Music & Multimedia Production

Integrated Studies Special Major

Individual Learning Plan

CST

TAT

MPA

Charmaigne Scott

12/1/00

 

Table of Contents

I. Concentration Statement *

II. Autobiography Statement *

III. Justification Statement *

IV. Major Learning Outcomes (MLO) *

MLO Evaluation Table *

V. Graduation Plan

Graduation Plan Table 7

SUMMARY OF UNITS

VI. COURSE Matrix *

Course Schedule *

VII. Capstone Project Proposals *

Capstone Option 1: Title *

Capstone Option 2: Title *

Capstone Option 3: Title *

Capstone Option 4: Title *

VIII. Faculty Advisors *

Advisor List *

IX. Conclusion *

 

 

I. Concentration Statement

 

Music-Multimedia Production (M2P)

Music-Multimedia Productions form my concentration objective under the Integrated Studies Special Major. The CSUMB majors that I have integrated are Computer Science Technology, Music and Performing Arts and Teledramatic Arts and Technology.

  1. CST-web multimedia presentation
  2. MPA-music concert
  3. TAT-Pre-production, production, post production

I produced the 'Pre-Easter, New Millennium Gospel Concert featuring Sister Deola! God’s Singer!' at the CSUMB MPA concert hall on May 6, 2000 as part of my concentration capstone project. It was quite enjoyable and successful according to the comments of audience members and the opinions of fellow students in attendance. Sister Deola continues to receive compliments on her fine performance. I plan to make this concert available on the web as a music multimedia presentation that tells Sister Deola's story, touches the hearts of many and perhaps spreads a little peace among us.

After changing majors more than once and being undeclared, I discovered that I had completed a great amount of coursework from the three majors listed above. Practically every course I have taken at CSUMB has greatly enhanced my previous production experience and accelerated my learning. I recognized that I needed assistance in finding my degree program and therefore, accessed campus services. I received intensive counseling, guidance and testing from

  1. Student Academic Advisors-Tomirra Larkin and Sya Buryn
  2. Student Disability Resources
  3. Career Center

As a result, I applied to and was accepted into the Integrated Studies Special Major program. ISSM now provides the framework to integrate CST, MPA and TAT courses in my proposed concentration of Music Multimedia Production and gives me an extraordinary educational foundation.

ISSM is collaborative in its integrative nature and is exactly what I needed to thrive and survive at CSUMB. It has allowed me not only to design my integrative concentration; but also, to demonstrate what I have learned and or experienced. I am confident that I have met the challenge and will obtain a BA next semester. That is the proof of my scholarship and qualifications in my concentration of Music Multimedia Production.

The required Major Pro-Seminar course has given me the opportunity to determine and clarify my objectives and prepare my capstone project. Actually, I think this is one of the finest offerings on campus and I encourage other integrative thinkers to immerse themselves in ISSM. This program contains excellent guidelines that help independent learners such as myself focus on integrating courses necessary for a proposed concentration, successful graduation and lifelong interests.

 

II. Autobiography Statement

 

 

I started off as a child…Not really! A joke, so laugh. Yes, I guess I was the clown of the class, the one who sang way off key intentionally to make my classmates know they were alive while writhing from the pain inflicted by such horribly disgusting vocal interludes. Even at my ripe old age; rapidly approaching the big 50, I am still a very silly and fun-loving person. I do, however, possess an extremely balanced side. I have reserves of dedication, perseverance and guts that would make the most tenacious blush blood red.

Goals and Experiences

Academic: Education is the most important focus at this juncture of my development. My main goal is to right some wrongs, rebuild some cells and evolve into the human being that I am. I began this journey after a seriously close wake-up call where I had to accept responsibility for my actions and pay the cost. This was a huge turning point fifteen years ago, and I have worked hard to become a better person ever since.

