Length of program will vary 20-45 minutes depending on the number of rotations scheduled to serve entire grade level
In-School Performance
In-School Performance (intended for the entire grade level to experience together, however, due to COVID restrictions classroom rotation options are possible)
All year
In-School,
$
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; Three 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, clapping, and/or music-making with the percussion instruments that are passed around. 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 1
Grade 1: Reading Standards for Literature: Key Ideas and Details #3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Grade 1: Content Suggestion: The relationship between family, school, and community (the ways in which communities changed, how peoples" beliefs change over time): Strand 1.2 - Perspectives: GLE #3: Compare perspectives of people in the past to those in the present.
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: People and groups who make a difference in society (identifying different types of sources of information about individuals and groups who made a difference is society): Strand 1.3 - Historical Sources and Evidence: GLE #7: Explain how historical sources can be used to study the past.
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: Content Suggestion: Human geography and economic development (influence of geography): Strand 4.3 - Human Population: Spatial Patterns and Movement: GLE #7: Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
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: Integration of Knowledge and Ideas #7: Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Grade 4: Content Suggestion: Movement of People and Ideas: Strand 4.2: Human-Environment Interaction: Places, Regions, and Culture: GLE #4: Explain how the cultural and environmental characteristics of places change over time.
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: Content Suggestion: American Revolution (beginnings of a national identity): Strand 2.1 - Civic and Political Institutions: GLE #1: Explain how groups of people make rules to create responsibilities and protect freedoms.
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: Human-Environment Interaction: Strand 1.2 - Human-Environment Interaction: Places, Regions, and Culture: GLE #3: Explain how cultural patterns and economic decisions influence environments and the daily lives of people.
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 Informational Text: Integration of Knowledge and Ideas #7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium"s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Grade 7: Content Suggestion: Human-Environment Interaction: Strand 1.2 - Human-Environment Interaction: Places, Regions, and Culture: GLE #3: Explain how cultural patterns and economic decisions influence environments and the daily lives of people.
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: Speaking and Listening Standards: Presentation of Knowledge and Ideas #5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Grade 8: Content Suggestion: Westward Expansion (Turner"s Frontier Thesis) and Immigration (melting pot, impact of immigrants on economy, role of education): Strand 1.4 - Causation and Argumentation: GLE #9: Explain multiple causes and effects of events and developments in the past.
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.
