193 research outputs found
Steppin\u27 Out
No full textSteppin\u27 Out is the first CD of this 16-piece professional not-for-profit orchestra in residence in the Cleveland State University Black Studies Program. In a thoroughly contemporary twist on the classic jazz lore tradition of the territory band, the Jazz Heritage Orchestra reflects the contributions of an impressive range of musicians from several points on the Midwestern map.https://engagedscholarship.csuohio.edu/clbsjz_rec/1000/thumbnail.jp
1st Treasures of Jazz: Clark Terry Residency Project with the Jazz Heritage Orchestra (2007)
No full textThis program was called The First Annual Legends of Jazz Concert Series, later called the Treasures of Jazz.
During the Clark Terry Residency Project, Clark Terry performed with the CSU Black Studies Program Jazz Heritage Orchestra. The Lower Campus Cleveland School of the Arts ensemble also performed.https://engagedscholarship.csuohio.edu/clbsjz_pr/1007/thumbnail.jp
Jazz at Lincoln Center: Essentially Ellington Regional High School Jazz and Band Festival (2014)
No full textJazz at Lincoln Center: “Essentially Ellington” Jazz Band Festival is part of a nationally sponsored event. Each year Winton Marsalis’ Jazz at Lincoln Center conducts a national competition to recognize the nation’s best performing youth jazz bands. The competition is designed to preserve and promote the appreciation of jazz among the country\u27s young musicians. Bands, from this performances, will be recommended to participate in final national competition held at the Jazz at Lincoln Center located in New York City, New York.
Cleveland State University Black Studies Program has been selected to serve as one the four national host sites, based upon the work that JHO (Jazz Heritage Orchestra) does with the region’s young musicians. JHO is recognized as having some of the nation\u27s finest musicians and educators that freely share instruction, inspiration and guidance with young musicians and teachers.
Bands performing at this concert:
Gabriel Horns Director: James May
True North Big Band Director: Eric Dregne
Shaw High Rhythm Teen Band Director: Randy Woods
Jams-Jazz @ Music Settlement I Director: Dennis Reynolds
Jams-Jazz @ Music Settlement II Director: Ken Legrande
TRI-C West Director: Chris Scott
Jazz Heritage OrchestraDirector: Dennis Reynoldshttps://engagedscholarship.csuohio.edu/clbsjz_pr/1000/thumbnail.jp
4th Treasures of Jazz: Jazz Divas of Cleveland and the Jazz Heritage Orchestra (2012)
No full textCleveland jazz artists Evelyn Wright and Ki Allen perform with the CSU Jazz Heritage Orchestra.https://engagedscholarship.csuohio.edu/clbsjz_pr/1004/thumbnail.jp
2nd Treasures of Jazz: Benny Golson with the CSU Heritage Orchestra (2008)
No full textThe program includes performances by the Cleveland Music Settlement House Jazz Combo and Benny Golson with the CSU Jazz Heritage Orchestra.https://engagedscholarship.csuohio.edu/clbsjz_pr/1006/thumbnail.jp
3rd Treasures of Jazz: Vanessa Rubin with the CSU Jazz Heritage Orchestra (2009)
No full textProgram included performances by 2 x 2 Jazz Ensemble (local high school students) and Vanessa Rubin with the CSU Jazz Heritage Orchestra.https://engagedscholarship.csuohio.edu/clbsjz_pr/1005/thumbnail.jp
Consequences of means testing Social Security: evidence from the SSI program
No full textA treatise that draws inferences about the potential behavorial responses to means testing Social Security by examining the effects of the Supplementary Security Income program for the aged on wealth accumulation and employment.Labor supply ; Social security
5th Treasures of Jazz: Men of Jazz and the Jazz Heritage Orchestra (2013)
No full textMen of Jazz perform with the CSU Jazz Heritage Orchestra.https://engagedscholarship.csuohio.edu/clbsjz_pr/1003/thumbnail.jp
The workshop as the work: white anti-racism organising in 1960s, 70s, and 80s US social movements
No full textThis thesis explores the rise of anti-racism workshops developed by white activists in various United States social movements from the late 1960s through the mid-1980s. The shifting ideology of the black freedom movement in the late 1960s, from integration to Black Power, transformed white activists‘ place within racial justice struggles. While recent scholarship has begun to turn its attention towards whites‘ ongoing racial justice activities, one of the most radical and widespread of these efforts is consistently overlooked: anti-racism workshops. Increasingly prevalent from the late 1960s through to the diversity-trainings explosion of the 1990s, this thesis demonstrates that these workshops had their roots in the black freedom, women‘s liberation and gay liberation movements. White activists from these movements led these workshops in order to examine white racial domination and privilege within both leftist social movements and larger US society.
Analysing case studies from the black freedom, women‘s liberation and gay liberation/rights movements, this thesis explores the foundational assumptions of anti-racism workshops. It seeks to explain how and why these efforts sought to frame race and racism as issues of knowledge and consciousness and why such efforts constituted radical praxis. It is argued that early anti-racism workshops were pedagogical projects that sought to confront the racial ignorance that structured the lives of whites in the US, including progressives and their liberation movements. This thesis draws attention to the efficacy and power of these workshops in terms of their epistemological effects, in the transformations they brought about in whites‘ understanding, or awareness, of racial realities
An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success
No full textAccording to the Congressional Black Caucus Foundation (2012), college degree attainment among African American males is only 16%, as compared to 20% for African American females, and 32% for Caucasian males. A great deal of research and emphasis has been placed on the struggles, challenges and shortcomings relative to African American male educational attainment. However, more work needs to be done to determine the factors that contribute to their academic success.
The purpose of this phenomenological qualitative study was to explore the factors that contributed to the academic success of African American male college students that participated in the Baldwin Wallace University Scholars program (BW Scholars). For this program, cohorts of African American male students are selected during summers before ninth grade. Those scholars receive mentoring, academic enrichment and career readiness opportunities throughout their high school years in preparation for some sort of post-secondary enrollment. The aim of the program is to give the scholars the support that they need to graduate from high school. When a scholar applies to Baldwin Wallace for undergraduate studies and is accepted, he is given a full scholarship to the university.
Through one-on-one interviews, eight African American male scholars participated in this study. The results revealed their unique perceptions of academic success, and their attitudes, behaviors, and skills that were necessary for program completion. Despite their attendance in troubled urban high schools, the participants of this study benefitted from encouragement among family and friends, were careful in choosing friends, displayed good time management skills, and had a strong work ethic, all of which were important for their degree completion. Ultimately, the aim of this study is that the insights shared by the participants further inform university instructional programs that are designed to serve African American male college students
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