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Music
Shannon Sinclair, RMMS
Christina Catino, CSDA

CSDA:
Welcome to Mrs. Catino's Music Class!

Welcome back to another wonderful school year from what I hope was a wonderfully fun and relaxing and rejuvenating summer break! I am SUPER excited to be welcoming back your students with some amazing new opportunities this year!

The first big opportunity will be learning the Ukulele through a new Ukulele program we are piloting this year, which should be wonderfully fun! We are also looking into working with American Young Voices for our Chorus and Stringfest for our Orchestra as expanded, more regional and collaborative performance opportunities for participating students!

To learn more about these programs as well as to try out some instruments to consider being part of one of our instrumental ensembles (Band or Orchestra), please consider joining us for our 1st annual Petting Zoo and Rental NightInformation for this as well as my daily schedule are listed below for your information! As always, please feel free to contact me with any questions, comments, or concerns about your child's music education throughout the year! I look forward to working with both you and your student!!

Christina Catino
CSDA General Music, Chorus, Orchestra
christina.catino@sau41.org
673-0122 (X139)

Calling All Music Fans!!


Interested in checking out our instrumental music programs this year with CSDA’s wonderful band or orchestra program? (chorus will have their own awesomeness DURING school)


Come check out our 1st ANNUAL Petting Zoo and Rental Night!


Where: CSDA Gym

When: Wednesday, September 13th, 2017

       Time: From 6-8 pm


Come travel through our programs and instruments they offer (passport included!) and find out what’s best for you! We’ll guide you through trying out the instruments, size your instrument, and maybe even send you home with your instrument and supplies that night! More info. to follow, so keep those eyes and ears opened! There are a lot of new things in store for these programs, this year, so don’t miss a beat!



Music Schedule 2017/2018

MondayTuesdayWednesdayThursdayFriday
8:00
8:15
8:30
8:45
9:00
9:15
9:30ArrivalArrivalArrivalArrivalOFF
9:45
10:00
10:15
10:306Snoke6Hicks6LaRochelle
10:4510:30-11:1510:30-11:1510:30-11:15
11:00
11:154th Grd. Chorus
11:3011:15-11:45
11:455th Grd. Chorus
12:0011:50-12:20
12:15
12:305Gauthier5Leafe5Putnam5Stone
12:4512:25-1:1012:25-1:1012:25-1:1012:25-1:10
1:00
1:15
1:304Calkin4Kosek4Lindsay4Vitulli
1:451:30-2:151:30-2:151:30-2:151:30-2:15
2:00
2:156th Grd. Chorus
2:302:20-2:50
2:45
3:00DismissalDismissalDismissalDismissal
3:151st Yr.2nd/3rd Yr.Combined
3:30OrchestraOrchestraOrchestra
3:453:15-4:153:15-4:153:15-4:15
4:00
4:15



National Core Standard Skill Sets For General Music As Covered In Grades 4-6:


If you’d like to view the official page, please follow the link below!


http://107.170.174.156/nhmea.org/wp-content/uploads/2014/11/NH-Model-Arts-Competencies-v1.pdf



National Core Standard/ Skill Set Covered:

Grade 4

Grade 5

Grade 6

Creating

Improvise rhythmic,

melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural).


Utilizing recorders, rhythm sticks and other classroom percussion instruments, singing voices, various movement activities, and worksheets.

Improvise rhythmic,

melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).


Utilizing rhythm sticks and other classroom percussion instruments, various melody instruments, singing voices, various movement activities, and worksheets.

Generate simple

rhythmic, melodic,

and harmonic phrases within AB and ABA forms that convey expressive intent.


Utilizing rhythm sticks and other classroom percussion instruments, various melody instruments, singing voices, various movement activities, and worksheets.

Performing


Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.


Performing vocally, instrumentally, and through movement/dance activities with age and content appropriate music choices where we consistently evaluate our own, as well as whole-ensemble, skill set.

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.


Performing vocally, instrumentally, and through movement/dance activities with age and content appropriate music choices where we consistently evaluate our own, as well as whole-ensemble, skill set.

Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.


Performing vocally, instrumentally, and through movement/dance activities with age and content appropriate music choices where we consistently evaluate our own, as well as whole-ensemble, skill set. Particularly in 6th grade, students are encouraged to share their ideas for upcoming concerts and why they might be appropriate choices.

Responding

Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.



Various drawing and movement representations of form, theme, mood, and setting. Students are also encouraged to participate in “Music Share Days” where they can bring in, play, or sing music of their choosing (pending teacher approval) and share why they chose that specific piece.

Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.


Various story telling/writing and movement representations of form, theme, mood, and setting. Students are also encouraged to participate in “Music Share Days” where they can bring in, play, or sing music of their choosing (pending teacher approval) and share why they chose that specific piece.

Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.


Various story telling/writing and movement representations of form, theme, mood, and setting. Students are also encouraged to participate in “Music Share Days” where they can bring in, play, or sing music of their choosing (pending teacher approval) and share why they chose that specific piece.

Connecting

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.


Lessons routinely connect to major holidays, historical events/moments, and current events. We also routinely tie in to math with rhythm, reading and writing with lyric and music composition/reading, gym with kinesthetic connections to music, art with music, geography and where music/composers originate, technology and science behind instruments/sound, and foreign language with singing and musical notation.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.


Lessons routinely connect to major holidays, historical events/moments, and current events. We also routinely tie in to math with rhythm, reading and writing with lyric and music composition/reading, gym with kinesthetic connections to music, art with music, geography and where music/composers originate, technology and science behind instruments/sound, and foreign language with singing and musical notation.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.


Lessons routinely connect to major holidays, historical events/moments, and current events. We also routinely tie in to math with rhythm, reading and writing with lyric and music composition/reading, gym with kinesthetic connections to music, art with music, geography and where music/composers originate, technology and science behind instruments/sound, and foreign language with singing and musical notation.