Popejoy favorite Danú returns to ring in the holiday season in true Irish fashion. This year, Schooltime will host their high-energy performance, featuring a glorious mix of ancient Irish music and new repertoire. Danú thrills music lovers around the world with virtuoso players on the tin whistle, fiddle, button accordion and bouzouki accompanied with unforgettable vocals. In An Nollaig in Éirinn, the group brings a fresh approach to the heartwarming traditions of an Irish Christmas, captivating audiences of all ages with their acoustic, Celtic and folk music. Christmas with Ireland’s leading traditional ensemble is fun, festive and full of surprises.“…a vibrant mix of virtuosity, energy, & empathy.” - The Washington Post

Monday, December 12, 2012 10:15am onlyGrades: 2 - 12Curriculum Connections: Language Arts, Fine Arts/ Music, Social Studies

In this issue of Dreamcatchers–Introduction & Synopsis ........................... 2Irish Musical Instruments ........................ 2Fun Facts ........................................................................ 2Vocabulary .................................................................... 3The Goddess Danú ............................................. 3Pre-performance Activities ..................... 4 Post-performance Activities .................. 6Outreach Activities ............................................ 8Resources & Websites...................................... 8About the Company ......................................... 8Worksheet ...................................................................... 9Etiquette ........................................................................... 10

StAnDARDS ADDRESSED by AttEnDInG thIS PERFORMAnCE

FInE ARtS/thEAtER AnD MUSIC Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.Content Standard 5: Observe, discuss, analyze, and make critical judgments about artistic works.Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.LAnGUAGE ARtSStrand I: READInG AnD LIStEnInG FOR COMPREhEnSIOnContent Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed.SOCIAL StUDIES Strand II: GEOGRAPhyContent Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

As part of our mission to integrate the arts into classroom academics, the Dreamcatchers Study Guides are designed to provide helpful information to be used by teachers and students before and after they attend our performances. The activities in these guides are suggested to stimulate multi-sensory explorations of themes and concepts, so that the theatrical events are used for cross-cultural and language arts learning. Educators are encouraged to use our suggestions as springboards to lead students into meaningful, dynamic learning, thus extending the experience of the plays.

Selected Dreamcatchers materials provided by various resources noted throughout the guide.

photo by John D. Kelly

An Nollaig in EirinnAn Nollaig in Eirinn

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn2. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn

Introduction(http://worldmusic.about.com/od/learningmusic/p/IrishMusic.htm and http://www.netplaces.com/irish-history/preserving-irish-traditional-culture/irish-music.htm)

OIrish music sounds very much the same today as it would have two hundred years ago. It is a diverse genre of folk music with many regional variations. The majority of traditional Irish music is music for dancing, but there is also a substantial ballad tradition.

OIrish music is a free-form style. The length, pace, and musical composition of a given piece will change from night to night and from group to group. Traditional musicians almost never play from written music; in the past, many of the best musicians couldn’t even read music.

OThe Irish love of poetic language mixed with their senses of humor and tragedy to produce the beautiful Irish ballad. The ability to compose and perform a beautiful ballad has been highly prized in Ireland for centuries. The ballad is generally sung by a single person, who may or may not be accompanied by instruments. Ballads range from a handful of lines to many hundreds of lines in length. They can tell stories of lost love, injustice and revenge, or what happened when the singer went to get a refreshment.

OTraditional instruments used in Irish music include fiddle, bodhran, wooden flute, tin whistle, Uillean pipes, and the Irish harp. Also common are the accordion or concertina, guitar, banjo, and bouzouki (a large mandolin). These instruments have all become popular in Irish music within the last 100 years.

OThe time signatures and styles of tunes commonly found in Irish music include single jig (12/8 time), double jig (6/8 time), reel (4/4 time), hornpipe (swung 4/4 time), slip jig (9/8 time), and occasionally versions of polkas (2/4 time) and mazurkas or waltzes (3/4 time). All of these tune styles have corresponding traditional dances.

