Marblehead Elementary School  Logo
Principal's Message About Us Our Mission & Vision Locate Us
Front Office/Admin Support Staff
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Box Top$ Educational Sites PTA Reading Links Supply Lists Saddleback After School Experience
upcoming
Student Links
Colorful notes pic.jpg

Favorite Quotes

One Person Can Make a Difference and Everyone Should Try!

John F. Kennedy

------------------------

May I never get too busy in my own affairs that I fail to respond to the needs of others.

—Thomas Jefferson

------------------------

He who dares to teach must never cease to learn.

Unknown Source

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

A School Song

At Marblehead Elementary

We're learning how to grow

From friends, staff and teachers

We learn what we should know

And just like hawks in bright skies

We're learning how to soar

There's hope for our future

Every day we feel it more

BELIEVE, ACHIEVE, SUCCEED (2X)

GO Dolphins!

K-3 Music

Serving Marblehead, Kinoshita, Vista Del Mar, Del Obispo, Clarence Lobo and Ambuehl Elementary Schools.

Professional Site: https://MrsEvans.me

 

NEWS! Updated: 5-24-2018

  • Kids of all ages, check out the music Games on the Music Fun page!
  • If you have world instruments or other rhythm instruments you would like to donate to the music program contact Mrs. Evans at shevans@capousd.org.

General Music Class Info.

I will post what each class is learning every week in AT A GLANCE (see below).

I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development and posture through the use of fun vocal exercises like Brrring, Sirens and Solfege (hand positions to DO RE MI FA SO LA TI DO scale). We sing some songs using our hand positions too and the end result is impressive. Please ask your children to demonstrate : ).  

Check AT A GLANCE Archives for earlier date entries

In 2017-18 due to the combining of TK and K classes the K classes this year and the 1st grade classes will both learn the K core curriculum and then the first graders will get the 1st grade core curriculum the second semester.

AT A GLANCE

June 2018

Week 38—LAST WEEK OF SCHOOL, Special end of year activities

May 2018

Week 34

KINDERGARTEN—Opening warm-ups and review all music concepts. Movement to recorder music and then partner questions with repeat with different partners. Walking to the Left circle activity by the Shenanigans. Moved to Sandy, Sandy Sand. Reviewed Animales and See the Bunny.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock. Movement to recorder music and then partner questions with repeat with different partners. Walking to the Left circle activity by the Shenanigans. Moved to Sandy, Sandy Sand.

Week 35

KINDERGARTEN—Opening warm-ups and review all music concepts. Activities included Fanga Alafia, 1-2 Buckle My Shoe, Ride the Ponies, Alabama Gal, and four shaker egg songs with Shaker eggs.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Activities included Fanga Alafia, 1-2 Buckle My Shoe, Ride the Ponies, Alabama Gal, and Hey Mr, Panda.

Week 36

KINDERGARTEN—Opening warm-ups and review all music concepts. Activities included Favorite Lessons list, Capo Song, 10 Fingers, Rhythms All Around, Move and Move and Hey Mr. Panda.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Activities included Favorite Lessons list, Capo Song, 10 Fingers, When I Was One, Rhythms All Around, Move and Move and Hey Mr, Panda.

Week 37

ALL GRADES—NO SCHOOL

April 2018

Week 30

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Open House review.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. Open House review.

Week 31

KINDERGARTEN—PARENT OPEN HOUSE

FIRST GRADE—PARENT OPEN HOUSE

Week 32

KINDERGARTEN—Opening warm-ups and review all music concepts. Wee SIng Sillyville Part 2, Interactive music game Percussion Penguins by Artie Almeida: Students identify the difference between various non-pitched percussion timbres.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Interactive Listening Map to American Salute by Morton Gould, The Wind Blew East, a Bohemian Folk Song. Ended with Interactive music game Percussion Penguins by Artie Almeida: Students identify the difference between various non-pitched percussion timbres.

