In-School Performance (intended for the entire grade level to experience together)
October-June
$
0
no
Phone , Email
"‹The HSO will email out a Teacher's Guide in advance which contains information about the program, curriculum connections, and activities. The Teacher's Guide is also available on the HSO's website at hartfordsymphony.org/education-community/school-programs/symphonyinschools/
"‹Completing and submitting the program registration forms, including the venue contract; Preparing students for the performance using Teacher's Guide (provided by the HSO); Reviewing appropriate concert attendance behaviors (being quiet and not disruptive during the performance, clapping when the music is finished, etc.)
"‹Clean and open performance area, whether it is a classroom, cafeteria, gym, auditorium, etc. that is set up by the time of the musicians' arrival, or a minimum of forty-five (45) minutes prior to the start time of the performance; Four adult-size chairs; Microphone required for audiences over 75 students; Temperature shall fall between 68-78 degrees Fahrenheit to protect against damage to the instruments, per contractual restrictions; Video and audio recording is PROHIBITED and photography must be without flash, per contractual restrictions with the musicians; Children must be accompanied by teachers or parents; If the room's lighting is low, the school must alert HSO in writing (email is acceptable) no later than two (2) weeks prior to the performance so that music stand lights can be procured.
I CAN identify grade level-appropriate musical concepts and vocabulary illustrated throughout the program. I CAN listen critically and comment on what I am hearing in the music. I CAN participate actively by responding to the music with my body through gesture and clapping, when appropriate. I CAN understand and experience music in relation to its historical and cultural context.
"‹In the case that the school needs to change the date and/or time of the event, such a request must be received by the HSO in writing (email is acceptable) no later than six (6) weeks prior to the event date. If the school needs to change the date and/or time change less than six (6) weeks prior to the event date, the school may incur financial penalties. Events that are contracted within six (6) weeks of the event date are deemed confirmed at the time of submitting this application and the school may incur financial penalties if the school needs to change the date and/or time of the event.
If an event needs to be postponed due to circumstances beyond the control of either party, such as inclement weather, the HSO may reschedule the event for another date and time with no financial penalty to Hartford Performs, provided that the school gives reasonable notice (4 hours) to the HSO about such postponement.
In the case that the school needs to cancel the event, such a request must be received by the HSO in writing (email is acceptable) no later than six (6) weeks prior to the event date. If the school needs to cancel the event less than six (6) weeks prior to the event date, Hartford Performs will be held financially responsible for payment of the full fee. Events that are contracted less than six (6) weeks of prior to the event date are deemed confirmed at the time of submitting this application and therefore, if the school needs to cancel the event completely, without postponement, even in the event of circumstances beyond the control of either party, such as inclement weather, Hartford Performs will be held financially responsible for payment of the full fee.
Chaperones and audience members.
Grade K
Grade K: Content Suggestion: Me, my family, my community, and geography (how people live differently in different places): Strand 1.3 - Historical Sources and Evidence: GLE #7: Generate questions about a particular historical source as it relates to a particular historical event or development.
Grade K: Mathematics: Measurement and Data: Describe and compare measurable attributes: Cluster #2: Directly compare two objects with a measurable attribute in common, to see which object has "more of" /"less of" the attribute, and describe the difference.
Grade 1
Grade 1: Mathematics: Measurement and Data: Represent and interpret data: Cluster #4: Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Grade 1: Content Suggestion: The Relationship Between Family, School, and Community (the ways in which communities changed, how peoples" beliefs change over time): Strand 1.3 - Historical Sources and Evidence: GLE #7: Generate questions about a particular historical source as it relates to a particular historical event or development.
Grade 1: Music: Responding: Perceive and analyze artistic work. A. With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.
Grade 1: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 2
Grade 2: Reading Standards for Informational Text: Key Ideas and Details #3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Grade 2: Content Suggestion: How and what we remember about the past (monuments and memorials in our town, reasons for national holidays): Strand 4.2 - Human-Environment Interaction: Places, Regions, and Culture: GLE #5: Explain how humans affect the culture and environment of places/region.
Grade 2: Music: Responding: Perceive and analyze artistic work. A. Describe how specific music concepts are used to support a specific purpose in music.
Grade 2: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 3
Grade 3: Reading Standards for Informational Text: Key Ideas and Details #3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 3: Mathematics: Number and Operations-Fractions: Develop understanding of fractions as numbers: Cluster #3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3: Music: Responding: Perceive and analyze artistic work. A. Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
Grade 3: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 4
Grade 4: Reading Standards for Informational Text: Key Ideas and Details #3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Grade 4: Mathematics: Measurement and Data: Represent and interpret data: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8): Cluster #4: Solve problems involving addition and subtraction of fractions by using information presented in line plots.
Grade 4: Music: Responding: Perceive and analyze artistic work. A. Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
Grade 4: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 5
Grade 5: Reading Standards for Informational Text: Key Ideas and Details #3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Grade 5: Mathematics: Measurement and Data: Convert like measurement units within a given measurement system: Cluster #1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Grade 5: Music: Responding: Perceive and analyze artistic work. A. Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural).
Grade 5: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 6
Grade 6: Reading Standards for Informational Text: Integration of Knowledge and Ideas #7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Grade 6: Content Suggestion: Global Interconnections: Cultural Diffusion (food and language): Strand 1.4 - Global Interconnections: GLE# 9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 6: Music: Responding: Perceive and analyze artistic work. A. Identify the context of music from a variety of genres, cultures, and historical periods.
Grade 6: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 7
Grade 7: Reading Standards for Literature: Integration of Knowledge and Ideas #9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
Grade 7: Content Suggestion: Global Interconnections: Cultural Diffusion (food and language): Strand 1.4 - Global Interconnections: GLE# 9: Analyze the ways in which cultural and environmental characteristics vary among various regions of the world.
Grade 7: Music: Responding: Perceive and analyze artistic work. A. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
Grade 7: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Grade 8
Grade 8: Reading Standards for Literature: Key Ideas and Details #3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Grade 8: Content Suggestion: Immigration (melting pot, impact of immigrants on economy, role of education): Strand 1.2 - Perspectives: GLE #5: Analyze how people"s perspectives influenced what information is available in the historical sources they created.
Grade 8: Music: Responding: Perceive and analyze artistic work. A. Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
Grade 8: Music: Connecting: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. A. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
