
and she wasn’t eating.  The practice in Ithaca was opened until noon.  I had to make the decision and decided to bring her 
in on Saturday instead; another doctor in the practice put her to sleep.  It didn’t go as smoothly as Jerry’s death, it that 
troubled me, and troubles me still.  July flew by.  August I was back to work.  I tried to catch up with the Summer Institute 
by browsing the Sakai page & watching some of the videos.  As mentioned, I had permission to bring my work computer 
home.  One faculty used iMovie to record is polished videos.  I always recorded my videos as an unpolished one shot as I 
had no editing skills. So, I took a LinkedIn Learning course and applied my new found editing skills on a welcome back video 
for RA Orientation.  I ultimately decided that I was not pleased with it so created a SnagIt at the last minute.  In the video I 
emphasized the Keep Teaching & Keep Learning links on the library’s website – that was removed a week later! Everything 
seemed in flux.  We had a curbside pick-up service & now could digitize media.  The campus was planning on welcoming 
students back so we even had a date that the library would open.  Then, President Collado, concerned with the state of the 
pandemic, decided that Fall 2020 would be all virtual (there were a few exceptions).  Librarians shifted from planning in 
person work to working from home.  We had a little bit of grant money to spend on books, taught online, and created 
canned videos for asynchronous learning.  Redesigning classes took some time.    We also decided to pilot an all library staff 
Chat service and booked everyone in When to Work software.  This worked wonderfully, thanks to staff from other areas 
helping us cover.  It seemed like a good portion of questions at the time were about Access Services: the digitization of 
materials & curbside pickup.   
Fall 2020 
Traffic (questions, classes) was a bit less than normal but fairly normal. The kittens became 
ill with a respiratory infection and I brought them to Colonial Veterinary on East Hill for 
emergency care.  It took a while, and some medication for Ginny, but they eventually got 
better.  The kittens brought me great joy after the loss of Dolley and Jerry. For Banned 
Books Week in September I advertised an event between Ithaca City of Asylum and 
Ithaca’s Amnesty International chapter & attended myself; it was called, “Crossing the Line 
about Cartooning, Free Expression, and Censorship” featuring Pedro X. Molina of 
Nicaragua and Rob Rogers of Pittsburgh. While I advertised it in Engage, our student 
organization platform,  I’m not sure if students attended as I was not the host.  For 
Constitution Day, I advertised events from the National Constitution Center.  I attended 
an presentation with Justice Neil M. Gorsuch and a celebration of Justice Ginsburg in the 
evening.  The announcement of Justice Ginsburg’s death on September 18, 2020 was 
devastating news.  I haven’t mentioned the political culture of 2020 but I loathed President 
Trump for all his lies, crimes and cruel policies.  He was impeached in January and I thought 
the Senate should have convicted him. I was glued to the evening news and watched no situation comedies or dramas.  
Before work I’d listen to NPR morning edition; after work it was MSNBC; during work I’d periodically check Twitter. At the 
request of the IC Votes committee, I modified my Political Communication guide to an IC Votes guide.  I was asked to add 
resources about misinformation and elections which I gladly did.  The past year proved that American citizens were 
consuming mis and disinformation and that could affect the Fall election – and about COVID-19 policy, too (such as masks).  
The pandemic allowed me to request a paper ballot and in 2020 I voted in the primaries and in the general election.  While 
I was thrilled that Joe Biden won, President Trump’s Big Lie about a stolen election 
would give way to the January 6th Insurrection and a wave of state level legislation 
that would restrict voting rights.  In addition to the election, Jim Bondra and I were on 
a campus Census committee to encourage students to understand and fill out the 
Census.  The Committee began in Spring 2020; we were to table in the Campus Center 
before going virtual. Our contribution was a Library Guide of information about the 
Census and its process.  In the fall, there were some updates.  The 2020 Census and 
the Presidential election were two areas of civic engagement that were part of my 
