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ROBERT JOHN PARKES
History Education, Curriculum Theory, Media Literacy
Tag Archives: Pedagogy
Blog Posts, Editor, Projects, Publications
History Curriculum, Geschichtsdidaktik, and the Problem of the Nation
I am currently co-guest editing with Professor Monika Vinterek (Darlana University, Sweden) a special issue of the journal 'Education Sciences'. International dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, Gundem & Hopmann, 2002), and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik.
Contributors are invited to submit papers that explore how history education or Geschichtsdidaktik should respond, is responding, or has responded, to the problem of narrative diversity and the nation-building project. Studies that explore insights from a specific tradition of history education, and those that engage in comparative work across traditions are both welcome. While dialogue between historically and culturally distinctive traditions may be difficult, we believe it holds promise for the possibility of new insights, and presents opportunities for exciting transformations. Further details can be found by clicking on the "call for papers" image above.
Further details can be found by clicking on the "call for papers" image above. Deadline for manuscript submissions is: 1 September 2012.
Tagged Curriculum Studies, History Education, Pedagogy
Book Chapters, Publications
Discipline and the dojo
Parkes, R. J. (2009). Discipline and the dojo. Paper presented in the 'Complicating understandings of discipline' symposium at the annual conference of the Australian Association for Research in Education (AARE), Canberra (ACT),
November 29 – December 3.
"You must be very disciplined?" is a question I've been asked many times, almost the instant after I've revealed my twenty years of involvement in the martial arts. It rehearses a popular perception of the martial arts, and is frequently the motivation of many a parent who has brought their child to a dojo in order to "become more disciplined". This paper is concerned with the productive nature of discipline. That is, with what discipline produces. I use the martial arts as a case study to explore theoretically and empirically Foucault's (1977; 1982/1994) claim regarding the productive nature of power and discipline, particularly because it so frequently is depicted as a site of 'serious' discipline. Informed by the later Foucault, I explore both the constraining and enabling effects of discipline as it manifests in and through the martial arts; and consequently I investigate the way discipline is central to the act of becoming in the dojo. This is not performed in some celebration of martial arts. Rather, I am interested in using the martial arts as a case study to understand the complex ways in which discipline, desire, and power circulate and interact to produce particular kinds of subjects. That is to say, I will argue that there is not one set of 'disciplinary' practices (Foucault, 1977) that is constraining, and another set that is enabling. Instead, I hope to make the case that all disciplinary constraints are precisely enabling forces that operate on and through the individual martial artist as a means of self-formation; and that participation in a disciplinary regime or process results in the 'production' of a particular kind of person, individual, or martial artist.
The above conference paper was an abridged version of the argument published in the edited collection below:
Parkes, R. J. (2010). Discipline and the dojo. In Z. Millei, T. G. Griffiths, and R. J. Parkes (Eds.), Re-theorizing discipline in education: Problems, politics and possibilities (pp. 76-90). New York: Peter Lang.
Click on the book cover image to locate a copy of the chapter.
Tagged Curriculum Theory, Pedagogy, Postmodernism
Teaching History and the Social Sciences in a Post-Literate Visual Media Age
For the student of today, school is only one of the places from which they will develop their understanding and relationship to the past. In our post-literate age, when most of us can read, but many of us don't want to, we would prefer to watch a film or surf the net rather than read a book (Rosenstone, 2001). Through the medium of the nightly news; in the press; as television docudramas, Hollywood films, or cable TV documentaries; in novels; through museum exhibits; commemoration ceremonies; monuments to the fallen; and increasingly on the internet, through websites, vodcasts and podcasts, we cannot avoid the encounter with history as media text (Davies, 2006). of course, historical representations arising within and across various media have varying degrees of reliability as historical accounts, presenting complex "mixtures of fact, fiction, fabrication and faking" (Ellsworth, 1991); and may be the artefact of rigorous scholarship executed within recognisable traditions of historiography, but are just as likely to be the products of a commercial imagination with little respect for disciplinary rigor or forms. This problem is compounded in contemporary postmodern culture, where the line between fact and fiction in historical work has been questioned (Curthoys & Docker, 2006; Jenkins, 2003; White, 1999) and is often deliberately blurred in reality television, mocumentaries, historical novels, and other popular media forms; where, even in television news, as Jean Baudrillard (1995) has argued, reality and representation implode, leaving us with only an endless array of simulations which often supplant any reality they were once intended to depict. It is within this cultural context, that the positive public reception of The DaVinci Code by Dan Brown (2003), a fictional novel which claims to be drawing on a 'hidden history' of Christianity, but which clearly gets the history confused (Ehrman, 2004), comes to represent the very problem being articulated. These cultural developments present a challenge, not only to public understandings of history and its discipline, but also to History and Social Science education in our schools (Vinson, 2006). Working at the intersection of History Education and Media Studies, I am increasingly interested in how we teach History in this post-literate, new media age. I am currently writing up the results of a collaborative study, funded by the University of Newcastle, that explored the use of visual media across the teaching of the Humanities and Social Sciences.