OSean nos (pronunciation: sean like shawn, nos rhymes with gross) literally means “old style” in the Irish language. Sean nos refers to a style of solo a cappella ballad singing. Though sean nos songs are not for dancing, they are an important part of traditional Irish music. Traditionally, sean nos songs are Gaelic, but some more modern ballads may be in English as well.

OIrish music has always been an important part of both rural and urban life for the Irish people. However, after centuries of British rule, significantly renewed interest in Irish music and dance coincided with the burgeoning Nationalist movement of the late 1800s. A second major revival coincided with the American folk music revival of the 1960s, and has continued until present-day.

OIt is a common misconception that Irish music was hugely influential on American old-time and bluegrass music. These genres came from Appalachia, where a small number of Irish immigrants settled. (Most immigrants in Appalachia were Ulster Scots, Scottish and English). Irish music did, however, have a significant influence on the 1960s folk revival. That later influence went both ways: many American artists influenced Irish artists as well.

OIn the late 20th century, it was commonplace for young musicians to merge their traditional folk genres with rock and punk. Irish musicians were at the forefront of these folk-rock pioneers.

Fun Facts - Irish Christmas Traditions(http://www.santas.net/irishchristmas.htm)

The Gaelic greeting for ‘Merry Christmas’ is: ‘Nollaig Shona Duit’, which is pronounced ‘null-ig hun-a dit’.

Christmas in Ireland lasts from Christmas Eve to the feast of the Epiphany on January 6, which is referred to as Little Christmas. The Irish observation of Christmas has many religious overtones.

Lighted candles are placed in windows on Christmas Eve, as a guide that Joseph and Mary might be looking for shelter. The candles are usually red in color, and decorated with sprigs of holly.

The placing of a ring of holly on doors originated in Ireland as holly was one of the main plants that flourished at Christmas time and which gave the poor ample means with which to decorate their dwellings.

Irish women bake a seed cake for each person in the house. They also make three puddings, one for each day of the Epiphany such as Christmas, new year’s Day and the twelfth night.

After the Christmas evening meal, bread and milk are left out and the door unlatched as a symbol of hospitality. St Stephen’s Day, the day after Christmas, is almost as important, with football matches and gathering. For children, the Wren

boys Procession is their big event. Boys carry a fake wren on a stick from door to door and sing. They are accompanied by others playing violins, accordions, harmonicas and horns. The reason for the ceremony is to ask for money ‘for the starving wren’, that is, for their own pockets.

Children often put out Christmas sacks instead of stockings. It is tradition to leave mince pies and a bottle of Guinness out as a snack for Santa.

http://www.infobarrel.com/Hunting_the_Wren%3A__An_Irish_Christmas_Tradition

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 3.

The Musical Instruments of Ireland Foremost among the traditional instruments of Ireland is the harp, the symbol of the Irish Republic. The harp is

a truly ancient instrument, with a history spanning almost 5,000 years. It has been used in Ireland for well over 1,000 years. The modern Irish harp stands about 4 feet high, and has 34 strings, as opposed to 47 strings on the modern orchestral harp. The so-called Neo-

Irish harp, strung with gut or nylon, is the most popular. Its tone is soft, like water dripping into a crystal bowl. Contrast this with the penetrating, fuzzily resonant, bell-like tones of the wire-strung harp.

The bagpipe features a bladder made of leather that is inflated through a pipe by the breath of the musician. The inflated bag is held under the arm and pressed with the elbow to force air through several reeded pipes that are attached to the bag. Bagpipes were used mostly in armies to provide marching music.

In Ireland these military pipes were gradually supplanted by the Uilleann (pronounced “illyun”) pipes, which were invented sometime in the 16th century. They have become the national bagpipes of Ireland. This instrument is smaller and quieter than the other pipes, with a greater range: two octaves, as opposed to one for the war pipes. Uilleann pipes are not blown; instead, air is provided to the bag by means of a bellows that is held under the opposite arm and is worked with the elbow (hence the name Uilleann, or “elbow”, pipes).

