KWS School Concerts Grades 1 - 3 January 16 & 17, 2018

Kitchener-Waterloo Symphony Daniel Bartholomew-Poyser, KWS Guest Conductor

Activity Guide

We are so pleased that your students will be involved in the Kitchener-Waterloo Symphony’s School Concerts Program! This concert, What Can Music Do?, will introduce grade 1—3 students to some important concepts from the Ontario Ministry of Education curriculum through music. Not only will the students see and hear our wonderful 60-piece orchestra in the acoustically superb Centre in the Square, they will also make connections to their classroom studies and learn new ideas. To enhance the concert experience the KWS sends some of its musicians into the schools to meet the students, give instrument demonstrations, talk about the concert and answer questions from the students. Please encourage your students to be inquisitive—we love answering questions about what we do and the music we perform! The materials in this booklet are assembled by our Education Department staff. Please contact us if you have any feedback. Thank you, and enjoy the program!

Dear Teachers,

Barbara Kaplanek, B.M., M.M.

Education & Community Programs Manager

Youth Orchestra & Schools

Yujin Cha, B.M., M.M.

Education & Community Programs Coordinator

Kitchener-Waterloo Symphony education@kwsymphony.on.ca 519.745.4711 ext. 231

What Can Music Do?

Tuesday, January 16, 2018 at 10:30 AM and 12:45 PM — Centre In The Square

Wednesday, January 17, 2018 at 10:30 AM and 12:45 PM — Centre In The Square

Georges Bizet (1838-1875)

Suite No. 1 from Carmen , Les Toréadors Track 1

Felix Mendelssohn (1809 - 1847)

Wedding March from A Midsummer Night's Dream, op.61 Track 2

Ralph Vaughan Williams (1872-1958)

Prelude “49th Parallel” Track 3

Aaron Copland (1900-1990)

Hoe Down (string orchestra version), from Rodeo Track 4

Leroy Anderson (1908-1975)

The Waltzing Cat Track 5

John Williams (b. 1932)

Star Wars: Suite for Orchestra, Imperial March Track 6

Johann Sebastian Bach (1685-1750)

Suite No. 3 in D major for Orchestra, BMV 1068, II. Air Track 7

KWS Education Concerts

Daniel Bartholomew-Poyser is the

Artist in Residence and Community

Ambassador of Symphony Nova

Scotia. Previous to this appointment

he was the Assistant Conductor of

the Kitchener-Waterloo Symphony

and prior to that, Assistant and

Associate Conductor of the Thunder

Bay Symphony Orchestra.

A passionate communicator, Daniel

brings clarity and meaning to the

concert hall, fostering deep connec-

tions between audiences and their

performers. This coming season

Daniel will debut with the Hamilton

Philharmonic.

Daniel has appeared as a guest conductor with the Calgary Philharmonic,

Eastern Sierra Symphony, Stratford Symphony and has been re-invited to the

San Francisco Symphony for the third straight season.

Daniel earned the Faculty of Fine Arts Gold Medal at the University of

Calgary along with a Bachelor of Education and a Diploma of Fine Arts in

Advanced Wind Conducting. Daniel studied at the Royal Northern College of

Music in Manchester England, where he earned the Royal Northern College’s

James Kershaw Memorial Scholarship, Brierley Conducting Prize, David

Frederick-Baker Memorial Prize and the degree, Master of Philosophy in

Music Performance. In Canada he has been awarded the Canada Council for

the Arts Jean Baudet Prize for Orchestral Conducting and was recently

awarded an RBC Royal Bank Emerging Artist Grant.

Daniel Bartholomew-Poyser, Guest Conductor

Let’s Meet some of the Musicians!

Jane Maness

Q. What is the name of your instrument, and in what instrument family does it belong? A. My instrument is the tuba. It is the largest member of the brass family. Q. Why did you choose to learn your instrument? A. I chose the tuba because I really wanted play in my high school band. No one else was interested in the tuba because it looks so heavy so I was allowed to join right away. Q. What is your favourite thing about the tuba? A. My favourite thing about the tuba is the big beautiful low dark sound it makes. I feel like I am supporting the whole orchestra when I play. Q. What is your favourite piece to play with the Kitchener-Waterloo Symphony? A. My favourite piece to play with the Kitchener-Waterloo Symphony is Sleigh Ride by Leroy Anderson. We play it almost every year at our Christmas Pops concert and it always makes me happy. The percussion get to use actual sleigh bells and a wooden instrument called a slapstick which sounds like a horse whip. My very favourite part is at the very end when the trumpets stand up and use their instruments to whinny like horses.