Baudrillard, J. (1995). The gulf war did not take place (P. Patton, Trans.). Bloomington & Indianapolis: Indiana University Press.
Brown, D. (2003). The Da Vinci Code. Berkley: Doubleday.
Curthoys, A., & Docker, J. (2006). Is history fiction? Sydney: University of New South Wales Press.
Davies, M. L. (2006). Historics: Why history dominates contemporary society. Abingdon: Routledge.
Ehrman, B. D. (2004). Truth and fiction in the Da Vinci Code: A historian reveals what we really know about Jesus, Mary Magdalene, and Constantine. Oxford: Oxford University Press.
Ellsworth, E. (1991). I pledge allegiance: The politics of reading and using educational films. Curriculum Inquiry, 21(1), 41-64.
Jenkins, K. (2003). Refiguring history: New thoughts on an old discipline. London: Routledge.
Rosenstone, R. A. (2001). The historical film: Looking at the past in a postliterate age. In M. Landy (Ed.), The historical film: History and memory in media (pp. 50-64). New Brunswick, New Jersey: Rutgers University Press.
Vinson, K. D. (2006). Social studies in an age of image: Surveillance-spectacle and the imperatives of "seeing" citizenship education. In A. Segall, E. E. Heilman & C. H. Cherryholmes (Eds.), Social studies – the next generation: Re-searching in the postmodern (pp. 27-46). New York: Peter Lang.
White, H. (1999). Figural realism: Studies in the mimesis effect. Baltimore: The John Hopkins University Press.
Tagged History Education, Media Education, Pedagogy, Postmodernism
On the Mistreatment of Management
Gore, J. M., & Parkes, R. J. (2008). On the Mistreatment of Management. In A. Phelan & J. Sumsion (Eds.), Critical Readings in Teacher Education: Provoking Absences (pp. 45-60). Rotterdam, Sense Publishers.
This chapter addresses the odd place that classroom management occupies in the structure and conduct of teacher education programs and in discourse on teaching and teacher education. As evident within the curricula of teacher education programs, and recently produced policy documents describing teacher standards, the idea of "management" has come to occupy a privileged place in discourse on teaching. It is our argument that "management" is mistreated in discourses of teaching and teacher education, and that this mistreatment derives in part from a misunderstanding of pedagogy. However, our argument extends beyond this simple critique, a position that has advocates throughout the field already. Rather, we seek to make what we consider a more significant point. Adopting a theoretical lens provided by the work of Michel Foucault to examine the absence of critical engagement with "management" discourse in the context of teacher education, we argue that this discourse operates as a "regime of truth" that constructs a particular conception of "the good teacher" as "classroom manager" and, through the operation of this regime on and through the individual student teacher, produces a situation in which teachers are likely to desire classroom order over the construction of an intellectually engaging learning environment. In reading management discourse as a regime of truth, we seek to challenge what has become part of the "common-sense" of teaching and teacher education, not to reject it outright, but to explore its productive effects in the constitution of particular kinds of teachers, with very specific desires, practices, and goals.
Tagged Curriculum Studies, Curriculum Theory, Pedagogy, Teacher Education
Essays and Articles, Publications
Conceptions of social science knowledge: Assessing the impact on pedagogical reform
Griffiths, T. G., Parkes, R. J., Downey, J., Gore, J. M., Ladwig, J. G., & Amosa, W. A. (2008). Conceptions of social science knowledge: Assessing the impact on pedagogical reform. Paper presented at the annual conference of the Australian Association for Research in Education (AARE), Queensland University of Technology, Brisbane, 30 November – 4 December.
This analysis is set in the context of Immanuel Wallerstein's work on the structures of knowledge, in particular the place of the social sciences past and present, and the potential contribution of a more integrated approach (historical social science) to the broader political project of building a more democratic, equal and just world-system. Our analysis finds that knowledge in the social science subjects tended to be treated in only a mildly problematic way, with moderate outcomes in terms of its connection to students' lives and cultural backgrounds, and its authentic application, despite substantial attention to such characteristics of curriculum content, evident in the evolution of the History curriculum. Further we find that outcomes on these measures are substantially stronger in primary rather than secondary classrooms. We conclude by arguing that social science teachers' meaningful engagement with the Quality Teaching framework, as part of a significant, system-wide pedagogical reform initiative, is contingent on their re-thinking the nature of their subject knowledge and its treatment in their teaching. Further, we argue that seen through the lens of Wallerstein's world-systems theorising, this strengthens the case for the type of pedagogical work reported here to support curricular reforms in the social sciences and contribute to students' complex understandings of their world.
