Music Staff

MEF is proud to be able to help fund the music enrichment program in our Millbrae Schools.

Meet our Music Staff!

Mrs. Kaori Nakano DeNoia (Bio)

Elementary Music Instructor

Funded by MEF

Vision and Purpose of Elementary Music Instruction…
The purpose of elementary music instruction is to expose our students to Creating, Performing, and Participating in Music; Analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers; Critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Elementary Music Standards…
TK – 5th Grade Music Standards HERE

Goals for the Year…
Using musical instruments to learn rhythm and musical standards at the appropriate grade level; introduction to reading notes. Ultimately learn the art of being comfortable and perform on stage vocally and blending of voices.

Look forward to…
Our Winter 2017 Concert @ Meadows and Green Hills and then our Spring 2018 Concert @ Lomita Park and Spring Valley.

Mr. Timothy Shea (Bio)

Elementary Band Instructor

(.5) FTE Funded by MEF

Vision and Purpose of Elementary Band Instruction…
The purpose of elementary band instruction, and all music, is to create joy in the participants. Students will enrich their own lives while learning discipline, cooperation, how to express themselves, fluency in a universal language and the fundamentals of what can become a fulfilling life-long study. Students will advance through the California State Music Standards while preparing themselves for participation in middle school band classes and musical situations throughout their lives. Students who participate in band do better in their other classes and on standardized tests like the SATs. Elementary band instruction will help Millbrae students grow academically, emotionally and socially.

Elementary Band Standards…
Fourth and fifth graders will continue to advance through the California State Music Standards, such as; applying instrumental musical skills in performing a varied repertoire of music, identifying different or similar uses of musical elements in music from diverse cultures, and reading, writing, and performing simple melodic notation. Building on their foundations in reading rhythms, singing in groups and performing on fixed-pitch instruments, the students will begin to explore reading notes on the staff and performing melodic pieces on pitched recorders and concert band instruments.

Goals for the Year…
My goals for our students this year include: having fun while learning about music, advancing each student through the California State Music Standards as efficiently as possible and creating a classroom environment which allows equal opportunity for all students to become their best selves.

Look forward to…
I am most looking forward to getting to know the students and other stakeholders in Millbrae and their unique personalities, visions and needs! I am also looking forward to experiencing how much the students have grown as musicians and people by the end of the school year.

Dr. G. Mancho Gonzalez (Bio)

Middle School Music/Band Instructor (Zero Period – MEF Funded)

Funded by MEF

Vision and Purpose of Zero Period…
The Zero Period class at Taylor Middle School is a necessary component of the total music program and serves a wide variety of students. The three parts to the program include:
(1) Beginning Strings, 2 mornings per week. The class offers students the opportunity to learn to play a stringed instrument so that they can eventually participate in the middle school orchestra and, later on, in the high school orchestra. Not only do these new students participate, but student leaders of the 3rd period orchestra assist the teacher by modeling, coaching, and teaching beginners. Students who take the time to demonstrate and explain playing techniques helps them assess and improve their own musical skills. The opportunity also allows students to practice their social skills with their peers.

(2) Jazz Band, 2 mornings per week. Students participate in the big band setting that includes saxes, trumpets, trombones, piano, bass, drums, and guitar. Existing students who already play one of these instruments can join. Students who also play piano or guitar can practice their craft in this ensemble. Middle school students who play clarinet or flute in concert band can transfer their skills easily to the saxophone, thus giving them the opportunity to play a second instrument. The more advanced 6th grade music students can also participate. The older students have the opportunity to mentor the younger students and opens up leadership opportunities to role model musically and socially. Jazz is American music and improvisation in a main component of the class. Students are guided to acquire improvisational skills through contextual application and practice of advanced scales and chord studies.

(3) Chamber Music, 2 mornings per week. Willing students of all levels partner up together who have similar musical skill sets to play duets, trios, and quartets. Unlike the large group setting of 30-60 music students in a classroom, these students discover the magic of making music through their practice that helps them to develop their musical independence. The teacher assigns the initial repertoire for the small groups but eventually, students can seek out their own songs to rehearse. They use the internet to download songs and the teacher can reorchestrate some of the songs for the particular ensemble.

Music Standards…
–Students develop their Artistic Perception when they read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

–Students develop their Creative Expression when they create, perform, and participate in music. Through music activities and experiences, students understand the Historical Contributions and Cultural Dimensions of Music. They analyze the role of music in past and present cultures throughout the world, noting the cultural diversity as it relates to music, musicians, and composers.

–Students develop their Aesthetic Valuing through their response to, analyse of, and making judgements about works of music. They analyze and critically assess performances and compositions, including arrangements and improvisations, and apply the criteria in personal listening and performing.

–Students develop their understanding of Connections, Relationships, and Applications as they participate in musical activities. They apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Goals for the Year…
My goals for the year are for students to discover and experience the magic of making music through music activities and events.

Look forward to…
Students and their families to connect musically with the community in a positive way.

Barry TsaiMusic Staff