Week 33

KINDERGARTEN—Opening warm-ups and review all music concepts. We sang Hello There, Pat, Pat Patty, and This Old Man. Movement to I Have a Little Scarf with scarves. Parachute and soft ball group activity to Ocean Music.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Sang When I was One and Black Joke (Pirate tunes). Say you name movement activity and read the book Please Mr. Panda.

March 2018

Week 26

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We reviewed our music concept Music can be High and Low.  We sang the Bumblebee Song HIGH/LOW. New concept MUSIC CAN HAVE A STEADY BEAT using Fanga Alafia and they learned  the Spanish song, Animales.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 2) Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

Week 27

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We reviewed the Spanish song, Animales. Students learned the song for the book The Doorbell Rang and the we incorporated the song into the reading of the story with accompaniment on xylophone.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 3) Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima with shaker eggs and Che Che Coolay with African movement.

Week 28

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We moved to Mrs. Evans recorder music as the students paored up at the end of the song and shared the answer to a personal question like "My favorite color." We moved to Funga Alafia, Animales and were introduced to Sleeping Bunnies. Final core concept Music has TAs TI-TIs and Rests.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 4) Review all sentences focusing on Africa is a Continent. Oh Africa! viewed sentences and AFRICA IS A CONTINENT. Experienced Mrs. Evans' African instruments.  We sang Dima, Dima, recited 1-10 in Swahili, the Africa is a continent chant, Pole Pole and Kokoleoko. Performed African dance Che Che Koolay. Videos included How a Djembe is Made, Children of Africa and Africa Calling (animals).

Week 29

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We reviewed core sentences and sang: The School Song, What Are You Wearing?, and My Poor Hand. We moved to Listen and Move and the Irish Dance, Rakes of Mallow.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. Performed African dance Che Che Koolay.  We learned our next sentence Music has TAs TI-TIs and Rests. This is RHYTHM. We used a hand clapping activity to reinforce concept called Miss Mary Mack

February 2018

Week 22

KINDERGARTEN—Opening warm-ups and review all music concepts. Sang and moved to My Thumbs, One Finger, Old Gray Cat, Put Your finger in the Air, Gogo, and Riding Our Ponies. Student were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch. 

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  Mrs. Evans introduced the new concept Music has shape and contour. We discussed and moved our voices to the pictures in the contour chart. We learned a sea shanty called Hear Ye and traced the CONTOUR of the song’s verses.

Week 23

KINDERGARTEN—Opening warm-ups and review all music concepts. Students reviewed the music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song. 

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  Mrs. Evans reviewed the new concept Music has shape and contour. Students played a Pirate treasure game called Pirate Captain on the Sea accompanied on the xylophone and where every student had a turn guessing the treasure.

Week 24

ALL CLASSES—NO SCHOOL

Week 25

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Re reviewed high and low. We sang the song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map Flight of the Bumblebee by Rimsky-Korsakov, and then Faeries and Giants by Elgar .  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies to the music.

FIRST GRADE—Opening warm-ups. (Africa Week 1) Review all sentences and introduce new concept sentence, Africa is a Continent. Oh Africa! Show and tell where the continent of Africa is on a map. Recite the numbers 1-10 in Swahili with Ella Jenkins and African Country Chant.  First week of videos on the Beauty of Africa.

January 2018

Week 18

KINDERGARTEN—Opening warm-ups and review all music concepts. We sang the school song, Betty Martin, Thunder and Rain, listened to Slavonic Dance, sang Grizzly Bear, moved to Turtles, Fleet-footed Animals, and Squirrels and Bears.  We ended with 2 movement pieces, Freeze and Move It.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock. Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching…in the piece.  The students listened to the song and identified the number of times the song was played by making a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

Week 19

ALL CLASSES—NO SCHOOL

Week 20

KINDERGARTEN—Opening warm-ups and review all music concepts. Students were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  We reviewed American Salute and When Johnny Comes Marching Home. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn The Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn.