Most fiddles these days are strung with steel instead of gut or nylon. This difference, along with variations in technique, is all that really distinguishes the fiddle from the violin. It was first used in Irish music in the 17th century, and has remained a popular fixture of Irish music ever since.

The high, shrill notes of the tin whistle are another fixture of traditional Irish music. It produces a wonder- ful music that is by turns lively or plaintive. Most tin whistles, or “penny whistles,” are metal cylinders, sometimes tapered, with a mouthpiece and six holes, or “stops.” They’ve been used in Irish music since at least the 18th century, replacing the bone whistles that had been used from time immemorial.

Flutes have been about in various designs for centuries. Irish musicians tend to prefer older style wooden flutes with six open finger holes, as they feel it gives a tone more appropriate to their style of music.

The bodhrán (pronounced bow-rahn) is a member of a class of percussion instruments known as“frame drums”. The best are made from a sheet of treated goatskin stretched over a wooden frame. A decorative design of some sort will often be painted on the drumhead. The tone of the bodhrán depends on its size and method of manufacture.

Another percussion instrument used in Irish music is the “bones”. These are typically pieces of wood or bone (the ribs of sheep are common), which are held between the fingers and tapped together. Spoons have served as substitutes of expedience from time to time.

The concertina was a generally popular instrument in the 19th century, and was even used in orchestras from time to time, but has been pretty much defined as a folk music instrument ever since. The concertina and the accordion, an instrument that works on a similar principle, are often used in Irish folk music.

image courtesy of wisdomquarterly.com

The Goddess Dan˙ The band was named after Danú, the earth-mother goddess, said to be the power of the land in Ireland. Legend states that her followers, the Tuatha de Danaan, the children of Danú, retreated into the hollow hills during the rise of Christianity. Eventually, they became the Sidhe, or fairy folk. Now, Danú is known as the goddess of the fairy folk, although this may not have been one of her original attributes.Danú is also purported to be the mother of many other Celtic gods. The Celts are not the only people to have worshipped Danú. The Hindus have a goddess of the same name (without the accent). In fact, scientists have used the theory of place names to suggest that Danú may have been worshiped throughout the Celtic world. Many places throughout Europe and Western Asia bear variations on her name, including: Danube (river in Central Europe), Dniestr (river in Central and Eastern Europe), Dniepr (river in Eastern Europe, which flows from Russia to the Black Sea), and Don (one of the major rivers in Russia). With so many rivers named after her, it is no wonder that the Hindu goddess Danu is the goddess of water.

Vocabulary

(www.dictionary.reference.com)

A cappella – singing without any musical accompanimentballad – any simple song, especially one of sentimental or romantic character; a simple narrative poem of folk originCeilidh – a Gaelic party with music, dancing, and often storytelling; “Céilídh” in IrishCeltic – a branch of European family of languages, including especially Irish, Scots Gaelic, Welsh and Breton, which survive now in Ireland, the Scottish Highlands, Wales and Brittany.Clarsach – traditional name for the Celtic HarpGaelic – a Celtic language that includes the speech of ancient Ireland and the dialects that have developed from it, especially those usually known as Irish, Manx, and Scots Gaelichornpipe – a folk clarinet having one ox horn concealing the reed and another forming the bell; lively jiglike dance, originally to music played on a hornpipe, performed usually by one person and traditionally a favorite of sailors.Jig – a rapid, lively, springy, irregular dance for one or more persons, usually in triple meter.Polka – a lively couples dance of Bohemian origin, with music in double meterReel – a lively Scottish dance

www.harpanddragon.com

StAnDARDS

FInE ARtS/ VISUAL ARtS & MUSICStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theater/drama and visual arts. Standard 2: Use dance, music, theater/drama and visual arts to express ideas.Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.Standard 4: Demonstrate an understanding of the dynamics of the creative process.Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

Pre-performance Activities Make a Bodhr·n DrumGrades: 3 – 8

Objectives: � Students will learn about the bodhrán drum as an instrument specific to Irish music. � Students will create their own bodhrán drums.