Prior Learning Experiences: In this quest to become a better person, I discovered many gaps in my education that existed for numerous reasons. The fear of mathematics was one of these that effectively halted my progress and prevented me from considering earning a degree in anything but life. Life has a disturbing way of forcing us to acknowledge the consequences of existence. It does this by giving and taking life. I became a widow by the time my youngest of two children was two years old. My relief from the hardships of being a single parent came in the form of constantly snatching a college course or two each semester. This pattern continued for over twenty years of motherhood. Suddenly, I found myself without the huge responsibilities of raising little children alone. The kids were long gone and I was responsible for myself only.

Academic Background: This marked a new beginning for me; I got a new lease on life and determined to exploit it fully. One day I was walking around the Cabrillo College campus when an administrator approached me. She very kindly asked how I was doing and would I be with them for the millennium? This was another wake up call. It was time to graduate so I sought counseling to determine how to take this step.

In this process, it was discovered that I have a Learning Disability that I was probably born with and compensated for by excelling in other areas. I made friends with this fact and took a different approach to mathematics. I replaced the fear with knowledge that I gained through research about learning disabilities. This helped me come to terms with the diagnosis. Finally, I accepted accommodations such as additional time, and eventually, grasped the procedures and methods required for success in mathematics.

 

I completed all of the math requirements. My counselor announced that I could receive two degrees from Cabrillo! I graduated in 1998 with Associates in Music and Liberal Studies. I prepared for CSUMB and began in the Fall of 1998. I may earn my ISSM BA before my baby son does. I call both of my sons and tell them they are old! They laugh and are proud of me.

Preparation and Readiness for self-directed program: CSUMB has posed a great challenge to my learning. It has built in processes such as assessments to gauge your knowledge. These ferret out whether or not you actually know what you say you know. I appreciate this and am repairing any gaps or holes in my education I will continue to work diligently in all subjects attempted, including the Bb online courses that I enjoy.

Personal Reasons: I am an independent thinker and seek the big picture in most endeavors. I find most majors offered at CSUMB are overly restrictive and confining. I do not excel to my ability in environments that do not encourage self-directed learning. Therefore, I embrace the wonderful opportunity to design my major through ISSM by accessing the other institutes offerings.

I feel that I am part of the bridge of learning through collaboration across the three emphases in my proposed major. I believe that I am exercising the intention of our mission statement by incorporating the best CSU Monterey Bay offerings into my education. I hope that my proposed major is approved and may be among the models for future ISSM students. I remain a crazed musician and singer. I am devoted to our community and determined to rise from the depths and up the rungs of education. This ascent will yield the outcomes of effective civic accomplishments and music business success.

 

III. Justification Statement

 

My ISSM major concentration is Music-Multimedia Production (M2P) with emphases on CST, TAT, and MPA. I hope to receive my ISSM-M2P BA degree in the Spring of 2001.

I am an integrative thinker and found it absolutely necessary to enter the ISSM program because I needed the autonomy to continue learning a myriad of subjects. I am a more effective student when encouraged to think independently, work over the web, and or collaborate in and out of the classroom.

ISSM has allowed me to hone my passions and combine courses from three CSUMB institutes. These are CST, MPA and TAT. Each is special and adds something wonderful to my learning. However, each is separate and does not readily cross over into other institutes or permit me to accelerate my learning, as I need them to.

I am at a stage in my life where self-fulfillment and expression are vital to my growth and present educational experience. As a seasoned singer, I have worn lots of hats and eventually recognized the need to expand my understanding of the entertainment industry through education. This is specifically why I appreciate CSUMB. I am permitted to design my major and have complete access to the three different institutes that it covers.

 

IV. Major Learning Outcomes (MLO)

 

MLO Descriptions

  1. Goal Setting and Developing an Area of Concentration and an Individual Learning Plan (ISSM MLO 1)
  2. Students will be able to define their personal, career and educational goals; formulate their Area of Concentration within Integrated Studies Special Major; identify their Major Learning Outcomes; and develop a comprehensive Learning Plan that will enable them to achieve their Major Learning Outcomes within a reasonable period of time and that is realistic in terms of the learning resources and learning experiences available to them at CSUMB.