Week 21

KINDERGARTEN—Opening warm-ups and review all music concepts. Movement activities including Aerobics A-Z and bean bag activities Bean Bag Boogie and Bean Bag Toss.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Introduced new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

December 2017

Week 15

KINDERGARTEN—Opening warm-ups and reviewed all music concepts. We sang Hello, Hello, Rhythms All Around1-2 Buckle My Shoe and Ten Little Fingers.  We did a rhythm stick activity called Tap Your Sticks.

FIRST GRADE—Opening warm-ups and review all music concepts.  We learned a Spanish song Animales, performed a rhythm stick piece Tap Your Sticks, moved to Sleep Bunny and Hunt the Cows.

Week 16

KINDERGARTEN—Opening warm-ups and reviewed all music concepts. We sang Rhythms All Around and we learned about the specific sounds that shaker eggs make.  We sang with our eggs to Shake, Shake, Now My Shaker’s Up, Silly Sam and Up So High.  We concluded with a animal passing activity called Alabama Gal.

FIRST GRADE—Opening warm-ups and review all music concepts.  We sang Star Light on solfege. We reviewed our music concept Music can be High and Low.  We sang the Bumblebee Song HIGH/LOW.  Mrs. Evans introduced new concepts MUSIC CAN HAVE A STEADY BEAT and MUSIC HAS TAs, TI-TIs and RESTS using Animales, a SPANISH SONG, Fanga, for BEAT and Sleeping Bunny for RHYTHM. If there was extra time we sang Down By the Bay.

Week 17

KINDERGARTEN—Opening warm-ups and reviewed all music concepts. We sang Hello, Hello, Rhythms All Around.  We moved to Leroy Anderson's Sleighride. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

FIRST GRADE—Opening warm-ups and review all music concepts. Mrs. Evans reviewed new concepts MUSIC CAN HAVE A STEADY BEAT and MUSIC HAS TAs, TI-TIs and RESTS using Animales, a SPANISH SONG, Fanga, for BEAT and Sleeping Bunny for RHYTHM. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

November 2017

Week 12

KINDERGARTEN—Opening warm-ups, review all music concepts. Then the class played the large circle activity Here Sits the Monkey in the Chair where every child gets to give a monkey away. If there was extra time we sang Form the Corn and Standing Like a Tree.

FIRST GRADE—Opening warm-ups and review all music concepts. Students were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

Week 13

KINDERGARTEN and FIRST GRADEOpening warm-ups. We reflected on Thanksgiving and being thankful!  Students ACTIVELY LISTENED to a piece called December Snow, first identifying what people or place the music was related to (Native American Indians) and then identifying PITCH that stays the same in the piece.  They traced the MELODY with their fingers.  Some classes if technology was available saw the interactive listening map with the snowflake moving to the MELODIC map as well as the Native American pipe player.  Using the yarn ball each child shared one or two things he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  Next we sang the tune Five Fat Turkeys with motions including the mad cook who couldn’t seem to find the turkeys! We concluded on the floor in a circle activity focusing on STEADY BEAT and passing pumpkins to friends.  Mrs. Evans shared what was in one of the special pumpkins.

Week 14

KINDERGARTEN—Opening warm-ups and review all music concepts. We sang the School Song, Say Hello, Can't Sit Still, Body Rock, Animal Action (movement) and watch the first 12 minutes of Sillyville.

FIRST GRADE—Opening warm-ups and review all music concepts. We sang the School Song, Say Hello, Can't Sit Still, Body Rock, Animal Action (movement) and watch the first 12 minutes of Sillyville.

October 2017

Week 7

KINDERGARTEN—Opening warm-ups, review all music concepts. Then we watched a creative iPad app present Carnival of the Animals by Camille Saint-Saëns featuring, Royal March of the Lions, Roosters, Turtles, Wild Horses, Elephants and the Aquarium. We sang Hello, Hello and Riding our Ponies.

FIRST GRADE—Opening warm-ups, review all music concepts. Then we watched a creative iPad app present Carnival of the Animals by Camille Saint-Saëns featuring, Royal March of the Lions, Roosters, Turtles, Wild Horses, Elephants and the Aquarium. We sang Hello, Hello and Riding our Ponies.

