Reflection Essay

When I first got accepted into Stuyvesant High School, I heard countless of rumors stating: “Oh the workload is terrible”, “The competition is so fierce” or “Out of schoolwork, extracurriculars, or sleep: you can only pick two.” I found it hard to let it faze me, since I graduated from one of the most prestigious middle schools. However, the rumors transformed into reality when I stepped into Mr. Nieves’ Freshman Composition Class. The workload at the beginning of the year was brutal, coupled with assignments from other core classes that seem unaware of the workload of other teachers. Reading assignments were a regular, and there were journal entries and occasional quizzes to keep us in line. What made it bearable was the friends I made in that class; everyone had their own opinion about the topic we were talking about, and listening to other perspectives really broadened my horizon and enriched my learning experience in Stuy. Another thing that this class has taught me is the importance of time management, a skill that I will carry on for the rest of my high school career and life. When I choose to sign up for Mr. Nieves’ AP American Literature class in my Junior Year, I was hoping to relive the discussion-based lesson plans and meet more outstanding peers. I was not disappointed, to say the least, reflecting through all the experiences at the end of the course. The lesson plans he laid out for us were an interesting mix between small lectures and class output, and what I

Band has become my second home and my drum has become my heart. They have shown me that I am capable of more than I think. I’ve been able to discover more about myself being in percussion than I was while playing flute. My family is the people I go and spend 9 days out of the week

It is still so surreal to reflect back on my first semester as an incoming college student in the ENC1101 course, analyzing at my progression as a reader and writer in literacy. Since the first day of class I set in stone my goals for this class: receive a 4.0 GPA, develop my connecting theories skills in writing, and become more aware of objectives for each Unit throughout the course. All of these goals became achievements that not only make others proud but most importantly give me self pride. In order to earn the grades and achieve these goals, I went after every opportunity that I was given as an incoming college student, such as office hours and extra credit. By taking this course I have gained confidence with the utilization of literacy, and made an addition to my group of impactful literacy sponsors. Once students are finished with high school they assume that there is nothing else to learn beyond the stereotypical five paragraph essay, but they are so wrong. I was able to obtain so much knowledge about numerous course concepts from Writing about Writing, articles, and my professor. These concepts will carry on with me throughout a bright future of writing courses, job interviews, and any other skills that require literacy. The four outcomes listed below will help illuminate how I improved as a writer, by being a driven college student and going out of the way to earn my achievements in this course. In the first outcome I improved comprehending scholar texts,

Band camp began two weeks before the school year started. The director mailed all the band members the music they were required to learn. However, I ignored the mail and didn’t bother touching my trumpet or learning the music. I dreaded going to band camp the entire summer, but the day finally arrived when I was forced to go. My parents dropped me off at Niwot, I walked into the school, and lethargically headed straight to the band

Like almost every other 3rd grader in my elementary school, when the enrichment program came to talk about joining the orchestra and band, I was fascinated. I admired the kids, not much older than me, who could play their instruments flawlessly and effortlessly. Immediately I knew that orchestra was for me, and I rushed home with a paper in hand begging my mom to let me take lessons at my school. Originally, I wanted to play the cello and pleaded with my mom to let me play one; I loved the deep, rich sounds of the strings. Instead, my mom convinced me to play the violin, a less expensive instrument and much easier to carry around than a cello.

When I first joined marching band after seventh grade, I missed the first summer practice to see a concert. At that time, I had no idea how much band would come to mean to me nor the unexpected amount of dedication needed. Before marching band, music was merely a casual thing, but it has transformed this old hobby into a greater priority. After just one season, this shift was noticeable. I certainly did not consider missing two days of a Disney World vacation to march at nationals when first reading the schedule. But this beloved sport worked its ways in a few short months. Through two marching seasons and a winter concert, band became one of the most prominent activities in my life.

After attending different schools throughout Texas, I have accumulated essential skills and strengths needed in order to be part of a functional and successful school community. Being a straight A’s honors student, I can contribute to The Kinkaid School’s excellence by bringing all my knowledge, high motivation, and energy to the classroom. Participating in classes since the age of five, I have explored a variety of different art media including acrylic, oil, drawing, clay and sculpture, sewing, printmaking, and more. My interest in instruments began at the age of 6, when I played the piano for two and a half years. I was also first chair clarinet in my middle school band during fifth and sixth grade, and I continued playing during eighth grade.

