Degrees and Certifications:
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.
NameEmail: email@example.comGrades: Pre-K-5Subject Music
Welcome to the 2019-2020 school year!
My name is Rochele Garman, and I am the General Music Teacher at A. Dorothy Hains. I am very excitied about all of the activities we have planned that will enhance your child's education. Some of the activities are performing at PTO's, Chorus for 4th & 5th Graders, All-County Chorus and learning to play the recorder for 5th Graders. 4th & 5th graders can also learn how to play the violin, viola, or cello during String's Class.
One of the goals for General Music Class is to help students realize their full potential and raise their self-esteem through musical activities. Music class grades are based on a student's participation and cooperation. Each child will have the opportunity to succeed at their own level. (The music standards are listed below).
Your child will come to music once a week for 45 minutes. During this time we ask that they show respect and participate in an appropriate manner. Below are my expectations and consequences. Student who disrupte instructional time will have their daily grade lowered because they are not participating in what was planned for the day. Please remind your child of the importance of participating and acting appropriately while at school.
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
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 firstname.lastname@example.org
I look forward to teaching your child
Hains Elementary School
General Music Teacher
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.
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
GRADE 1 GENERAL MUSIC
- Skills and Techniques/Performance
M1GM.1 – Singing, alone and with others, a varied repertoire of music
- Sing melodies in a limited range using appropriate head voice accompanied and unaccompanied.
- Echo simple singing and speech patterns; perform call and response songs.
- 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
- Echo simple rhythmic patterns using body percussion as well as classroom instruments with appropriate technique.
- 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
- Read simple notation including quarter note, quarter rest and paired eighth notes using non-traditional and/or traditional icons.
- Identify non-traditional and/or traditional representations of simple quarter note, quarter rest, and paired eighth note rhythmic patterns in response to teacher performance.
- Read contour representations or simple melodic patterns within a reduced staff.
- Creative Expression and Communication
M1GM.4 – Improvising melodies, variations, and accompaniments
- Improvise simple body percussion patterns.
- Improvise soundscapes (e.g., weather, animals, and other sound effects).
M1GM.5 – Composing and arranging music within specified guidelines
- Create sound effects and movements to accompany songs, poems, and stories.
- Create simple rhythmic patterns including quarter notes, quarter rests, and
paired eighth notes using non-traditional and/or traditional icons.
- Create new text for familiar melodies.
- Critical Analysis/Investigate
M1GM.6 – Listening to, analyzing, and describing music
- Distinguish between contrasts (pitch, dynamics, tempo, timbre) in various pieces of music.
- Describe music using appropriate vocabulary (e.g., high, low, loud, quiet, fast, and slow).
- Identify and classroom instruments by sight and sound using correct names.
- Aurally distinguish between the voices of men, women, and children.
M1GM.7 – Evaluating music and music performances
- Evaluate musical performances of themselves and others.
- Explain personal preferences for specific musical works using appropriate vocabulary.
- Cultural and Historical Context
M1GM.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
- Describe the relationship between music and the other arts.
- Describe the relationship between music and disciplines outside the arts.
M1GM.9 – Understanding music in relation to history and culture
- Sing, listen, and/or move to music from various historical periods and cultures (e.g., patriotic).
- Describe how sounds and music are used in daily lives.
- 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
- Respond to contrasts and events in music with gross locomotor and nonlocomotor movements.
- Perform choreographed and non-choreographed movements.