Australia Call for Papers Cognitive Apprenticeship Critical Policy Studies Curriculum History Curriculum Studies Curriculum Theory Dissertations Doctorate Editorial Historical Encounters Historical Thinking History Curriculum History Education Honours Inaugural Issue Journal Media Education Pedagogy Post-colonial Studies Postmodernism Promotion Applications Research Methodology Reviews Teacher Education University of Sydney
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There are currently over 120 industries that have franchised companies, with the franchisee normally receiving help with their site selection and development support, operating manuals, brand standards, quality control, training and business advisory support from the franchisor. Whether it's an automotive company, a fast-food establishment, or a chain of pubs, franchises are popping up everywhere, with many business hopefuls use franchising as their route to market.
Key travel locations: Wetherspoon's can be found in key travel locations, including train stations and airports, such as Aberdeen, Birmingham International, Doncaster, Edinburgh, Liverpool John Lennon, Heathrow, Gatwick, Glasgow and Stansted airports, and near train stations around London, Leeds, Liverpool and Glasgow.
Meal deals: Curry Club, Steak Club, Chicken Club, Fish Friday and Sunday Brunch are all offered with a drink and are just some examples of meal deals offered by Wetherspoons – each deal seems to have been extremely popular.
Festival spirit: With festival season fast approaching, Wetherspoon is a great advocate for embracing the festival spirit. They currently are involved in a biannual beer festival with 60 beers on tap.
Before changing its name to Wetherspoon in 1980, it was initially named Martin's Free House. The first Wetherspoon was opened from a former bookmakers' store in North London in 1979., earlier the following year. The company's chains initially only expanded in North London.
After opening pubs in Bracknell and Norwich, by 1994, the chain had reached an impressive 100 pubs and ventured as far north as the Midlands. The business kept expanding and moving into new territory throughout the 90s, with further establishments opened in Manchester, Wales and Scotland. 1998 saw the 300th pub open and its rapid expansion saw them reach 500 pubs being open by 2001. The 600-mark was reached in 2002 as the breakfast revolution got underway as all pubs opened six days a week to serve the first meal of the day.
Keep it local: While there is the popular national range, regional favourites can be found in their stores depending on where you are. 1,700 shops can be found nationwide, while still being rooted in their local communities.
Greggs to begin baking quality bread with flour that was milled from specially selected wheat for that distinctive Greggs taste and texture. It was after having this delivery service that helped local families bake their own bread for over 10 years that John Gregg opened a small bakery on Gosforth High Street in 1951. It was a single shop with a bakery at the rear.
Ian Gregg took the reins of the family business in 1964 when his father sadly passed away. Under Ian's leadership, Greggs developed a good reputation for selling products which were quality and of great value. The company also started to grow in size by buying regional bakery retailers across the United Kingdom and, by the 1970s, they had shops in Scotland, Yorkshire and the North West.
With more than 260 shops in four areas of the country, the company's expansion was well underway by 1984. For the first time ever, Greggs was on the Stock Exchange and they continued to expand, opening shops in the Midlands, Wales and North London.
Value your people: By acquiring several local businesses, including Benfield, the Group understood the need to keep the local feel of the businesses while softly implementing their own touch. Lookers won top employer UK 2017 and 2018 accreditations and recognises that you must look after your own to be a success.
By 1910, the business had forged with a garage owner in the centre of Manchester, highlighting that John Looker was moving on with his business after initially starting off by selling bicycles, parts, accessories, and the odd used car when he founded the company in Manchester in 1908. Primarily a Ford dealer until the First World War, the company was thriving so much that the garage had to be rebuilt in 1911 to accommodate all the business that it had generated.
It was appointed a distributor of Austin motor vehicles in 1918 and continued its growth by acquiring a number of garages in Lancashire and Cheshire. The business didn't falter when John Looker retired in 1929. During the Second World War the Austin factory was committed to the war effort as the country fought.
Fast forward a few decades and the business's first major acquisition took place in the 60s when the Group moved into Yorkshire. By 1973, their headquarters had moved from Hardman Street to Chester Road – their current base today. At the same time, the company became a listed company on the London Stock Exchange. Lookers is now one of the top three motor vehicle retailers in the UK offering a host of car service plans, representing 32 manufacturers and selling car types at 150 franchised dealerships.
Although we've only looked through three examples from a huge pool of successful franchises, it's clear that the franchise world is going to continue growing, regardless of the industry you choose. By providing you with a ready-made business model and allowing you to keep your skills sharp while joining an already thriving business, you may feel as though you have a greater chance of success. So, budding business owners out there, make sure you research any possible franchises that could be of interest to you before jumping in feet first with your idea!