Materials:

Procedures: 1. Ask students to bring empty oatmeal containers from home. Very carefully use a box cutter to cut 2 or 3 2-inch rings from the oatmeal container. (NOTE: An adult should do this ahead of time. Do not allow students to use the box cutters themselves!) Paint the rings with a neutral color as a base. 2. Find pictures of Bodhráns with Celtic decorations on them. (A Google image search will bring up many examples) Share these with your students. 3. Have students use books or the Internet to find various kinds of Celtic symbols and designs for their drums. Students can decide if they would rather use simple designs or more complex designs. Encourage students to pick designs that they will be able to replicate or easily trace. 4. With paints or markers students will decorate a piece of fabric or card stock paper with their chosen design. Make sure that the fabric or paper is cut to be just larger than the diameter of the ring from the oatmeal container. 5. Use the rings from the oatmeal container as the base for the drum. Have students decorate the exterior with paints, construction paper and glue, and markers. 6. Create the top of the drum by stretching the piece of fabric across the top of the ring or centering the card stock paper and folding down the edges. Use glue and a thick rubber band to hold the drumhead tightly in place. Trim any excess material below the rubber band. 7. Cover the rubber band by tying twine or string around the outside of the drum and secure with glue. Have the students continue decorating the finished drum as desired. Use chopsticks or pencils as drum mallets and allow students to experiment with playing their unique drums. 8. Listen to traditional Irish folk songs. A few of the songs performed by Danú can be found at http://www.baylinartists.com/artist/danu/tours/64/. An internet search for “Irish folk music” will bring up many other examples. Have students listen to the drumbeat in the songs and play along on their own drums. 9. Form a drum circle, where everyone plays his or her drum in collaboration. Students do not need to all play the same beat, but whatever they choose to play must complement what the other students are playing. You may want to play music to help guide the rhythms. Experiment with ways that the class can make interesting rhythms together.

Extensions/ModiFications: È Research other instruments associated with traditional Irish folk music. If possible bring a few penny whistles or a fiddle into class. Allow the class to experiment playing these instruments. See if you can identify the sounds of the instruments in the examples of Irish folk music you find. È Older students may research the symbols they chose to decorate their drums. Students may give a short presentation on the meanings behind their decorations and why they were chosen. If time permits, students may look into the background of color symbolism, procurement and application.

Assessment: Quality of student participation

qEmpty oatmeal containers qbox cutterqPictures of bodhrán drums qPaint, markers, crayons, etc.

qFabric or card stock paper for the head of the drumqConstruction paperqbeads, sequins, etc.

qScissors qGlue qRibbon or twineqThick rubber bands

photos courtesy of harpanddragon.com

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn4. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn

StAnDARDS

LAnGUAGE ARtSStRAnD I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed.StRAnD III: Literature and MediaContent Standard III: Students will use literature and media to develop an understanding of people, societies and the self.FInE ARtS/ MUSIC and DAnCEStandard 2: Use dance, music, theatre/drama and visual arts to express ideas.Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.Standard 4: Demonstrate an understanding of the dynamics of the creative process.Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

Irish Step Dancing (http://www.youtube.com/watch?v=EfsMuAZP_wQ&feature=related) Grades: 3 – 12

Objectives: � Students will follow a set of specific instructions. � Students will demonstrate physical expression through dance.

Materials: qCD player or computer with speakers qIrish music - preferably upbeat qInternet (optional - to watch the dance steps)

Procedures: 1. Play examples of Irish music for the class. Songs from the show can be played at http://www.baylinartists.com/artist/danu/tours/64/. Ask students if they can think of any examples of Irish music or dance (Riverdance, The Chieftains, Enya, etc.) Tell them they will be learning a type of Irish step dance in preparation for the performance. It may be helpful to find examples of Irish jig dancers online to show students if they have no familiarity with Irish dancing. NoTe: This is just one Irish dance step. In Irish Step Dancing there are a few set dances (the Blackbird, St. Patrick’s Day) that are the same whether you are in Ireland or America. other dances (all that are not set dances) including the jig, are different depending on your teacher. This is one example.