memory of pandemic life. 
Spring 2021 
President Trump was impeached a second time on January 13, 2021 for inciting an insurrection.  The Senate should have 
convicted him, again.  Rep. Jamie Raskin of MD did a fantastic job as the lead impeachment manager.  Raskin’s dear son 
Tomas passed away from suicide right before the trial.  I recall having trouble focusing on work the afternoon of the Capitol 
Insurrection on January 6th, the event that led to the impeachment.  That day, Res Life was doing a presentation at 3 pm 
online and I was having trouble accessing the event.  I recall posting a note that the Capitol was under attack to our Teams 
page.  From Res Life, there were requests to assist with move in and I volunteered for two shifts.  This entailed going to 
campus for a saliva test.  Later, as a backup for our Circulation Desk (should someone be 
quarantined), I began getting tested on alternate Mondays at the Cayuga Medical Center.   
There is a trailer seated behind the CMC that you drive up to; they don’t do the saliva test 
there but a nasal swab – it is really quick and easy.   One Monday, as it was a cold winter, 
my car didn’t start so Robert drove me to the testing center. I would book the test the 
Wednesday before by going to apps.ithaca.edu > IC Workflow and then COVID-19 Testing 
Signup.  While CMC is a closer drive than the IC campus, I still allotted an hour to get the car 
started, drive there and back.  The first time I went I actually entered the trailer on a cold day; subsequently, I would just 
drive up to a window in my car, answer some questions, and then drive to a second window where the test was 
administered.   News about the vaccine was prominent.  HR sent me a letter stating I was eligible.  I registered myself and 
Robert on the Tompkins County Registry. Robert got an appointment before me and he is at greater risk.  My opportunity 
came a week later on Friday, March 26th.   I left at 3 pm for a 3:40 pm appointment up at the old SEARS at the mall.  When 
we got there, there was a line that stretched outside from the front of SEARS almost to the front of Best Buy. There were 
high winds and apparently they lost power earlier in the day.  The majority of those in line were Cornell students.  I presume 
not enough people in Registration groups 1a or 1b signed up and so the County opened it up to Cornell.  I chatted with a 
law student from California who misjudged the weather and was shivering in shorts. A biology undergraduate was right 
ahead of me.  By the time I was allowed to go it was 5:40 pm.  Despite the two hour process, I’m just glad they allowed all 
of us who registered to get vaccinated.  As I write this, I await my second shot on April 21st.  It was announced this week 
that everyone should be vaccinated by Fall 2021.   At work, I did some instruction, less than usual, chat reference, and 
meetings. Highlights of the Spring may be reading Stacey Abrams’s book Lead from the Outside with the Park Scholars and 
working with IC alumna & Syracuse iSchool student Claire Pitcairn on her project; she suggested more de-stress programs 
for our library.  It is my last semester serving on Faculty Council and a difficult time to do so through the downsizing of staff 
and faculty, yet another source of stress. The decisions through the final Shape of the College plan were on everyone’s mind 
and even in national higher education news.   In the second block of the Spring semester, I signed up for Diana’s meditation 
class to help with anxiety and focus; I’ve attended two classes at the time of this writing and am trying to start a habit; we 
are to keep a log. While the longer and warmer days and the vaccines are signs of hope, the loss of so many members of 
our community has been difficult.  I worked with the Digital Commons Team, especially Bridget and Abby, on establishing 
the COVID-19 Archive.  I am likely leaving out a lot, and realize this is a mish-mash of memories, but I hope this remembrance 
may interest those who want to know what life was like at a college during the COVID-19 pandemic of 2020. For me, working 
during the pandemic included the context of politics, the economy, the campus and my home life, all of which had their 
own pressures and exerted force on my attention, happiness, and sense of safety. As an introvert and a homebody, I didn’t 
mind working from home, but it is harder to feel a part of student and campus life so I look forward to returning. 
  
