Originally from Knifley, Kentucky Mr. Humphress is a graduate of Adair County High School and Lindsey Wilson College. During his time at Adair County High School, Jordan joined the band as a junior and participated in the concert band, marching band, jazz band, and District Honors Band. Additionally, Jordan participated in the Lindsey Wilson College concert and jazz band as a senior in high school. As a student, Jordan earned a KMEA Class AAA State Championship (2011), a KMEA Class AAA State Runner-Up (2012), and a Class A Bands of America Runner-Up (2011).
Mr. Humphress graduated from Lindsey Wilson College in the spring of 2017 with a Bachelor of Arts in Integrated Music Education. During his time at Lindsey Wilson College, he participated in concert band, marching band, jazz band, and percussion ensembles. Jordan was a member of the Steele Appeal percussion ensemble based out of Campbellsville, Kentucky. He was also selected as a member of the 2016 KMEA Intercollegiate Band as a baritone saxophonist. Furthermore, Mr. Humphress performed in numerous community ensembles in South Central Kentucky.
While attending Lindsey Wilson College, Jordan worked as a staff member during the marching band season for Adair County, Taylor County, Wayne County, and various other programs in the Commonwealth. During concert season, Mr. Humphress worked as a staff member at various locations as a private lessons instructor, jazz band instructor, and ensemble instructor. Mr. Humphress student taught at Taylor County High School and Green County Intermediate School where he worked with ensembles from grades 5-12. As a senior at Lindsey Wilson College, Jordan was awarded 2017 Student Teacher of the Year for Music Education.
In his spare time, Jordan enjoys discovering new music repertoire for his students, watching basketball (preferably the Indiana Hoosiers), and spending time with family and friends. He loves trips to Disney World as well as to Indiana to visit his family. Jordan currently lives in Columbia, KY.
Adair County Bands 2019-20
The goal of the Adair County High School Band: The attempt and design of these course offerings is to provide instruction via performance, listening to, and analyzing music.
STUDENT “I CAN…….”STATEMENTS
1) Create and notate answers in similar style to music phrases
2) Improvise melodic embellishments and variations on given melodies---
3) Listen, analyze and notate short pieces of music demonstrating unity/variety, tension/release, and balance---
4) Play a given piece of music on sight and with practice---
5) Interpret music notation and symbols-
6) Compare and contrast the quality of compositions and performances, using specific musical terms and elements to describe their technical and expressive qualities--
7) Maintain proper knowledge of the elements of music and other arts
Student “I can….” Music Statements
play with Expression – the quality of a musical performance that reaches one’s emotions, and appeals to one's taste and judgment.
play with Timbre/Sonority – the tone quality of the instruments at all volume levels.
play with Balance and Blend – the effect of volume from individuals and sections that best realizes the musical priorities.
play with Style & Idiomatic Interpretation – the extent to which a performance authentically represents the genre in which the music was written, with consideration for rhythm, articulation, and nuance.
play with Phrasing – a complete musical thought through time.
play with Tempo – the metronomic speed of a musical performance as related to that which best displays the intent of the music.
play with Pulse Control – the ability of the performers to maintain consistent tempo.
play with Intonation – the clarity and accuracy of the pitch from note to note within musical lines, between individuals within sections of the band, and between sections of the band.
play with Rhythmic Interpretation – the ability of the performers to consistently produce clearly defined rhythms from section to section and as an ensemble.
play with Ensemble Cohesiveness – the production of a consistent musical line involving articulation, timing of attacks and releases, rhythm, tempo, pulse control, dynamics, and phrasing, as exhibited throughout the ensemble
Student “I can….” Visual Statements
Move with Uniformity of Method and Style—the degree to which the performer uses consistent and refined movement techniques.
Move with Individual Timing Control—the performers’ demonstration of cohesive and consistent control of time in moving body and equipment.
Move with Projection of Style—the performers’ use of energy, intensity, and control of body alignment(s) and articulation(s) and audience awareness
Move with Recovery—the performer's ability to compensate rapidly for space and time discrepancies.
Move an Understanding of Roles—the performer's demonstrated skills of developing character and mood through movement
Move within the Ensemble /Timing Control—the degree to which there is consistency and cohesion within the ensemble maintaining control of time while moving body and equipment.
Move within the Ensemble /Form Control—the degree to which there is consistency and cohesion within the ensemble in maintaining control of body placement in the drill
Move with correct Interval/Spacing—the performer's accurate and consistent control of distance relationships between bodies.