Length of program can be 45-60 minutes depending on the number of students and the school's schedule.
In-School Performance
In-School Performance (intended for the entire grade level to experience together)
All year. Cancellation or date changes must be made with no less than 2 week notice made by email to the HSO. Last minute cancellations could result in the school losing funding for this program.
In-School,
$10
0
no
Phone , In-Person , Email
"‹Completing and submitting the program registration forms, including the venue contract.
"‹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; Five adult-size chairs without arms; 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.
The program introduces students to the world of orchestral brass instruments through interactive activities and live performances by professional HSO musicians. Students will have an opportunity to touch and play orchestral instruments through an Instrument Discovery Lab as part of the program.
"‹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 2 weeks prior to the event date. If the school needs to change the date and/or time change less than 2 weeks prior to the event date.
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.
Chaperones and audience members
Grade K
Grade 1: Reading Standards for Literature: Key Ideas and Details #3: With prompting and support, identify characters, settings, and major events in a story.
Grade K: Geography: Geographic Representations: Spatial Views of the World: K.2: Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
Grade K: Music: Responding: Perceive and analyze artistic work. A. With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
Grade K: 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 1
Grade 1: Reading Standards for Literature: Integration of Knowledge and Ideas #9: Compare and contrast the adventures and experiences of characters in stories.
Grade 1: Geography: Geographic Representations: Spatial Views of the World: 1.2 Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
Grade 1: Music: Responding: Apply criteria to evaluate artistic work. A. With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
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 Literature: Craft and Structure #4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Grade 2: History: Change, Continuity and Context: 2.1 Create a chronological sequence of multiple events.
Grade 2: Music: Responding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. 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 Literature: Key Ideas and Details #3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: History: Causation and Argumentation: 3.11 Explain probable causes and effects of events and developments.
Grade 3: Music: Responding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. 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 Literature: Key Ideas and Details #3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character"s thoughts, words, or actions).
Grade 4: History: Causation and Argumentation: 4.2 Explain probable causes and effects of events and developments.
Grade 4: Music: Responding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. 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 Literature: Integration of Knowledge and Ideas #7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Grade 5: Economics: Economic Decision-Making: 5.1 Identify positive and negative incentives that influence the decisions people make.
Grade 5: Music: Responding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. A. Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).
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.