Extensions/ModiFications: È Research other kinds of Irish dances and search for instructions on how to do them. Put on a performance of Irish dances for an audience.

Assessment: Quality of student participation

Dance photo: Rhythm of the Dance at Popejoy Hall on March 2, 2013. other photos courtesy of harpanddragon.com

2. Have students stand in a circle at first to learn the dance: Begin with your right foot forward, pointing your toe, left foot turned out. Right foot back to the left, jumping on to your toes. Stay on your toes. Kick your right foot out and back, then step left, step right, step left. 3. Try it three times in a row at a slow pace, striving to keep your right foot forward, toes pointed, and feet turned out. Jump, Kick, Hop Back, 2, 3, 4. Jump, Kick, Hop Back, 2, 3, 4. Jump, Kick, Hop Back, 2, 3, 4. 4. Now add a second sequence. Kick your right foot out. Hop back with your right foot. Hop back with your left food.

Step right. Step left. Step right. 5. Put this sequence all together at a slow pace, with your right foot forward, toes pointed, feet turned out. Jump, Kick, Hop Back, 2, 3, 4. Jump, Kick, Hop Back, 2, 3, 4. Jump, Kick, Hop Back, 2, 3, 4. 6. Now try both sequences together, from the beginning. Run through it several times. Once your group is comfortable with the combination, speed it up! Turn up the music and have fun! At the end, point your toe again and take a bow! 7. Perform your Irish dance for an audience or in groups for the rest of the class.

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 5.

Post-performance Activities Christmas Candles(http://www.ehow.com/how_4855889_make-baby-food-jar-candles.html) Grades: 3 – 12

Objectives: � Students will learn about the Irish Christmas tradition of placing a candle in the window on Christmas Eve. � Students will make their own Christmas candles.

Materials:

Procedures: * Warning: You may want to recruit a couple of extra adults to help with this activity. Children should not handle hot wax! 1. Refer to the “Fun Facts” section for information about the Irish Christmas tradition of placing a candle in the window on Christmas Eve. Information about Irish Christmas traditions can also be found at http://pg4anna.tripod.com/xmas.htm. 2. Set the open baby food jars on several layers of newspaper to protect the counter or table from accidental wax spills. 3. Cut the piece of candlewick 2 inches longer than the height of the baby food jar. 4. Wrap one end of the cut candlewick around the center of a toothpick. 5. Place the wick in the center of the baby food jar, letting the toothpick hold the wick in place across the top of the jar. 6. Fill a large saucepan 3/4 full of water and bring to a slow boil. 7. Place a stick of paraffin in a plastic freezer bag and seal the bag shut. Food coloring may be used if you want to color the candles. 8. Place the freezer bag into the simmering water and let the paraffin melt. Let the top of the freezer bag hang over the top of the pot. (NOTE: You can also melt paraffin in a slow cooker on low, which may be easier in a classroom, however it may be difficult to clean the slow cooker afterwards.) 9. Lift the bag from the water and open a small section of the top of the bag. 10. Pour the melted paraffin into the baby food jars. 11. Allow the paraffin to harden for several hours, or overnight. 12. Have children decorate the glass with paints, markers, stickers, glue and glitter, etc.

Extensions/ModiFications: Small milk cartons, like the kind sold in the cafeteria, may also be used. If you choose to use milk cartons, cut off the top of the cartons and use a Popsicle stick in place of a toothpick to hold the wick. Rip away the milk carton once the candle is cooled. Many different cultures and religions use candles as part of their winter holiday traditions. As a class, research a variety of holiday traditions involving candles (Advent wreath, Chanukah menorah, Kwanzaa Kinara, etc. how are they different? how are they similar? Assemble an informational display for the rest of the school about candle use in various winter holiday traditions.