    MLO Achievement Process
    ISSM 300, Fall 2000

 

 

  • Historical And Philosophical Perspective (MPA MLO 2)
  • Knowledge of the history and theory of jazz improvisation, instrumental and vocal music.

    Fulfilled through
    AA degree in Music May 1998
    MPA 406 Jazz Band Arr/Comp Wrkshp
    TAT 370 Ethical Issues in Teledramatic Industry

    MLO Achievement Process
    MPA 406 Fall 1998
    TAT 370 Fall 1999

     

  • Organizational And Collaborative Skills (MPA MLO 3)
  • Planning for, collaboration toward, and development of a music or artistic project:

    AA degree in Music May 1998
    MPA 406 Jazz Band Arr./Comp Workshop
    MPA 410 Instrumental Music Big Band

    MLO Achievement Process
    MPA 406, Fall 1998
    MPA 410, Fall 2000

     

     

     
  • Pre-Production Skills (MPA MLO 2and TAT MLO 1)
  • Research and Development, Plan And Collaborate On At Least 2 Projects.

    Fulfilled through
    MPA 406 Jazz Band Arr./Comp Workshop
    TAT 370 Ethical Issues in Teledramatic Industry
    TAT 399 Service Learning
    TAT 300 Pro Seminar
    CST 251 Basic Web Design-HTML

    MLO Achievement Process
    MPA 406, Fall 1998
    TAT 370 Fall 1999
    TAT 399SL Spring 2000
    TAT 300 Fall 1998
    CST 251 Summer 2000

     

  • Production Skills (MPA MLO 4)
  • Studio and Live Concert Music And Film Production.

    Fulfilled through
    AA degree in Music May 1998
    MPA 406 Jazz Band Arr./Comp Workshop
    MPA 307 Digital Audio
    TAT 370 Ethical Issues in Teledramatic Industry
    TAT 399 Service Learning

    MLO Achievement Process
    MPA 406, Fall 1998
    TAT 307 Fall 1998
    TAT 370 Fall 1999
    TAT 399SL Spring 2000

  • Post-Production Skills (TAT MLO 4)
  • Refinement and editing, analysis and evaluation to determine effectiveness of the project/production or performance. Preparation begins for more comprehensive distribution.

    Fulfilled through
    TAT 302 Fundamentals of Editing
    MPA 497 Independent Studies

    MLO Achievement Process
    TAT 302 Fall 2000
    MPA 497 Fall 2000
    MPA 410 Fall 2000

     

     

  • Learning Experiences (MPA MLO 2and TAT MLO 1)
  • Advertise Event; Devise A Marketing Plan For Projects.

    Fulfilled through
    MPA 406 Jazz Band Arr./Comp Workshop
    TAT 370 Ethical Issues in Teledramatic Industry
    TAT 399 Service Learning
    TAT 300 Pro Seminar
    CST 251 Basic Web Design-HTML
    MIE 310 Entrepreneurship

    MLO Achievement Process
    MPA 406, Fall 1998
    TAT 370 Fall 1999
    TAT 399SL Spring 2000
    TAT 300 Fall 1998
    CST 251 Summer 2000
    MIE 310 Fall 2000

     

  • Telecommunications (ISSM MLO 8 CST MLO 4)
  • The student will acquire a broad-based understanding of the technical, analytical, design, and regulatory aspects of concern to the data communications professional. This course provides an overview of the telecommunications industry and a look at current and emerging technologies. It is designed to give a foundation for general users of telecommunications systems and a basis for advanced studies in telecommunications.

    Fulfilled through
    CST 311 Telecommunications
    CST 251 Basic Web Design-HTML

    MLO Achievement Process
    CST 311 Fall 1999
    CST 251 Summer 2000

     

     

  • Understanding Computers And Their Implications (CST MLO 1 and CST MLO 3)
  • This learning experience covers both theoretical concepts and provides practical experience regarding a wide variety of telecommunications technologies and issues. It is broad enough in scope to fulfill other Major Learning Outcomes (MLOs).