Not only am I the head drum major of my band, but I’m also the president of concert band, a member of the handbell choir (for three years), and apart of my school’s jazz band (for four years). I take this responsibility very seriously and try my best to aid my band director whenever I can. Besides band, I am a member of the school chorus (for two years), the women’s ensemble (for two years), my school’s chamber choir (for two years), and a community choir (for five years)! Music, ever since middle school, has been the driving force that’s kept me busy in life. While other students were bored in study hall, I always was able to resort to my band room to practice. In my high school career, I have had the honor to attend two (going on three) district band festivals and one (hopefully two) region band festivals. These opportunities have been nerve-wracking, yet extremely informing and exciting. My life as a musician has made me think differently on life and provided insight on

All over the country band programs are being shut down because schools do not think they are important, or they do not think they have enough money for them. In this writer’s opinion this is a severely poor choice. Too many people the band program is of utmost importance to a school.

In the blog “We Need to Fight this Trend: Marching Bands Taking Steps to Survive,” Karina Bland speaks of Gary Anderson’s pursuit to build up bands and highlights the importance of such a program. Both musical enthusiasts wish to keep band functioning for students, stating that “music may be the only thing that keeps them in school.” They are supportive of activities students find interest

I went to every lesson and breezed through my lesson book. I was first chair both years and even sat across from Stephenie as we were both first chair for our respective instruments. I took every available opportunity I had to be able to play it including solo contest. Fifth grade band wasn’t anything super remarkable, however band in sixth grade changed the course of my musical career. It started with the arrival of Mrs.Bell, our new sixth grade band teacher. She was very sweet and always encouraged me to keep playing. Mrs.Bell was the reason I took a solo for Jazz band. I would help out in her office and hang out after school. I had even missed classes to help Mrs.Bell set up for honor band even though I didn’t make it in. I always looked forward to going to lessons. I even began taking extra lessons so I could perform in the middle school talent show. I had decided to play the theme from Rocky on my clarinet. All of my practicing had paid off and I delivered an excellent solo and I was very proud of

​In the fifth grade, I was introduced to my district's band program. The moment I was shown the instruments and allowed to take one home has changed me over the years. I along with the other students, my peers and friends, experienced the trouble of learning a brand new thing, an instrument. I was given the task of just playing one note and holding it for a certain duration. For the next few days the tasks assigned to me increased in difficulty, as well as how I should structure my schedule around practicing my instrument and school work. Then, from fifth to sixth grade my middle school experience separated the wheat from the chaff. This small transition of just one year showed a willingness or commitment to what I and my peers, my friends

Once we got there he introduced me to the band teacher Ms. Filtzen, she told me that I can join and explained why she was losing some players in the band. Due to misconducts, bad grades, family issues and more, then she asked me what instrument I wanted to play and my first answer was really the flute. My friend immediately intervene and told me no and tell me to become the drummer which was actually my second option so I went along and told her that I wanted to play the drums. Right there she gave us blue practice drum sticks, plastic chairs and stands with basic music notes on them. The plastic chairs were substitutes for the snare drums since the school was on a low budget at the same time she wanted to use the good drums for the mandatory practices and performances. During my first time she taught me how to drum I easily caught up with the rhythm and pace of the pieces and she was very impressed. Ms. Filtzen then gave me a piece and informed me to buy the basic snare drum book. The next time I came back to the band room with the book she told me to buy, then finally I got into practicing until it was time to rehearse with rest of the band to practice for the next

Band is an aesthetic group. They is a tremendous gathering of individuals who need to utilize their abilities with music for others to appreciate. The Pep Band that plays at diversions is a case of what the class has possessed the capacity to do. With our instructor, Dan Lingenfelter, we honed tunes to play at recreations for the two months paving the way to those amusements. This long procedure motivated us to team up with each other and showed us how to cooperate to play out these many pieces played at the game diversions.

I first joined the band in the fourth grade playing the drums. I played for about two weeks then I quit because I didn't like it, mostly because of the teacher. In the sixth grade we got a new music teacher and told me I look like a trumpet player, so I gave it a try. I was taking music lessons but after the first one my music teacher told me she had to leave because she