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Q: spring-boot Actuator together with Spring Security and Form Basic Auth I have added "spring-boot-starter-actuator" dependency to my spring-boot project.
The project already has form based security.
The root context for the application is "/".
I have added the actuator at the context root "/actuators" by adding to application.yaml:
management:
  context-path: /actuators
The non-sensitive actuators are working, such as "health".
When I try to access the sensitive actuators, the popup appears for username/password. The authentication takes place, but then I see "403" Access is Denied.
Here is the configuration for Web security:
@Configuration
@EnableWebSecurity
@Order(SecurityProperties.ACCESS_OVERRIDE_ORDER)
public class WebSecurityConfig extends WebSecurityConfigurerAdapter {
private AuthenticationLookupService authenticationLookupService;
private AuthenticationManagerBuilder authenticationManagerBuilder;
private UrlSuccessAuthenticationHandler successHandler;

@Autowired
public void setAuthenticationLookupService(AuthenticationLookupService authenticationLookupService) {
    this.authenticationLookupService = authenticationLookupService;
}

@Autowired
public void configureGlobal(AuthenticationManagerBuilder auth) {
    this.authenticationManagerBuilder = auth;
}

@Autowired
public void setSuccessHandler(UrlSuccessAuthenticationHandler successHandler) {
    this.successHandler = successHandler;
}

@Override
protected void configure(HttpSecurity http) throws Exception {
    http.authorizeRequests()
            .antMatchers("/", "/index.html", "/auth/**").permitAll()
            .anyRequest().authenticated()
            .and()
            .formLogin()
            .loginPage("/index.html").successHandler(successHandler)
            .permitAll()
            .and()
            .logout()
            .permitAll();

    http.csrf().disable(); // todo: fix later
}

@PostConstruct
public void process() throws Exception {
    this.authenticationManagerBuilder.userDetailsService(this.authenticationLookupService).passwordEncoder(new ShaPasswordEncoder());
}

}

A: Add below values in application.properties or application.yml and then when popup asks for username and password provide this credentials
security.user.name=admin
security.user.password=secret

If you are providing your values check if that user has ADMIN role, because actuator needs ADMIN role user to access sensitive end points.
Update
If you are using spring-boot 1.5.*+ then user should have ACTUATOR role