    This outcome centers on the broad range of knowledge about electronic communications that any university graduate should have, regardless of discipline. Economic and social systems no longer are separate but instead huddled about the warm glow of the Internet fire, which gives them their reach and definition.

    To fully utilize the net resources and keep track of its rapid development, one needs to understand its fundamental technical principles and protocols as well as its economic, regulatory and political implications. This outcome assures that students can participate fully in discussions about communications and take advantage in their studies and careers of opportunities and changes brought by the technology.

    Fulfilled through
    CST 311 Applied Telecommunications
    CST 337 Computer Architecture And Environments

    MLO Achievement Process
    CST 311 Fall 1999
    CST 337 Spring 2000

     

     

  • Synthesis and Culminating Application of Learning in the Special major
    (ISSM MLO 2)
  • Students will be able to synthesize and evaluate their learning experiences in the Special Major through preparing a cumulative portfolio that documents and reflects on how these learning experiences have permitted them to achieve their Major Learning Outcomes. They will also design and carry out a culmination interactive project in which they apply as much as possible of what they have learned.

    Fulfilled through
    ISSM 400 Integrated Studies Special major Senior Capstone

    MLO Achievement Process
    ISSM 400 Spring 2000

    MLO Evaluation Table

    MLO

    Achievement Process

    Anticipated Completion

    ü

    1. Goal Setting and Developing an Area of Concentration and an Individual Learning Plan (ISSM MLO 1)

    ISSM 300

    Fall 2000

     

    2. Historical And Philosophical Perspective (MPA MLO 2)

    MPA 406
    TAT 370

    Fall 1998
    Fall 1999

    ü

    3. Organizational And Collaborative Skills (MPA MLO 3)

    MPA 406
    MPA 410
    Fall 1998
    Fall 2000

    ü

    4. Pre-Production Skills (MPA MLO 2and TAT MLO 1)

    MPA 406
    TAT 300
    TAT 370
    TAT 399SL
    CST 251

    Fall 1998
    Fall 1998
    Fall 1999
    Spring 2000
    Sum 2000

    ü

    5. Production Skills (MPA MLO 4)

    MPA 406
    TAT 307
    TAT 370
    TAT 399SL

    Fall 1998
    Fall 1998
    Fall 1999
    Spring 2000

    ü

    6. Post-Production Skills (TAT MLO 4)

    TAT 302
    MPA 410
    MPA 497

    Fall 2000
    Fall 2000
    Fall 2000
     

    7. Learning Experiences (MPA MLO 2and TAT MLO 1)

    MPA 406
    TAT 300
    TAT 370
    TAT 399SL
    CST 251
    MIE 310

    Fall 1998
    Fall 1998
    Fall 1999
    Spring 2000
    Sum 2000
    Fall 2000

    ü

    8. Telecommunications (CST MLO 4)

    CST 311
    CST 251

    Fall 1999
    Sum 2000

    ü

    9. Understanding Computers And Their Implications (CST MLO 1/CST MLO 3)

    CST 311
    CST 337

    Fall 1999
    Sum 2000

     

    10. Problem Solving (CST MLO 3)

    CST 311
    CST 251
    TAT 302
    MPA 410
    MPA 497

    Fall 1999
    Sum 2000
    Fall 2000
    Fall 2000
    Fall 2000

    ü

    11. Synthesis and Culminating Application of Learning in the Special major
    (ISSM MLO 2)

    ISSM 400

    Spring 2001

     

     

     

    The integrative thread of the MLOs is evident when considering that technology has had a tremendous impact on education and learning styles. We are experiencing brand new events that the world has never seen before. We have witnessed businesses rise and fall at the drop of the stock market simply because information is distributed at the speed of light. My coursework has prepared me to travel in many circles and conduct my musical existence. The MLOs relate in that they form a bridge of understanding and comprehension for me to keep up with the rapid changes we are undergoing as a society and as flecks in the scheme of things. MLO1 taught me about goal setting while MLO2 put things in a historical context and perspective that stressed ethics.

