Welcome To Ashton's Page

Ashton D. Jones, a proud native of Tulsa, OK, is a talented pianist, choral conductor and lyric baritone. Ashton has most recently appeared as a member and soloist with the Jason Max Ferdinand Singers on the "Live from London" Voces8 platform. As an opera singer, he has appeared as Monsieur Pandolf from Massenet's Cendrillon, Masetto from Mozart's Don Giovanni, and Bluff from Mozart's The Impresario, amongst other roles. Ashton has also performed with the Houston Ebony Opera Guild Chorus and Houston Symphony Grassroots Chorus. As an educator and music teacher, Ashton has taught private piano and voice lessons to children and adults of all ages. Mr. Jones has also taught high school and middle school choir. Jones currently serves as the Assistant Conductor and Coordinator of the COGIC Chorale, of the International Music Dept. of the Church of God in Christ, the Vocal Assistant at Olathe North High School, and the Artistic Director of the Voices of Hartford.

Mr. Jones earned the Bachelor of Arts in Music, vocal performance from Texas Southern University (TSU). His principal instructors were Dr. Jolie Rocke, voice, and Dr. Lucian Zidaru, piano. During his tenure at TSU, Ashton held positions as student conductor and student accompanist for both the TSU concert choir and opera workshop. Mr. Jones earned the Master of Music degree in vocal performance from the Manhattan School of Music, where he studied with Professor Ruth Golden.

Ashton is currently attending the University of Missouri-Kansas City, serving as a Graduate Conductor in pursuits of a second Master of Music degree in choral conducting and the Doctor of Musical Arts in vocal performance

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my Classes

class plan

Public Speaking

February

Week 1

Speech to Teach: “How To”

Intro: Introduce ourselves to our classmates. Warm-ups for voice and movement. 

 

Content: Plan and share a short speech to teach the class how to make your favorite snack, step-by-step. We will focus on speaking clearly, showing confidence, and making your speech organized and easy to understand. 

 

Closing: Review and recap – What did we learn? What should we keep in mind when planning a speech? 

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Week 2 

Show and Tell: Visual Helpers for Speeches

Intro: Introduce ourselves to our classmates. Warm-ups for voice and movement

 

Content: Discuss and brainstorm visual tools (pictures, props, illustrations) that can be used along with a speech to help our listeners follow along and understand. Prepare a short speech telling us about your favorite hobby or activity and why you love it. Create three pictures to show along with your speech to help your listeners. 

 

Closing: Review and recap – What did we learn? How did your classmates’ pictures help you understand more about their hobby? 

– At least 3 pages of blank paper.

Markers, colored pencils, or crayons to draw with. 

Week 3

Speech to Persuade 

Intro: Introduce ourselves to our classmates. Warm-ups for voice and movement. 

 

Content: Discuss strong tactics for persuasive speeches: what makes a speaker convincing? Use those tactics to create a short speech with the goal to persuade or convince your classmates to do something positive. (Like try your favorite hobby, volunteer for a cause you care about, etc.) Provide strong, convincing reasons for your classmates to take your suggestion. 

 

Closing: Review and recap – What did we learn? What did your classmates say in their speeches that was convincing? 

 

Week 4

Storytelling

Intro: Introduce ourselves to our classmates. Warm-ups for voice and movement. 

 

Content: Explore or review techniques for speaking clearly, and for expressive voice and movement. Put these tools to use when you tell your classmates a story you know well, like a fairytale or folktale. Work on making the story as exciting as possible for your listeners by using your voice and body. 

 

Closing: Review and recap – What did we learn? What tools did we find for making our speech exciting and engaging? 

 

A-List Actors

February

Week 1

Creating a Character 

Intro: Introduce ourselves to our classmates. Warm-ups for voice, body, and imagination. 

 

Content: Actors need to know all about the characters they play, inside and out. We will use a costume piece as a starting point to create a character, and explore how they think, talk, and move. 

 

Closing: Review and recap – What did we learn? What questions are important for an actor to answer about a character they are playing? 

A piece of clothing to use as a costume piece. If possible, this should not be something you wear in normal life; try to borrow from a family member if you can! 

Week 2 

An Actor’s Tools: Body 

Intro: Introduce ourselves to our classmates. Warm-ups for voice, body, and imagination. 

 

Content: Today we will focus on how actors can use their bodies to tell stories, without even using words. We will explore how we can use our bodies to show emotions, create characters, and explore different imaginary situations. 

 

Closing: Review and recap – What did we learn? How can we use our bodies as tools to create a character and tell a story? 

Set up for class in a space where you have plenty of room to move. 

Week 3

Actor’s Tools: Voice  

Intro: Introduce ourselves to our classmates. Warm-ups for voice, body, and imagination.  

 

Content: Today we will focus on how actors use their voices to create characters and tell stories. We will explore all the different ways we can change our voices to show different emotions and characters. 

 

Closing: Review and recap – What did we learn? How can we use our voices as tools to create a character and tell a story? 

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Week 4

Monologues and Auditions 

Intro: Introduce ourselves to our classmates. Warm-ups for voice, body, and imagination. 

 

Content: Today we will discuss what a monologue is and practice the important skill of auditioning. We will discuss what happens at an audition and hold our own mock audition with short monologues provided during class. 

 

Closing: Review and recap – What did we learn? What are important things to remember at an audition? 

 

Using The Class Plan

Please Note: Both Age Groups (if applicable) will follow the same class plan structure and content. The content delivery will  be tailored to the age group.