 
 
 
 
 
 


Living (with cats) and Working through the Pandemic

Davis, Felicity

Ithaca College 
Digital Commons IC 
All Concert & Recital Programs Concert & Recital Programs 
3-5-2021 
Junior Recital: Felicity Davis, soprano 
Felicity Davis 
Follow this and additional works at: https://digitalcommons.ithaca.edu/music_programs 
 Part of the Music Commons 
Recommended Citation 
Davis, Felicity, "Junior Recital: Felicity Davis, soprano" (2021). All Concert & Recital Programs. 7920. 
https://digitalcommons.ithaca.edu/music_programs/7920 
This Program is brought to you for free and open access by the Concert & Recital Programs at Digital Commons IC. 
It has been accepted for inclusion in All Concert & Recital Programs by an authorized administrator of Digital 
Commons IC. 
JUNIOR RECITAL:
Felicity Davis, soprano
Christian Vallery, piano
Hockett Family Recital Hall
Friday, March 5th, 2021
7:00 pm
Program
Non so se quel sorriso
Dispiegate guance amate 
Francesca Caccini
(1587-1614)
Das Veilchen
Loreley
Clara Schumann
(1819-1896)
"Je viens te rendre à l'espérance" from Cendrillon
"Seize Ans" from 12 Mazurkas de Frédéric Chopin
 