    All of my production skills have greatly improved as the CST, TAT and MPA MLOs have prepared me to become a better producer, collaborator and problem solver. CST, MPA and TAT MLOs have combined to forge a formidable yet compassionate force within. I appreciate what I have learned and will use it wisely.

    My success depends upon my grasp of the inner workings of computers as much as it depends on my ability to scribe music for nine instruments. I am able to troubleshoot just about any computer system or replace parts and recommend other action. I could not conceive of doing any of this two years ago. The CST, MPA and TAT MLOs are the necessary and fitting pieces to my ISSM ILP.

     

    V. Graduation Plan

     

     

    Graduation Plan Table, adopted from the CSUMB Academic Summary Worksheet

     

     

     

    Catalog Years

           

    General Education

    55

         

    Year Entered CSUMB

    1998

         

    Year Declared Graduating Major

    2000

         
             
             

    Requirement

    Course

    Date

    Units

    Completed

             

    Proseminar 100

    N/A

         
             

    University Learning Requirements (ULR)

           

    Artistic/Creative Expression

    TAT 300

    MPA 406

    Fall 1998

    Fall 1998

    4

    4

    ü

    ü

    Democratic Participation

    Poli Science 1

    Spring 1998

    3

    ü

    English Communication

    Speech 101

    English 1A

    Fall 1968

    Fall 1968

    3

    3

    ü

    ü

             

    Ethics

    English 2

    Fall 1997

    3

    ü

    Literature/Popular Culture

    Hum 110

    Fall 1971

    3

    ü

    Mathematics Communication

    Math 130

    Spring 1999

    4

    ü

    Science

    Chem 2

    Bio 11A

    Fall 1997

    Spring 1997

    3

    3

    ü

    ü

             

    U.S. Histories

    Blk Studies 1B

    Fall 1973

    3

    ü

    Vibrancy

    ALA 30

    PE 26

    Fall 1998

    Fall 1968

    3

    3

    ü

    ü

    Community Participation

    Blk Studies 1A

    Fall 1973

    3

    ü

    Culture and Equity

    TAT 370

    Fall 1999

    4

    ü

    Language

    Level 3

    Spring 2001

    5

     

    Technology/Information

    CST 101

    Spring 1999

    4

    ü

             

    Graduation Learning Outcomes (GLO)

           

    Technology/Information

    CST 101

    Spring 1999

    4

    ü

    Culture and Equity

    TAT 370

    Fall 1999

    4

    ü

    Service Learning

    TAT 399SL

    Spring 2000

    Asses

    ü

    Language

    German

    Spring 2001

       
             

    California State University Graduation Requirements

           

    Bachelor of Arts, minimum 124 semester units, maximum 70 semester units from 2 year colleges, maximum 24 semester college extension units

    Semester units

     

    Fall 2000

    131

    ü

    Current

     

    Fall 2000

    12

     

    Scheduled

           

    Total

       

    143

     
             

    Minimum 40 semester units in the upper division

       

    51

     
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             

    Total upper division units

       

    51

     
             

    General education, minimum 48 semester units

       

    143

     

    Current

     

    Fall 2000

    0

     

    Scheduled

     

    Spring 2001

    5

     

    Total

       

    148

     

     

     

    Major ISSM

           

    Minimum 24 semester units,

    Minimum 12 upper division units within major

           
     

    MPA 406

    Fall 1998

    4

    ü

     

    TAT 300

    Fall 1998

    4

    ü

     

    TAT 307

    Fall 1998

    4

    ü

     

    CST 311

    Fall 1999

    4

    ü

     

    TAT 370

    Fall 1999

    4

    ü

     

    ISSM 300

    Fall 2000

    2

     
     

    MIE 310

    Fall 2000

    4

     
     

    MPA 410

    Fall 2000

    1

     
     

    MPA 497

    Fall 2000

    1

     
     

    TAT 302

    Fall 2000

    4

     

    Total semester units

       

    32

     

    Total upper division major units

       

    51

     
             

    Required Residence at CSUMB

           

    30 semester units at CSUMB

    See above

     

    30

     

    24 upper division units

    See above

     

    24

     

    12 upper division major units

    See above

     

    12

     

    9 upper division General Education/ULR units

       

    9

     
             
             

    Total GE/ULR units

       

    135

     
             

    Graduation Requirements

           

    ELM

     

    Sum 1998

     

    ü

    EPT

         

    ü

    GWAR

     

    Fall 2000

     

    ü

    US History

     

    Fall 1973

     

    ü

    US Constitution

     

    Fall 1973

     

    ü

    California State & Local Gov.