Q. What is the name of your instrument, and in what instrument family does it belong? A. I play the violin, which is a member of the string family. I am in the first violin section. Q. How old were you when you started violin? A. I was nine years old when I started playing violin. I joined the public school strings program in Edmonton, where I lived, and started in group class. Q. Why did you choose to learn the violin? A. I chose to learn the violin after a student orchestra came and performed at my elementary school. I thought it looked like so much fun that I wanted to try it for myself! Q. What is your most memorable moment playing with the Kitchener-Waterloo Symphony? A. My most memorable moment performing with the Kitchener-Waterloo Symphony was when we had a sold-out performance of Beethoven's 9th Symphony at the end of my second season in the orchestra (2009). It was my first time performing this amazing piece, and it was so much fun to end the season with a sold out audience! Allene Chomyn

Photo Credit: Ben Lariviere

Let’s Meet some of the Musicians!

Barbara Hankins

Q. What is the name of your instrument, and in what instrument family does it belong? A. I play the clarinet. It's a member of the woodwind family. My clarinet is made of Grenadilla, also known as African Blackwood, or if you want to get authentic- Mpingo. That's what the African's call the tree that the wood is from. Q. What is your favourite part about playing the clarinet? A. We are lucky to have some beautiful music written for the clarinet -solos, orchestral music and chamber music. I feel privileged to be able to play great music. I particularly like playing with small groups -trios, quartets, quintets. My favourite time is when I have a good reed! Q. What advice would you give to someone who also wants to learn the clarinet? A. The most important thing is to have a teacher. Even putting the clarinet together is tricky, and without a teacher you could do some damage. A teacher will help you get started well, by ensuring you have a good embouchure (mouth formation around the mouthpiece.) You don't need a fancy, expensive clarinet when you start, just something that is mechanically sound. A good mouthpiece is helpful, though. And of course we clarinet players are always look-ing for good reeds!

Q. What is the name of your instrument, and in what instrument family does it belong? A. There are many different names for my instrument, some of which describe it, like the "stand-up" or "upright" bass. Some people even call it the "dog-house" bass because it's so big. In the orchestra, it is known as the double bass and is the biggest member of the string family. Q. What is your favourite part about playing in the Kitchener-Waterloo Symphony? A. I have so many great experiences as a member of the Kitchener-Waterloo Symphony. I love performing beautiful and epic symphonic music on the stage at the Centre in the Square. I enjoy playing music from the baroque period with a smaller group of KWS musicians, called a Chamber Orchestra. The Symphony also performs a number of concerts featuring non-classical repertoire, such as music from movies, jazz, and even rock and roll and it's wonderful to share great popular music with our audiences. Each year I have the privilege of visiting many elementary schools in the region to speak about myself, the orchestra, and the career of a musician. Since music is such an important part of my life, it is a real joy to share my knowledge with students in my community. Ian Whitman

Photo Credit: Ben Lariviere

Photo Credit: Ben Lariviere

Violin Viola [vee-OH-lah] Cello (violoncello) [CHEL-low] Bass (double bass, contra bass) [rhymes with “face’]

Flute, Piccolo Oboe, English horn Clarinet, Bass clarinet Bassoon, Contrabassoon Saxophones

Trumpet Horn (French horn) Trombone Tuba

Celesta [cheh-LESS-tah] Piano Harpsichord Organ Synthesizer Harp

Timpani (kettledrums) [TIM-pa-nee] Snare drum Bass drum Cymbals Tambourine Triangle Xylophone Glockenspiel Chimes Marimba Vibraphone (vibes) plus other things to hit, scrape, and shake

The Instruments of the Orchestra

There are lots of things to enjoy at a concert, lots of things to pay attention to. Your job is to be affected by the music, but you can be affected by whatever most appeals to you, or by whatever grabs your interest. Here are a few choices for what to listen to. Choose whatever you like, switch as often as you want, and feel free to add to the list.

Some things to enjoy in classical music

Loudness and softness

Changes and transformations

Recognition of something heard earlier

Different speeds

Instrument sounds

Melodies

Rhythms

Patterns

Terrific performing

Ebb and flow of energy

Musical conversation

Moods and feelings

Memories that get triggered

Visual images that come to mind

What to Watch

A concert is an event for the ears, but there is plenty for the eyes, too. Watch the players and feel their energy and intensity; watch what they do to make their instruments sound in different ways. Watch as the music moves between players, or between groups of players. Watch the way the conductor controls events, or how he or she gives control to the musicians.

