Program may be between 45-60 minutes depending on the number of students and school's schedule.
In-School Performance
In-School Performance (intended for the entire grade level to experience together)
All year.
Cancellations or date changes must be made by email at least 2 week prior to the scheduled date. Last minute cancellations will forfeit funds for another program.
In-School,
$10
0
no
Email , Phone , Other
Completing and submitting the program registration forms, including the venue contract; 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; Five (5) 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, clapping, and/or touching the parts of the instrument that are passed around. I CAN understand and experience music in relation to its historical and cultural context.
The program introduces students to the world of orchestral woodwind 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.
Chaperones and audience members
Grade K
Grade K: Writing Standards: Text Types and Purposes #3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Grade K: Geography: Geographic Representations: Spatial Views of the World: K.3: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
Grade K: Music: Responding: Perceive and analyze artistic work. A. With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.
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: Key Ideas and Details #3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Grade 1: Waves: Light and Sound: 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. PS4.A: Wave Properties: Sound can make matter vibrate, and vibrating matter can make sound.
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 #3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Grade 2: Structure and Properties of Matter: 2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. PS1.A: Structure and Properties of Matter: Different properties are suited to different purposes; and a great variety of objects can be built up from a small set of pieces.
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: Inheritance and Variation of Traits: Life Cycles and Traits: 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment: LS3.B: Variation of Traits: The environment also affects the traits that an organism develops.
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: Geography: Geographic Representations: Spatial Views of the World: 4.2: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
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: Structure and Properties of Matter: 5-PS1-3: Make observations and measurements to identify materials based on their properties: PS1.A: Structure and Properties of Matter: Measurements of a variety of properties can be used to identify materials.
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
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.
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.
Music: Responding: Perceive and analyze artistic work. A. Identify the context of music from a variety of genres, cultures, and historical periods.
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
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.
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.
Music: Responding: Perceive and analyze artistic work. A. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
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
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.
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.
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.
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.
