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 Rochelle Garman

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Rochelle Garman

I graduated from Bowling State University with a  Bachelor's Degree in Music Education.  My main intrument is the Cello.   I taught Strings 1991-2001 in the Richmond County School System and have many fond memories of teaching at Hains.  I'm very excited to be back at Hains teaching General Music.     My husband, Dr. Barry Garman, has taught Strings in Richmond County Schools since 1981, including Hains.

The students will get to play on several instruments including the drums, tambourine, triangle, woodblock, rhythm sticks and boomwhackers

 

Check this page regularly for important information about your child's music class.

 I consider myself very lucky to make music with your children every week.

  •  
    Name 
    Email: garmaro@boe.richmond.k12.ga.us
    Grades: Pre-K-5
    Subject Music
     
     

     
  • Dear Parents & Students,

    I am so excited about the 2018-2019 school year.  We have a lot of things planned for the music students, including performing at PTO's, a Chorus for 4th & 5th Graders, All-County Chorus and learning to play the recorder for 5th Graders.  In music class, students will sing, dance, play instruments, learn how to keep a steady beat, and so much more.  Every child is capable of learning music, and it has been proven that music helps kids learn better in their other subjects.

    Your child will be graded mostly on participation.  Music class is a group effort.  We really need everyone to be a team player.  Below are my expectations and consequences.  If your child is disrupting instructional time, he is not participating in what was planned for the day  and his grade will be lowered.  Please remind you child of the importance of participating and acting appropriately while at school.

     

    Expectations

     M = Make good choices

     U = Use nice manners

     S = Sing, speak and play only when asked.

     I = Involve yourself in class activities

     C = Care for materials, instruments and other people

     

    Consequences

      1. Verbal warning

    *2.  Move a couple steps away from the class activity

    *3.  Sit in the reflelction chair

      4.  Points taken off daily grade and is given a writting assignment to complete during class.  The assignment becomes homework if not completed during class time.  It needs to be turned in to the music teacher the next day with a parent signature.

      5.  Parents contacted by note or phone.

      6.  Sent to office 

    * For #2 and #3 the student may return to the class if they feel they are ready.  If they return and are not ready then it will continue to #4 etc.)

     

    I can be contacted at the school at 706/796-4918 or at garmaro@boe.richmond.k12.ga.us 

    I look forward to teaching your child

     

    Rochelle Garman

    Hains Elementary School

    General Music Teacher

               

    Comments (-1)
  • GEORGIA GENERAL MUSIC STANDARDS

    Below are the General Music standards for Georgia.  The standards are pretty much the same for all grade levels except as the grade level increases some of the standards go more in depth.  To see the standards for all the grade levels please follow this link to the Georgia Department of Education.

     https://www.georgiastandards.org/standards/GPS%20Support%20Docs/Fine-Arts-Music-GPS.pdf

     

    General Music (K-5): Introduction

    Music is an essential element in the fabric of a fully developed human being. The study of music in K-5 grades uniquely embraces a sequential and

    quality performance-based curriculum that is developmentally appropriate to all learners. The Georgia Performance Standards in K-5 General

    Music are modeled after the National Standards for music as published by the Music Educators National Conference (MENC). The purpose of this

    document is to equip the K-5 music educator with measurable standards that provide students with a crucial foundation for a K-12 scaffolding

    music curriculum.  The standards are pretty much the same for all the grade levels.  As the grade level increases, some of the standards go more in

    depth.  

     

    GRADE 1 GENERAL MUSIC

    1. Skills and Techniques/Performance

    M1GM.1 – Singing, alone and with others, a varied repertoire of music

    1. Sing melodies in a limited range using appropriate head voice accompanied and unaccompanied.
    2. Echo simple singing and speech patterns; perform call and response songs.
    3. Sing from memory multiple songs representing various genres, tonalities, meters and cultures including at least one song in a foreign language.

    M1GM.2 – Performing on instruments, alone and with others, a varied repertoire of music

    1. Echo simple rhythmic patterns using body percussion as well as classroom instruments with appropriate technique.
    2. Perform a steady beat and simple rhythmic patterns using body percussion as well as classroom instruments with appropriate technique.

    M1GM.3 – Reading and notating music

    1. Read simple notation including quarter note, quarter rest and paired eighth notes using non-traditional and/or traditional icons.
    2. Identify non-traditional and/or traditional representations of simple quarter note, quarter rest, and paired eighth note rhythmic patterns in response to teacher performance.
    3. Read contour representations or simple melodic patterns within a reduced staff.
    4. Creative Expression and Communication

    M1GM.4 – Improvising melodies, variations, and accompaniments

    1. Improvise simple body percussion patterns.
    2. Improvise soundscapes (e.g., weather, animals, and other sound effects).

    M1GM.5 – Composing and arranging music within specified guidelines

    1. Create sound effects and movements to accompany songs, poems, and stories.
    2. Create simple rhythmic patterns including quarter notes, quarter rests, and

    paired eighth notes using non-traditional and/or traditional icons.

    1. Create new text for familiar melodies.
    2. Critical Analysis/Investigate

    M1GM.6 – Listening to, analyzing, and describing music

    1. Distinguish between contrasts (pitch, dynamics, tempo, timbre) in various pieces of music.
    2. Describe music using appropriate vocabulary (e.g., high, low, loud, quiet, fast, and slow).
    3. Identify and classroom instruments by sight and sound using correct names.
    4. Aurally distinguish between the voices of men, women, and children.

    M1GM.7 – Evaluating music and music performances

    1. Evaluate musical performances of themselves and others.
    2. Explain personal preferences for specific musical works using appropriate vocabulary.
    3. Cultural and Historical Context

    M1GM.8 – Understanding relationships between music, the other arts, and disciplines outside the arts

    1. Describe the relationship between music and the other arts.
    2. Describe the relationship between music and disciplines outside the arts.

    M1GM.9 – Understanding music in relation to history and culture

    1. Sing, listen, and/or move to music from various historical periods and cultures (e.g., patriotic).
    2. Describe how sounds and music are used in daily lives.
    3. Demonstrate appropriate audience behavior for the context and style of music performed.

    M1GM.10 – Moving, alone and with others, to a varied repertoire of music

    1. Respond to contrasts and events in music with gross locomotor and nonlocomotor movements.
    2. Perform choreographed and non-choreographed movements.
    Comments (-1)