Assessment: Q Listens and follows directions Q Quality of student participation

qbaby food jars (one per student)qnewspaper qCandlewicks

qScissors qtoothpicks qOld saucepan

qParaffin qPlastic freezer bags

photos courtesy of wikipedia.com

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn6. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn

StAnDARDS

LAnGUAGE ARtSStrand I: READInG AnD LIStEnInG FOR COMPREhEnSIOnContent Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed.FInE ARtS/ VISUAL ARtSStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

Carol of the Birds Grades: 3 – 8

Objectives: � Students will learn the words and melody to a traditional Irish Christmas song.

Materials: qCuroo Curoo as sung by the Clancy brothers (http://youtu.be/PZnMu46WyMA) qCuroo Curoo Lyric Sheet (page 9)

Procedures: 1. In Ireland the tradition of singing Christmas carols is still widely practiced. Many of the Christmas carols that we sing here in the USA are also sung in Ireland. In addition, Ireland has Christmas carols that are unique to their traditions. We will be learning one such carol. 2. Distribute the “Curoo Curoo” Lyric Sheet. 3. Play the Clancy Brothers version of the song and have students follow along. 4. Play the song again, and have students sing along. 5. Have students try to sing the song a cappella. 6. Share “Curoo Curoo” with an audience, perhaps as part of a Christmas caroling performance.

Extensions/ModiFications: È Research other Irish Christmas Carols and learn their words and melodies. Perform Irish Christmas carols as part of an Irish Christmas celebration. È Use candles, holly and mistletoe to decorate your room as part of your celebration.

Assessment: Quality of participation

photos and text courtesy of zeban.itLark. Custer State Park, South Dakota, USA. Copyright © 2010, Alan D. Wilson

Red finch. Deschutes National Forest, oregon, USA. Copyright © 2006, elaine R. Wilson.

The carol reflects the strong christian vocation

of the Irish.

Its main characters are the birds, first called in a general way - “full many a bird” - later particularly referring to “the lark, the dove, the red bird”.

In Christian religion the birds are important figures. In medieval times, for example,the lark simbolised the ascending prayer to God .

The dove personifies the Holy Spirit in many of the Bible episodes. Jonah, for instance, is a Jewish name which just means “dove”.

The “red bird” in this carol refers to several kind of birds, as the robin, the ibis - a red crane - and the finch. In their red-coloured plumes hides their symbolical meaning.

Also the singing of these birds - “they did sing” - is

very important because it announces the birth: “Curoo, curoo” gave, in fact, the name to the carol itself.

The birds symbology has ancient origins with the divinely singing bird reviving from its ash, as the phoenix. equipped of red plumage it became the only animal which didn’t eat the forbidden apple offered by eva.

StAnDARDS

LAnGUAGE ARtSStRAnD I: Reading and listening for comprehension. Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard and viewed.StRAnD II: Writing and speaking for expression. Content Standard II: Students will communicate effectively through speaking and writing.StRAnD III: Literature and MediaContent Standard III: Students will use literature and media to develop an understanding of people, societies and the self.FInE ARtS/ MUSIC and DAnCEStandard 2: Use dance, music, theatre/drama and visual arts to express ideas.Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.Standard 4: Demonstrate an understanding of the dynamics of the creative process.Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 7.