Source: Naxos.ca

Concert Expectations

Please take a few moments before the concert to discuss with your students your expectations for their concert behaviour. Our School Concerts are designed to be informative and entertaining. We encourage students to move to the music and show that they are having a good time by applauding and participating at appropriate times. Please remind your students to respect fellow audience members by refraining from conversation throughout the concert, just as they would be asked in an assembly at their school. The best way to show the performers that they are enjoying the concert is by listening quietly during the performance and clapping enthusiastically after each piece.

How to Listen to a Concert

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

This piece is part of a larger work of music called Carmen. Bizet wrote Carmen as an opera. After he died, another composer called Ernest Guiraud, combined some of the best-loved pieces from the opera into two “suites” for orchestra.

1. Listen to Les Toréadors. How would you describe this music? Happy or sad? Fast or slow?

Tap the beat on your thighs. Now put the strongest beat on your thighs and the weaker one on your shoulders.

X x │ X x

> > 2. What does this music remind you of? March around the room to the music, keeping a steady beat. Try to keep the first beat stronger than the second. How does this music make you feel? proud, happy, strong Which instruments are important? Why?

Can you conduct this piece? Try a 2 beat pattern.

Georges Bizet

T r a c k # 1

The opera,

Carmen, takes

place in Seville,

Spain. It was writ-

ten in 4 acts, or

parts and is usually

3 hours long. This

piece is thrilling to

listen to because

of the orchestral

colours and exciting

rhythms. Bizet

wanted to invoke

the feel of Spain

through his music.

Opera A dramatic work in one or more acts that is set to music for singers and instrumentalists. Suite A set of instrumental compositions, originally in dance style, to be played in succession

COMPOSER Georges Bizet

1838-1875 Bizet was a French composer in the Romantic Period of music. He was an excellent pianist. He was born in Paris and had a musical family - his father excelled in voice and was a composer, and his mother was a pianist. Bizet was said to be a child prodigy because he could play and read music at the age of four. When he was seventeen, he composed many of his famous pieces and his musical dream took off from there.

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

"Wedding March" in C major, written in 1842, is one of the best known of the pieces from his suite of incidental music to Shakespeare's play “A Midsummer Night's Dream”. It is one of the most frequently used wedding marches today. However, it did not become popular at weddings until it was selected by Victoria, The Princess Royal for her marriage to Prince Frederick William of Prussia on 25 January 1858. The bride was the daughter of Queen Victoria, who loved Mendelssohn's music and for whom Mendelssohn often played while on his visits to Britain.

1. Many brides and grooms use this famous wedding march as a recessional after they have been married. Listen to this piece and see if you can discover why. 2. A march is usually in 4/4 time. Find the beat with your hands on your thighs. Now put the strongest beat (beat 1) on your thighs and the other 3 beats (beats 2,3,4) on your shoulders. 4/4 x < < 3. Try to march to the beat! 4. Can you conduct this march while you listen?? It is quite fast, so practice your pattern.

T r a c k # 2

Wedding March Mendelssohn wrote this section of his music for “A Midsummer Night’s Dream” just a few years before his death. The Overture he wrote when he was just 17 years old.

COMPOSER Felix Mendelssohn 1809-1847 Felix Mendelssohn was a German composer, pianist, organist and conductor in the early Romantic period of music. He was also considered to be a musical prodigy and was playing and composing music at a very young age. Mendelssohn wrote many symphonies, concertos, chamber pieces, and music for solo instruments.

I n c i d e n t a l m u s i c : M u s i c u s e d i n a f i l m o r p l a y a s a b a c k -g r o u n d t o c r e a t e o r e n h a n c e a p a r t i c u l a r a t m o s p h e r e R e c e s s i o n a l : A p i e c e o f m u s i c u s e d w h i l e t h e b r i d e , g r o o m , a n d w e d d i n g p a r t y w a l k o u t o f t h e c h u r c h a f t e r a w e d d i n g

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

COMPOSER Ralph Vaughan Williams 1872-1958 Ralph Vaughan Williams came from the village of Down Ampney in England. When he was just a child, he already knew he wanted to be a composer. He had a hobby of collecting English folk songs, which he then used in his compositions-he collected over 800 of them!

49th Parallel is a British movie that takes place during the Second World War. It is a movie with a lot of danger and action. Ralph Vaughan Williams was asked to write the mu-sic for the movie-this is called the film score. This was the first film score that Vaughan Williams wrote!

1. Close you eyes and listen to Prelude “49th Parallel.” This piece was written to be used in a movie. What do you think might be happening at this part in the movie? Why?