Week 8

KINDERGARTEN—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Introduce the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Discuss the difference between squirrels and bears in the wintertime.  Introduce the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?,  We sang Form the Corn, and What Are You Wearing?.

FIRST GRADE—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Introduce the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Discuss the difference between squirrels and bears in the wintertime.  Introduce the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?,  We sang Form the Corn, and What Are You Wearing?.

Week 9

KINDERGARTEN—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Review new sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Sing Squirrels and Bears.  Read the book The Tortoise and the Hare and discuss the story.  Move to Fast and Slow compilation (where the TEMPO changes often).  Sing Form the Corn and ACTIVELY LISTEN to Turtles and Fleet-Footed Animals from Carnival of the Animals by Camille Saint-Saëns.

FIRST GRADE—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Review new sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Sing Squirrels and Bears.  Read the book The Tortoise and the Hare and discuss the story.  Move to Fast and Slow compilation (where the TEMPO changes often).  Sing Form the Corn and ACTIVELY LISTEN to Turtles and Fleet-Footed Animals from Carnival of the Animals by Camille Saint-Saëns.

Week 10

KINDERGARTEN—Opening warm-ups and Starlight sung to SO MI pitches and reviewed all music concepts. We moved to Turtles while standing, and played our pianos on Wild Horses. We sang If Your Happy and You Know It, Eency Weency Spider with plastic spider rings, 1-2 Buckle My Shoe and Ten Little Fingers.

FIRST GRADE—Opening warm-ups and Starlight sung to SO MI pitches and reviewed all music concepts. We moved to Turtles while standing, and played our pianos on Wild Horses. We sang If Your Happy and You Know It, Eency Weency Spider with plastic spider rings, 1-2 Buckle My Shoe and Ten Little Fingers.

Week 11

KINDERGARTEN—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “p means soft”.  The lesson continued with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

FIRST GRADE—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “p means soft”.  The lesson continued with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

August-September 2017

Week 1-No School

Week 2

KINDERGARTEN—Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

FIRST GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

Week 3-No School

Week 4

KINDERGARTEN—Opening warm-ups learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

FIRST GRADE—Opening warm-ups learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

Week 5

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin. Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin. Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

Week 6

KINDERGARTEN—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

 

 

THE ELEMENTS of MUSIC

THE ELEMENTS of MUSIC
ElePt2.jpg

Welcome to our K-3 Music Website!  I hope you will find a wealth of information here and music FUN!  

Mrs. Evans

My Email: shevans@capousd.org

Mrs. Sharon Evans

Mrs. Sharon Evans
small drum.jpg
Education comes from within; you get it by struggle and effort and thought.

Napoleon Hill 

 

Only a life lived in the service to others is worth living.

Albert Einstein

Non-Discrimination Statement

The Capistrano Unified School District prohibits discrimination, harassment, intimidation, and bullying in all district activities, programs, and employment based upon actual or perceived gender, gender identity, gender expression, race, ethnicity, color, religion, ancestry, nationality, national origin, ethnic group identification, sex, sexual orientation, marital or parental status, pregnancy, age, physical or mental disability or on the basis of a person’s association with a person or group with one or more of these actual or perceived characteristics. Reference: AR 1312.3, BP 1312.3 and BP 5183.

Rich Montgomery, Executive Director, Human Resource Services/Compliance
33122 Valle Road, San Juan Capistrano, CA 92675
(949) 234-9200

Website Disclaimer

ATTENTION: The Capistrano Unified School District (CUSD) does not assume any responsibility or liability for the content that may be present within external Websites linked to and from this site that are operated or created by or for organizations outside of the CUSD. The linking to or from this site does not imply on the part of the CUSD or any of its schools any guarantee of quality, assumption of liability or endorsement of the organizations maintaining external Websites. Those organizations are solely responsible for the operation of their Website and quality of the content including advertisements, links, media, images and text that they may deem appropriate.