Outreach ActivitiesThe Rio Grande Valley Celtic Festival and highland Games brings to New Mexico a celebration of the lifeways, traditions, cultural heritage and contributions of the Celtic nations to our American life. The Festival assembles an ever-shifting kaleidoscope of Celtic song, dance, traditional clothing (aye, the kilt!), foods, language revival, stories, poetry, humor, history, traditional and Celtic inspired music – from the famous Highland war pipes to incomparable delicacy of the harp – highland games, and other Celtic sports such as rugby, hurling and Gaelic football, to New Mexico. The Worlds Masters Championship is on May 18, 2013. This will be the25th annual games in Albuquerque. Check out their website

http://www.celtfestabq.com/Anyone can learn about traditional Celtic Music at Apple Mountain Music. This store offers lessons and carries many instruments used in Celtic music, including Irish flutes and whistles.

http://www.applemtnmusic.com/Celtic music can also be heard on a local radio station Monday, 10:00 p.m. - 11:00 p.m., during The Thistle and Shamrock program, which airs on KAnW 89.1.

http://www.kanw.com/programs/thistle-shamrock

Resources & WebsitesWebsitesHome site for the band – Traditional music and song from Irelandhttp://www.danu.net/http://homepage.tinet.ie/~fionnmacgiollachuda/Danu/danuindex.htm

Listen to samples of Danú’s CDshttp://homepage.eircom.net/~mooneyspub/Danu/English/danucd.htmhttp://www.myspace.com/danubandPenn State musicology instructor Lisa Jenkins talks about the history of Irish music and how it has become a worldwide phenomenon. Members of the Celtic band Callanish introduce their instruments and perform musical selections. (49 minutes)http://www.youtube.com/watch?v=jXccnOUte7o

Irish Songs - Music, Lyrics and Midis for Traditional, Drinking and Folk Songshttp://www.ireland-information.com/irishmusic/irishsongs-music-lyrics-midis.htm

Irish Tin Whistle Tutorials and Lessons – all levelshttp://www.whistletutor.com/lessons/http://www.wikihow.com/Play-the-tin-Whistle

About the Company

After the first members of Danú met in 1994, the band consisted of four members: Benny McCarthy, Donal Clancy, Donnchadh Gough and Daire Bracken. In Lorient, the band became an instant success and they were immediately invited to return in 1996. This time, though, brothers Tom and Eamonn Doorley from Dublin joined the group. The same year, Danú won La Boulee Des Korrigan, an award for the best new band of the festival, a prestigious award previously won by bands such as Clannad, The Bothy Band and many others.The band released their debut album in March 1997 to coincide with a debut tour in the USA. This album featured Carthach Mac Craith on vocals and generated a lot of publicity and interest in Danú. The band’s high-energy performance style quickly became very popular on the festival circuit, and in August 1997, they made their first of many appearances at Denmark’s Tonder Folk Festival.During this time, the band also began to develop a strong fan-base in the United States, and in 1999 they signed to the US based Shanachie record label. The much anticipated second record by Danú was released in 2000, Think Before You Think, debuting three new members of the band: Jesse Smith, Noel Ryan and Ciaran O Gealbhain.In 2002, Danú released All Things Considered, which saw Donegal fiddler Oisin McAuley take over as the band fiddler from Jesse Smith. A year later, the band released The Road Less Traveled, which introduced the first female member of the band, Muireann Nic Amhlaoibh, and welcomed the return of founding member Donal Clancy.In early 2006, Danú boasted its sixth successful album release when When All is Said and Done hit the shelves. The band also recorded a live performance in one of Ireland’s favorite venues, Vicar St in Dublin; the DVD of this show was released in 2006 aptly titled one Night Stand.Danú has gathered dozens of awards over the years, hundreds of five-star live and album reviews and performed on over a thousand stages. In addition, Danú performed at the launch of Ireland’s European Union presidency ceremony in Brussels in 2004, as well as in India as part of the Irish government’s trade delegation in January 2005.

photo by John D. Kelly

Traditional music and the songs

of Ireland

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn8. POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn

Curoo Curoo (Carol of the Birds)

(See http://youtu.be/PZnMu46WyMA to hear a recording)