2. Think about some of your favourite movies and the music that accompanies them. What do you think composers of film scores need to think about when writing this type of music? 3. Listen to the piece again. This time, as you listen, draw or colour a picture that you think best describes what you hear. Share your picture with a partner or with the class and tell them about what you drew.

T r a c k # 3

Prelude “49th Parallel” Out of all of the pieces in the score, the Prelude is the one we most commonly hear today– why do you think that is?

Prelude:

An introductory piece of music. Sometimes the opening to the act of an opera, the first movement or a suite, or a piece preceding a fugue

49th Parallel

(North) refers to a

circle of latitude in

the Northern

Hemisphere

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

“Hoe-down” is one of the sections from the ballet, Rodeo, for which Aaron Copland wrote the music score. The ballet was choreographed by Agnes de Mille and premiered in 1942. The ballet consists of five sections: "Buckaroo Holiday", "Ranch House Party", "Corral Nocturne", "Saturday Night Waltz", and "Hoe-Down". Copland incorporated several traditional folk tunes, including "Bonaparte’s Retreat", "McLeod's Reel" and "Gilderoy".

1. A “hoedown” is a jig-like folk dance. Listen to Copeland’s, “Hoedown” and imagine what action might be happening in this piece?

2. Listen to “Hoedown” while you colour or draw a picture. What did you draw? What colours did you use? Why? 3. What instruments and techniques does Aaron Copland use to tell this cow

boy story? Listen for the following: The woodblock sounds like the clip-clop of the horse running The instruments sometimes sound like they are tuning up, getting ready for

the dance. There are hints of folk songs within the music, such as fiddlers at square

dances might play Also, listen for the syncopated beat. This means that the accent is NOT

where you would expect it to be. Instead of ONE TWO, ONE TWO, you hear ONE TWO, ONE TWO. This sounds almost like a hiccup. The oddly accented beat is often played very loud, or sforzando, to give it more emphasis.

T r a c k # 4

Hoe-down Copland’s music is

perfect for this

story about a cow-

girl who dresses as

a cowboy to impress

the head wrangler

on the ranch.

Aaron Copland be-

lieved that simple

tunes could be

beautiful. We know

he was right when

we listen to his

great music!

Hoe-down:

The word hoe-

down has many

meanings. It can

be used to

describe a social

gathering at which

lively folk dancing

takes place.

YouTube:

“Copland’s Rodeo”

brings up several

video

performances of

this famous piece,

many with the

ballet.

COMPOSER Aaron Copland 1900-1990 Aaron Copland was born in Brooklyn, New York. He was a classical composer, composition teacher, writer, and conductor of his own and other American music. He was well known for writing music that sounded distinctly “American”. He did mostly this by using traditional folk tunes. He is best known for his music to the ballets Appalachian Spring, Billy the Kid, Rodeo and his Fanfare for the Common Man.

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

1. As you listen to the piece for the first time, tap the strong beat on your legs and tap the weaker beats on your shoulders. How many beats do you think are in each measure?

2. Stand as you listen to this piece again. Try and walk the first beat of

every three. The music is in triple time because it is a waltz.

3. Now, see if you can conduct a three beat pattern as you listen to the music. It will look like you are drawing a triangle in the air. 4. Many of Leroy Anderson’s pieces were given lyrics after they were written. See if you can write your own lyrics for part of this piece!

Leroy Anderson

T r a c k # 5

The Waltzing Cat

As you listen to

this piece, think

about what Leroy

Anderson does to

make this piece

sound like a

waltzing cat. Do

you hear any other

animals? What

else could be

happening?

Waltz:

A dance in triple time, performed by a couple who turn rhythmically around and around as they move around the dance floor

YouTube: “The

Waltzing Cat”

brings up several

videos of this

famous piece,

some of them are

accompanied by

cartoons.

The Waltzing Cat In this piece, Leroy Ander-son uses the strings to depict the cat’s meow. Can you hear the cat as you listen to the piece? The piece begins with a lazy sounding waltz theme that returns again at the end of the piece. The middle sec-tion of this piece sounds a bit like cartoon music because of its playful feel-ing. Perhaps you’ve heard this piece used in a cartoon that you’ve seen? .

COMPOSER Leroy Anderson 1908-1975 Leroy Anderson was born in Massachusetts, which is in the United States of America. Just like Copland, his music was known over all of America. He wrote almost all of his pieces for orchestra, and then tran-scribed many for other groups of instruments. His music is so catchy, lyrics were sometimes added to his music after it was written. Leroy Anderson has a star on the Hollywood Walk of Fame.