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JEECE 2018 application process has started from 16 April 2018. JEECE is an entrance exam which is conducted for the admission in Engineering programme i.e. for B.Tech/B.E courses. JEECE is conducted by Jharkhand Combined Entrance Competitive Examination Board for admission in State Universities/ Colleges / Institutions in the academic session 2018-19. Therefore, the candidates are suggested to fill the application form on or before10 May 2018. This page gives the information about the Jharkhand JEECE and comprises the information about the important dates, eligibility criteria, application process, result etc. Candidates are advised to scroll down to get the complete details about JEECE 2018.
The candidates willing to take admission in engineering courses in the state colleges of Jharkhand need to fill the JEECE application form. Until 2016, the engineering courses in the state of Jharkhand has been offered on the basis of JCECE. However, from 2017 onwards, the admission in Engineering courses will be done on the basis of JEECE which is Jharkhand Engineering Entrance Competitive Examination.
Domicile: Candidate must be a citizen of India and Permanent and Local resident of Jharkhand.
Age limit: There is no age bar for appearing in JEECE engineering entrance exam.
Physical Criteria: The medical checkup of the applicants recommended for the admission in all the courses will be done by the Board and only fit candidates will be treated eligible for the admission.
Academic Qualification: Candidate must have passed Class 12 or equivalent examination with Physics and Mathematics as compulsory subjects along with Chemistry.
The JEECE Application Form will be available on the official website. However, the candidates willing to take admission in B.Tech/ B.E course need to apply through online mode. The candidates should follow the steps provided to fill the application form which will also be available on this page. The candidates are suggested to fill the application form on or before 10 May 2018.
For PCM Group, JCECE will be conducted in the following 3 centres. Candidate will have to give two test centre preferences while filling the JCECE application form.
There are total 3 centres where the Jharkhand Engineering Entrance Competitive Examination will be held on 26 May 2018. The candidates are suggested to get the list of the test centres from the table below.
After paying the application fee, the candidates have to submit their application form ONLINE only. Candidates are advised to check the details of the application form and then make the final submission as the candidates need to know that once the application gets submitted, the candidates will not be able to change the details of the application form.
After the successful submission of the application form, the candidates are also advised to keep at least two printouts of the application form with them for future reference. The candidates are also advised not to send the hard copy of the application to the Board.
JEECE Admit card will be available for download online only, the candidates must note that admit card will not be sent by post to them. After downloading the admit card candidates much follow the instructions mentioned in it. JEECE Admit card is an important document and must be kept safely until the time of admission.
The application fees are different for the General and SC/ ST categories. The candidates belonging to the respective categories must pay their application fee accordingly. The fee has to be paid through online mode only that is Credit Card/ Debit Card/ Net Banking. The Application fee once paid by the candidates is Non-Refundable.
The JEECE Result will be declared in the first week of June 2018 and the candidates will be able to see the result on the official website by following the link which will be available on this page when the result will be declared.
The candidates need to know that the answer key will be evaluated with extreme care. Therefore, rechecking of the answer sheet will not be considered. The merit list on the basis of the score obtained by the candidates and the counselling will be held thereafter.
The computerised online counselling would be conducted by the Board. The information about the same is given on this page. The counselling will be held in two rounds. The two of the rounds are described below.
Total Questions: 150 Multiple Choice Questions in PCM. Each Question carries one mark.
The language of Question Paper: The medium for examination shall be English and Hindi both.
Marking Scheme: 1 mark will be awarded for every correct answer.
Negative Marking: There will be negative marking, for every incorrect answer ¼ marks will be deducted from the total score.
More than one response to a question will be considered as wrong response and 1/4 mark will be deducted for the same.
Candidates have to mark the answer in the OMR answer sheet with Black Ball Point Pen of Good Quality. Candidate will not do any rough work or writing work on the OMR Response Sheet.
JEECE Result 2018 - Declared!
JEECE 2018 Answer key (Revised) For SET A, B, C, D - Available!


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Alabama Heritage's Year In Review 2022
From left: Caroline Gazzara-McKenzie, Susan Reynolds, Rebecca Minder, and Cindy Sanford pose in front of tree along Tuscaloosa's annual Tinsel Trail.
This year has flown by for us at Alabama Heritage, and we loved every minute of it!
In 2021, Rebecca Todd Minder was named director of Alabama Heritage, and Dr. Susan E. Reynolds became the editor of Alabama Heritage magazine. In June, 2022, we welcomed Caroline Gazzara-McKenzie as our new marketing and digital media manager. Cindy Sanford, circulation manager, celebrated 22 years with the department.
Alabama Heritage magazine highlighted several incredible feats of Alabama history, including: boxer Joe Louis, the American Revolution, Alabama's first ladies of flight, the Southern Vintage Fire Apparatus Association, Alice Coachman, and so much more. It is through these stories that we continue to learn, be educated, and inspired by our state.
Our team has traveled the state for several conferences, seeing friendly faces and learning more about Alabama's history. This year, we traveled to Ft. Payne, Mentone, Montgomery, Scottsboro, and dozens of other places throughout Alabama. We experienced Alabama's beauty first-hand, and felt more attached to our beloved state.
In 2022, we had more than a dozen student editorial assistants and launched a new hybrid internship program between Alabama Heritage and University of Alabama Press. Through these internship programs, our students are gaining valuable skills that will help prepare them after graduation.
Alabama Heritage is excited for the upcoming year, and we've got a lot in store for 2023.
Subscribe To AH!
At Alabama Heritage, we owe many of our successes and smooth operations to our fabulous student interns. We hope that with this blog--written mostly by our interns as well as history students from UAB and a few from our own editors--our readers will have an opportunity to get to know the students who bring so much to the table with their enthusiasm, hard work, and expertise!
If you're interested in our internship program, check out the details here.
Read More Blogs Here
AH Field Trip
Mill Town
The Depression