     

    Fall 1968

     

    ü

             

    2.00 GPA Scholarship Requirement

       

    3.69

     

    Cumulative

       

    3.36

     

    CSUMB

       

    3.69

     

    Major

    ISSM

         
             
             
             

    SUMMARY OF UNITS

     

    124 Units Required for a B.A. Degree

    Units Completed: __124_____

    Units Needed: ________0__

    30 CSUMB Units Needed

    CSUMB Units Completed: _0______

    CSUMB Units Needed: _____0_____

    40 Upper Division Units Required

    Upper Division Units Completed: __9_____

    Upper Division Units Needed: ______0_____

    48 General Education Units Required

    General Education Units Completed: _____131__

    General Education Units Needed: _________0__

    24 Units Required in Major

    Major Units Completed: ____24____

    Major Units Needed: _________2__

    12 Upper Division Units Needed in Major

    Major Upper Division Units Completed: __9

    Major Upper Division Units Needed: _____2_____

    9 Upper Division GE/ULRUnits Needed

    ULR Upper Division Units Completed: __2_____

    ULR Upper Division Units Needed: ______2____

     

     

    VI. Course Matrix

     

    Course Schedule

     

    Name

    ULR/MLO

    Number

    Units

           

    Fall 1998

         

    MPA 406

    ULR/MLO

     

    1

    TAT 300

    ULR/MLO

     

    4

    TAT 307

    MLO

     

    4

           
           

    Total Units

     

    9

     
           
           

    Spring 1999

         

    CST 101

    ULR/GLO

     

    4

    MA 130

    ULR

     

    4

           
           
           

    Total Units

     

    8

     
           
           

    Fall 1999

         

    CST 311

    MLO

     

    4

    TAT 370

    ULR/MLO/GLO

     

    4

           
           
           

    Total Units

       

    8

    Spring 2000

         

    CST 337

    MLO

     

    4

    MATH 170

       

    4

    TAT 399SL

       

    4

           
           
           

    Total Units

     

    12

     

     

    Fall 2000

         

    ISSM 300

    ULR/MLO

     

    2

    MIE 310

    MLO

    4

           
           
         

    6

    Total Units

         
           
           

    Spring 2001

         
           

           
           
           

    Total Units

         

     

     

     

     

    VII. Capstone Project Proposals

     

     

    Capstone Option 1: Promoting Artistic Recognition

    Capstone Proposal

    Qualifications:

    As a singer and a BMI /songwriter publisher affiliate, I have devoted my talents to community service for over twenty years. I have sung at numerous fundraisers for Non Profit Organizations. I continue to sing regularly at the Best Western Seacliff Inn-Severino's in Aptos, CA. To date, I have produced CDs for four artists under three entertainment companies that I created. All of these projects have increased my understanding of production and artistic development.

    I realize that funding is the most elusive component of any serious production. One way to remedy this inequity is by recognizing that there exist schemes in the banking industry whereby minorities seeking funding for personal or worthy causes are systematically and disproportionately denied funding.

    Therefore, my capstone project is designed to address that issue by setting up a process that the arts and education community can emulate that may lead to greater means of self expression and promotion of artists who have not gained measurable recognition for their works. This blueprint of digital documentation will show how certain under-funded groups may become self sufficient, self perpetuating and self-funding.

    Our intention and hope is that the digital documentation available on our CD and future internet site will provide guidance in how to produce a music performance, to raise funds for deserving NPOs, and give artists exposure and the recognition that they deserve. I hope this CD is as much of a source of inspiration to others as it is a labor of love for all who have contributed.