Pauline Viardot
(1821-1910)
Pause (5 Minutes) 
Songs of A Psychotic Margaret Garwood
(1927-2015)
1. Schizophrenia: O thou twin blossoming
rose!
2. Hebephrenia: The child in the sunlight dancing
3. Loneliness: And is there anyone at all?
4. Breakdown: This is how it starts
5. Asylum: And with what silence
The Last Song  Zina Goldrich
(b. 1964)
This recital is in fulfillment of the degree Performance (B.M). Felicity Davis is
from the studio of Jennifer Kay.
Translations
Non So Se Quel Sorriso
Non so se quel sorriso I do not know if that smile
mi schernisce o m’affida sneers at me or reassures me;
se quel mirarmi fisom’alletta o if that fixed look attracts me or
   mi diffida.    warn me.   
Gia schernito e deriso Already mocked and derided
da bella donna infida by a beautiful, but unfaithful
   woman,   
non vorrei più che’l corefosse I do not want this heart
strazio d’amore. tormented by love. 
Se tu vuoi ch’io t’adori If you want me to adore you,
d’amor stella gentile, gentle star of love,
ti canti, e ch’io t’onori I sing of you, and honor you
su la mia cetra docile on my sweet lyre,
a più degni tesori toward more worthy treasures
a guideron non vile guided not by a coward,
chiama l’avida speme I call the eager hope
che spregiata già teme. which scorns fear.
Dispiegate Guance Amate
Dispiegate, Guance amate, Display, beloved cheeks,
Quella porpora acerbetta: that pungent little crimson,
Che perdenti so that bested
Che dolenti and saddened
Sian le rose in su l'erbetta. the roses upon the grass will
   be.    
Deh partite, Ah, come forth,
Deh scoprite, ah, reveal,
Chiare stelle, i vostri rai: clear stars, your rays,
Che scoprendo, so that in revealing,
Che partendo And coming forth,
Già men chiaro il sol d'assai. the sun will be much less
   bright.    
Svela, svela Reveal, reveal,
Quel che cela, what your desire conceals,
Dolce bocca, il desir vostro: sweet mouth, your desire
Ch'a svelarlo, for when it is revealed,
Ch'a mostrarlo and it is shown,
Perderan le perle e l'astro. the pearls and crimson shades
   will pale.   
Das Veilchen
Ein Veilchen auf der Wiese A violet was growing in the
   stand,    meadow,
Gebückt in sich und Unnoticed and with bowed
   unbekannt;      head;   
Es war ein herzigs Veilchen. It was a dear sweet violet.
Da kam ein' junge Schäferin Along came a young
   shepherdess,   
Mit leichtem Schritt und Light of step and happy of
   muntrem Sinn      heart,   
Daher, daher, Along, along
Die Wiese her, und sang. Through the meadow, and
   sang.    
Ach! denkt das Veilchen, wär Ah! thinks the violet, if I were
   ich nur      only   
Die schönste Blume der Natur, The loveliest flower in all
   Nature,   
Ach, nur ein kleines Weilchen, Ah! for only a little while,
Bis mich das Liebchen Till my darling had picked me
   abgepflückt   
Und an dem Busen matt And crushed me against her
   gedrückt!      bosom!   
Ach nur, ach nur Ah only, ah only
Ein Viertelstündchen lang! For a single quarter hour! 
Ach! aber ach! das Mädchen But alas, alas, the girl drew
   kam      near   
Und nicht in Acht das Veilchen And took no heed of the violet,
   nahm,   
Ertrat das arme Veilchen. Trampled the poor violet.
Es sank und starb und freut' It sank and died, yet still
   sich noch:      rejoiced:   
Loreley
Ich weiß nicht, was soll es I do not know what it means
   bedeuten,
Daß ich so traurig bin; That I should feel so sad;
Ein Märchen aus alten Zeiten, There is a tale from olden
   times   
Das kommt mir nicht aus dem I cannot get out of my mind. 
   Sinn.    
Die Luft ist kühl und es The air is cool, and twilight
   dunkelt,      falls,   
Und ruhig fließt der Rhein; And the Rhine flows quietly by;
Der Gipfel der Berge funkelt The summit of the mountains
   glitters   
Im Abendsonnenschein. In the evening sun. 
Die schönste Jungfrau sitzet The fairest maiden is sitting
Dort oben wunderbar, In wondrous beauty up there,
Ihr goldnes Geschmeide Her golden jewels are
   blitzet,      sparkling,   
Sie kämmt ihr goldenes Haar. She combs her golden hair. 
Sie kämmt es mit goldenem She combs it with a golden
   Kamme      comb   
Und singt ein Lied dabei, And sings a song the while;
Das hat eine wundersame, It has an awe-inspiring,
Gewalt'ge Melodei. Powerful melody. 
Den Schiffer im kleinen Schiffe It seizes the boatman in his
   skiff   
Ergreift es mit wildem Weh; With wildly aching pain;
Er schaut nicht die Felsenriffe, He does not see the rocky
   reefs,   
Er schaut nur hinauf in die He only looks up to the
   Höh'.       heights.    
Ich glaube, die Wellen I think at last the waves
   verschlingen      swallow   
Am Ende Schiffer und Kahn; The boatman and his boat;
Und das hat mit ihrem Singen And that, with her singing,
Die Loreley getan. The Loreley has done.
Je viens te rendre à l’espérance
Je viens te rendre à I come with hope for you
   l'espérance:
ton malheur va bientôt finir, your hardship now is almost
   through    
de ta bonté, de ta patience, your goodness, your patience
tu recevras bientôt. Will soon be rewarded. 
Tu vas renaître à l'espérance. Hope will be restored for you.
L'enfant ailé d'un doux sourire A cherub will come with a
   smile   
viendra calmer ton pauvre to calm your poor heart,
   coeur,   
ce petit coeur qui tant soupire this little heart that greatly
   sighs,   
bientôt connaîtra le bonheur. will soon know happiness.
Ne pleure plus et crois en moi. Weep no more and believe in
   me.   
Seize Ans
Voici que j'ai seize ans, See that I am sixteen years
   old.
On dit que je suis belle; They say I am pretty;
Adieu, adieu, jeux innocents, Goodbye, goodbye, innocent
   games,   
Le monde à lui m'appelle, The world calls me to itself.
Quelle ivresse dans tous mes What intoxication in all my
   sens!      senses!   
Toujours fête nouvelle! Always a new celebration!
J'entends, la nuit dans mon I hear, at night in my sleep,
   sommeil,   
Chanter la valse que j'adore, The singing of the waltz that I
   adore,   
Et le matin, à mon réveil, And the morning at my
   awakening,   
La valse chante encore. The waltz still sings.
Plus d'un amoureux More than one lover
M'a dit pour vous je soupire; Said to me, for you, for you I
   sigh;   
Mais l'oeil langoureux But the langorous eye and the
   pitiful air   
Et l'air piteux Me font rire. La Make me laugh. La la la.
   la la la   
Mais peut-être quelque jour; But maybe someday,
Triste et pleurant sur Sad and crying over myself,
   moi-même,   
Faudra-t-il dire à mon tour. Will I have to say in my turn
Vous qui m'aimez, je vous You who love me, I love you!
   aime!   
Mais non, c'en est fait point But no...it's done, no love!
   d'amour!   
La danse est ce que j'aime! Dancing is what I love!