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

Imperial March (also known as “Darth Vader’s Theme”) is possibly one of the most famous and rec-ognizable pieces and marches in all of movie music. Listen to the beginning of the piece and see if you can hear the strong regular repeated rhythm that is characteristic of a march. The music from this movie was so popular, that it was combined into a suite for orchestra and is played at many symphony concerts today!

1. Have the class to a scene from a television program or from a movie without watching the screen. Write down what you think is happening on the screen based on the behind the ac-tion. 2. Share your thoughts. Why did you assume certain actions were oc-curring? Watch the scene now. Were you correct? What cues did the music give you? 3. Listen to John William’s music from and notice how important the music score is to the action on the screen. Discuss some of the ways that composers bring action, characters and emotion to life through their music. *

C D T r a c k # 6

Imperial March

For students who have not seen the movie, what do you think is happening in the part of the movie where we hear the Imperial March? Then, ask students who have seen the movie to confirm.

March: a piece of music with a strong regular rhythm which in origin was expressly written for marching to and most frequently performed by a military band

“Imperial March”

brings up many live

performances of

John Williams

conducting his fa-

mous work.

COMPOSER John Williams B. 1932 John Williams is an American composer, conductor and pianist. He has composed film scores for Star Wars, Harry Potter, Indiana Jones, Jurassic Park and Jaws; he has even composed music for four Olympic Games. John has won a variety of differ-ent awards for his music, including 5 Oscars and 16 Grammys.

KWS School Concerts What Can Music Do?

Kitchener-Waterloo Symphony

The Suite No. 3 in D major for Orchestra (II. Air) is considered by some to be one of the most famous melodies ever written by Bach. The suite features oboes, trumpets, timpani, strings, and continuo. The second movement, Air, became such a well loved movement that it has been written out for many solo instruments, including violin and cello.

1. Close your eyes and listen to the “Suite No. 3 in D major, 2nd movement: Air.” Music can often tell a story. Write a short story while you listen to this music. Share it with a friend. 2. As you listen to this piece, try to think of a mood or colour that goes along with what you are hearing. Why did you pick this colour? What instruments do you hear that support the colour that you chose? When we talk about music like this, we are describing the timbre of what we hear. 3. After listening to this piece, what do you think it could be used for? (movie, special occasion or celebration, festival etc.) Why? 4. What elements of music would you use to describe this music? Think about tempo, dynamics, duration, melody, harmony, etc.

Johann Sebastian Bach

C D T r a c k # 7

Bach originally wrote this suite for Prince Leopold of Anhalt, who was his patron. After listening to the piece, why do you think this piece is so famous and well-loved?

In Baroque music,

an accompanying

part that includes

a bass line and

harmonies, typical-

ly played on a key-

board instrument

YouTube:

Search “Air on the

G String” to find a

recording of a

group of original

Baroque instru-

ments playing this

well-known and

loved work

COMPOSER Johann Sebastian Bach 1685-1750 Bach was born in Eisenach, Germany and was one of the great Baroque composers. Bach came from a long line of musicians—almost every-one in his family played and composed music! He wrote all kinds of music—- for organ and other keyboard instruments, orchestras, choirs, and concertos for many different instrumental combinations.

Education and Community Programs What Can Music Do?

Kitchener-Waterloo Symphony

The KWS is encouraging youngsters in a low family income bracket to start music lessons. The program is geared to ages 6-13 with no music experience necessary. Students can choose to study an orchestral instrument from the strings, woodwind, or brass families, such as violin, cello, flute, clarinet, trumpet, and others. More information can be found on our website: www.kwsymphony.ca

Music students ages 5 up through 23 can participate in the Kitchener-Waterloo Symphony Youth Or-chestra Program which is now comprised of five ensembles: Preludium Strings, Youth Strings, Youth Sinfonia, Youth Concert Band and Youth Orchestra. This nationally acclaimed program pro-vides a training ground for future generations of musicians. Through its programs, students develop their instrument technique, communication, team work, leadership and performance skills.

Each season, students in grades 1 – 3 and 4 – 6 come to the Centre in the Square to see an hour-long, full orchestra educational concert, free of charge. The content of each concert has been developed to tie into the Ontario Ministry of Education Curriculum. A set of 6 unique concerts are now offered on a 3-year cycle so that students have an opportunity to see a unique concert each year. The KWS provides supplementary materials for teachers as well as in-classroom visits by mu-sicians before they attend the concert.

Youth Orchestra Program performing at the Centre in the Square

Manager

Coordinator

Youth Orchestra

, Youth Strings

Youth Sinfonia

, Preludium Strings

-Julie Garwood There is music in every child. The teacher`s job is to find it and nurture it. -Frances Clark