    Capstone Project:

    1) Establish an NPO that supports artists, other NPOs, and contributing businesses; particularly those considered minority based and or ethnocentric.

    1. Provide artistic exposure that is multicultural in essence. This design is patterned after the Peace Day Project model to foster equity and peace through the arts.
    2. Digitally document concert production for the purposes of promoting artist recognition and the vitality of continuous annual special events that are patterned after our digitally documented model which also fulfills my capstone requirement.

    We will establish a non profit organization (NPO) that raises funds for other NPOs.
    We will locate and showcases performing artists.
    We will provide a public forum for artistic exposure and support.
    We will digitally document the production of music concerts that showcase unsigned, local and regional talent.

    Where:

    These concerts will occur at CSUMB, in Seaside and or other sites around the Monterey Peninsula.

    When:

    These NPO fundraising concerts will occur quarterly and culminate in a 3rd Sunday in a May Peace Day celebration.

    Objective:

    After necessary production expenses of such concerts, donations to one or more local NPOs will be made in the name of the participants.

    Conclusion:

    The realization of this proposal and ultimate success of my capstone project depends upon the vital support of CSUMB and surrounding cities of the Monterey Peninsula and other California communities. I hope it will have lasting, positive implications that will provide a blue print for others who wish to use their talents to perform community service. This could also fulfill one or more Service Learning (SL) requirements of CSUMB.

    Capstone Option 2: African American Divas

    This will require lots of research. It will be very interesting to compare and contrast the styles of these unique African American divas of Gospel. Since I grew up in the Gospel, I know which families still have the old 33s and 78s that I would love to digitize and weave a story about the African American experience on ;the Monterey Peninsula. This is really the story of Seaside coming of age.

     

    Capstone Option 3: Multimedia Documentation of Concert:
    Charmaigne Scott and the Motown Express Band

    We have lots of footage and can weave a story around the making of a super group of local musicians; the trials, personalities and their lives. The ultimate triumph of a band from the ashes to stardom. Come on down to the Best Western Seacliff Inn because I am singing there on Fridays and every other Saturday. My band is chock full of great musicians and just last week, my husband started singing our duet song, and the place exploded with screaming and pure ecstasy. I have never seen a crowd react like that before. He is really a great singer and bassist. You should come check it out.

     

    Capstone Option 4: A Multimedia CD: The Sister Deola! God's Singer! Story

    We have lots of footage of Sister Deola, the Settles sisters and other gospel singers and preachers from the African American Communities located here on the Monterey Peninsula, in Seaside and around the US. This will chronicle her life as a Gospel Singer. Sister Deola is my Mother and I must tell her story pretty soon. She and her elderly friends want mSister Deola was quite a fine singer and was dubbed the mockingbird by her peers in Chicago in the 1930s. She grew up with the likes of Sam Cooke, Nat 'King' Cole, Aretha Franklin, Mahalia Jackson, and a host of marvelous gospel singers. The held competitions at the churches to crown the winner. I can just hear the songs and feel the spirit moving among those decent, young African Americans. Do you want to know more? I will get those old 78rpms from our old friends and digitize them.

     

    VIII. Faculty Advisors

     

     

    Advisor List

    Advisor

    Institute

    Consulted

    Comments

    Dr. Richard Harris

    ISSM

    11/28/00

    Culture/equity ULR-Updated

    Dr. Robert van Spyk

    CST

    11/28/00

    One of my advisors-Updated

    Prof. Richard Bains

    MPA

    11/28/00

    One of my advisors-Updated

           
           

     

     

    IX. Conclusion

     

    This learning plan contains information about the courses that I have completed at CSUMB and at other schools. L is determined to stay the course and follow the ISSM path to graduation. I appreciate being part of the ISSM program. I now have a much clearer picture about the directions I can go without necessarily becoming an expert in every subject. I am versed in three majors: CST, MPA and TAT. I understand just enough to maintain my curiosity and intrigue my husband. I will let you rest now because I need to retire now.

    Bye, for now.