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That's when you'll start to notice the differences. Does it collapse and open up easily? Can you do it one handed? There's a lot of emphasis on stroller weight, but if you find a heavier model that folds like a breeze, it's probably the better option. And if your ride isn't much bigger than a vintage pram, you'll want to think twice about investing in a modern one for your babe.
It was still an avoidance in some way," he said, before adding, "I've never heard anyone laugh bigger than an African mother who's lost nine family members. What is that? I just got R for the first time. R comes from great pain, but it's a celebration.
"Looking back http://www.cheapjerseysselling.com/ you can probably see why the referee called it when he did, but then you could argue the other way too. But as long as there is consistency in the refereeing you can adjust to that. It is when they interpret it different ways (for) both teams that the confusion arises and to be fair to 'Barnesy', he officiated pretty much the same the whole way through.".
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But success isn't guaranteed. The economy has slowed, though it still grew by 7.4% last year. "At one stage you could get double digit growth without really trying, but it's more competitive now the local agencies are becoming much more sophisticated and are inclined to be more cost competitive as well," said Darren Woolley, CEO of Asia Pacific consultancy TrinityP3..
Despite all its charms, RFK is dwarfed by FedEx Field and Baltimore's M Bank Stadium, more modern facilities nearby with fancy luxury suites and no soul whatsoever. It wasn't entirely clear why the old joint had won the honor of hosting the game Sunday. Soccer Federation officials I talked to over the weekend were surprisingly reluctant to wax poetic about the atmosphere or the stadium, though they noted that fans flocked to RFK for games in big numbers and that it has a fantastic natural grass field.


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Home » Veterinary Assistant
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Q: Are the divided differences $f[a, b, c]$ and $f[a, c, b]$ equal to eqchother? I was wondering whether the divided differences $f[a, b, c]$ and $f[a, c, b]$ were equal. I tried proving this by writing out the definition and got that those two are equal iff $-cf(b) + cf(a) + af(b) = -bf(c) + bf(a) + af(c)$, but I don't know if what I did is correct. Now it is entirely possible that I did something stupid and that there is an obvious solution to this that I completely missed.

A: If $x_0,x_1,...,x_n$ are distinct points then the divided difference $f[x_0,x_1,...,x_n]$ is the leading coefficient in the interpolation polynomial of degree at most $n$ at the points $x_0,x_1,...,x_n$. This pretty much makes it obvious that the order of the points doesn't matter.


Thank you for your interest in auditioning for the New York Youth Symphony's Composition Program.
The New York Youth Symphony's Composition Program, formerly known as "Making Score," is the first series of workshops in the country for young musicians to explore the world of composition and orchestration. Students between the ages of 12-22 who have a sense of curiosity and a taste for musical adventure are invited to apply. More information about the program can be found on the Composition Program page.
The program is directed by Dr. Kyle Blaha. Dr.Tim Mauthe is the Associate Director of the program.
The Composition Program generally meets weekly from October to May on Thursdays between 4:30 pm - 7:00 pm at various locations in NYC.
Students' works are read and workshopped throughout the season, culminating in a final performance by members of the NYYS Orchestra, Chamber Music, Jazz, and Apprentice Conducting programs at the annual Composition Date concert at Symphony Space on May 16, 2019.
Before applying to the program we encourage you to visit the Composition page for program details and review the Composition Program Guidelines which outlines general requirements for participating in the Composition Program.
At your interview you will meet with the Director and Associate Director of the Composition Program. Each applicant is asked to bring a minimum of one recent composition (score and recording) that will be discussed. MIDI files are acceptable.