Full many a bird did wake and fly Curoo, curoo, curoo

Full many a bird did wake and fly To the manger bed with a wandering cry

On Christmas day in the morning Curoo, curoo, curoo Curoo, curoo, curoo

The lark, the dove, the red bird came

Curoo, curoo, curoo The lark, the dove, the red bird came

And they did sing in sweet Jesus’ name On Christmas day in the morning

Curoo, curoo, curoo Curoo, curoo, curoo

The owl was there with eyes so wide

Curoo, curoo, curoo The owl was there with eyes so wide And he did sit at sweet Mary’s side On Christmas day in the morning

Curoo, curoo, curoo Curoo, curoo, curoo

The shepherds knelt upon the hay

Curoo, curoo, curoo The shepherds knelt upon the hay

And angels sang the night away On Christmas day in the morning

Curoo, curoo, curoo Curoo, curoo, curoo

POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn POPEJOY SCHOOLTIME SERIES PRESENTS Danú: Christmas in Ireland, An Nollaig in Eirinn 9.

Adult Supervision

Required

Each touring production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. They include new plays, familiar stories, literary works, biographies, mythology, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication and imagination.With such a vast audience to serve, our productions are designed to target different grade ranges. Please review these materials to make sure the grade recommendations and content are appropriate for your group.

Music, theater, dance, and opera are collaborative arts. This means they require the cooperation of many people: the directors, the performers, and the audience. Live performances can transport you to other times and places, but to do so, they require you, the audience to listen, observe, discover, and imagine.

A poster of Theater Etiquette is included on the website. Please post it and discuss it with your students before coming to the performance.

Seeing a live performance is a special experience. Although it is not required, many people enjoy dressing up when they attend the theater.

Gentlemen should remove hats or caps when inside the building. Please enjoy your food, drink, and gum in the lobby. Please allow ushers to seat your entire group before rearranging students

and/or taking groups to the restroom. Photography and recordings of the shows, as well as cell phones, texting,

or gaming are all strictly prohibited during the performances. Crying babies, unhappy siblings, and other loud noises disturb the actors and

the other patrons. Please be considerate and leave the hall during these periods. You may still enjoy the show in the lobby via our large screen monitors.

Some shows are interactive, and involve audience participation; some are not. Discuss with your class how to know the difference, as well as what is appropriate conduct in a theater, versus at a sports arena or outdoor concert.

During a musical, it is appropriate to clap at the end of a song. During a ballet or dance performance, it is appropriate to clap at the end of the number.

Curtain calls occur when the show has ended and the cast comes forward to take their bows. The best way to show the performers how much you appreciate their hard work is to stay at your seats and clap until the actors leave the stage, or until the curtain comes down and the house lights come on.

At the end of the show, after the applause, remain in your seats until you are dismissed from the theater.

If you are staying for the Question & Answer session, remain in your seats until the house clears and then move down front toward the stage.

SAFETY For the safety of our younger visitors, UNM requests clearly visible school identifiers on all students PreK – 2nd grade. Ex.: matching t-shirts or hats, school/teacher tags, etc.Teachers and students should immediately report to the kiosk (round desk) in the main lobby if they become separated from their group.Restrooms are open to the public. Please escort students.Backpacks, strollers, car seats, and lunches must remain in the lobby, as per fire code. If possible, we recommend that these items are not brought into the building. We cannot monitor ownership, and UNM is not responsible for any misplaced or stolen items.

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“For each petal on the shamrock. This brings a wish your way.Good health good luck, and happiness For today and every day.”- Irish BlessingDreamcatchers are produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico. Find us at: www.schooltimeseries.comContact: pjoyedu@unm.eduJoin our community at: www.facebook.com/schooltimeseriesPopejoy Hall, New Mexico’s premier nonprofit venue for the performing arts and entertainment.

The Popejoy Schooltime Series is a program of The Univeristy of New Mexico.

The Popejoy Mission: To provide access to the performing arts for all new Mexicans.

2011 VINTAGE ALBUQUERQUE

the Popejoy Schooltime Series is supported in part by awards from -

The Eugene and Marion Castiglia Popejoy Children’s Schooltime EndowmentThe Popejoy Schooltime Education Endowment