Junior Recital: Felicity Davis, soprano

Hildebrant, Brandon

Ithaca College 
Digital Commons IC 
All Concert & Recital Programs Concert & Recital Programs 
5-1-2021 
Graduate Lecture Recital: Brandon Hildebrant, saxophone 
Brandon Hildebrant 
Follow this and additional works at: https://digitalcommons.ithaca.edu/music_programs 
 Part of the Music Commons 
Recommended Citation 
Hildebrant, Brandon, "Graduate Lecture Recital: Brandon Hildebrant, saxophone" (2021). All Concert & 
Recital Programs. 7951. 
https://digitalcommons.ithaca.edu/music_programs/7951 
This Program is brought to you for free and open access by the Concert & Recital Programs at Digital Commons IC. 
It has been accepted for inclusion in All Concert & Recital Programs by an authorized administrator of Digital 
Commons IC. 
Graduate Lecture Recital:
Brandon Hildebrant, saxophone
Mary Holzhauer, piano
Hockett Family Recital Hall
Saturday, May 1st, 2021
12:00 pm
Program
Lecture: César Franck's Sonata for Piano and Violin: A Study of
the Art of Duo Collaboration for the Classical Saxophonist
Pause
Sonata for Piano and Violin César Franck
(1822-1890)Allegretto ben moderato
Allegro
Recitativo-Fantasia
Allegretto poco mosso
Mary Holzhauer, piano
This recital is in fulfillment of the degree M. M. in Saxophone Performance.
Brandon Hildebrant is from the studio of Steven Banks.


Graduate Lecture Recital: Brandon Hildebrant, saxophone

Savino, Gregory

Ithaca College 
Digital Commons IC 
All Concert & Recital Programs Concert & Recital Programs 
4-29-2021 
Junior Recital: Gregory Savino, percussion 
Gregory Savino 
Follow this and additional works at: https://digitalcommons.ithaca.edu/music_programs 
 Part of the Music Commons 
Recommended Citation 
Savino, Gregory, "Junior Recital: Gregory Savino, percussion" (2021). All Concert & Recital Programs. 
7953. 
https://digitalcommons.ithaca.edu/music_programs/7953 
This Program is brought to you for free and open access by the Concert & Recital Programs at Digital Commons IC. 
It has been accepted for inclusion in All Concert & Recital Programs by an authorized administrator of Digital 
Commons IC. 
JUNIOR RECITAL:
Gregory Savino, percussion
Anna Young, Colin Kelley, Ethan Cowburn
Leah Gardner, Ian Lisi, Brian Breen
Hockett Family Recital Hall
Thursday, April 29th, 2021
7:00 pm
Program
Suite Bergamasque (1905) Claude Debussy
(1862-1918)3. Clair de lune
Buttonwood (2016) Evan Chapman
(b. 1989) 
The Big Audition (2015) Casey Cangelosi
(b. 1982)
Intermission
Sea Far (2021) Keeghan Fountain
(b. 1998)
A7 Percussion: Anna Young, Colin Kelley, Ethan Cowburn
String Quartet No. 12 (1893) Antonin Dvorak
(1841-1904)III. Molto Vivace
IV. Finale: Vivace ma non troppo
Leah Gardner, Brian Breen, Ian Lisi
Dill Pickles (1906) Charles L. Johnson
(1876-1950)
Colin Kelley, Ethan Cowburn, Leah Gardner, Ian Lisi
This recital is in fulfillment of the degree B.M in Percussion Performance.
Gregory Savino is from the studio of Mike Truesdell.


Junior Recital: Gregory Savino, percussion

Strayer, Abby

Ithaca College 
Digital Commons IC 
All Concert & Recital Programs Concert & Recital Programs 
4-6-2021 
Graduate Recital: Abby Strayer, trumpet 
Abby Strayer 
Follow this and additional works at: https://digitalcommons.ithaca.edu/music_programs 
 Part of the Music Commons 
Recommended Citation 
Strayer, Abby, "Graduate Recital: Abby Strayer, trumpet" (2021). All Concert & Recital Programs. 7998. 
https://digitalcommons.ithaca.edu/music_programs/7998 
This Program is brought to you for free and open access by the Concert & Recital Programs at Digital Commons IC. 
It has been accepted for inclusion in All Concert & Recital Programs by an authorized administrator of Digital 
Commons IC. 
GRADUATE RECITAL:
Abby Strayer, Trumpet
Muse Ye, Piano
Ford Hall
Tuesday, April 6th, 2021
8:15 pm
Program
Trumpet Sonata in D Major, G.1 Giuseppe Torelli
(1658-1709)I. Andante 
IV. Allegro
Trumpet Concerto in E-flat Johann Baptiste Georg Neruda
(1708-1780)I. Allegro
II. Largo
III.Vivace
Legende George Enescu
(1881-1955)
Intermission
Paths Toru Takemitsu
(1931-1996)
Solo de Concours Theo Charlier
(1868-1944)
This recital is in fulfillment of the degree M. M. in Performance. 
Abby Strayer is from the studio of Aaron Witek.
